Okay, it is 6:30. I'm going to call our work session to order. And our first order of business is the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God,
indivisible, with liberty and justice for all. Our first plan, first agenda item then is our continuous improvement plan report for review. Join us. So, good evening board members. So, we
do have a continuation from our last regular board meeting where we're going to have each of our individual builders about their continuous improvement plan. Through line from when you heard about the Northstar report and how we're doing so this is planning moving forward. Uh
principal chef is not able to be with us this evening uh due to a health concern. First year principles are often known to work very very hard no offense to our seasoned principles but um sometimes that makes them more likely to possibly
get sick. So, we appreciate that Britney was able to update us, make sure that her presentation was ready, and our two season principles were more than willing to help go over the review information. So, I'll hand it over to you guys. Yeah, good evening. Uh, we will do our very best to be Britney here. Um,
however, doing this justice and we'll see. Hopefully, he's watching from home. Hopefully, not cringing too much. She's already cringing. There we go. All right, we're going to start with her reading goals. And this will be a slide that's redundant
throughout. So, um the MCA is moving from MCA 3 to MCA 4 this year in reading. So, they'll be assessing a different um set of standards and different standards in general. Um so, the goal for RAIS for reading as well as
for the middle school and for the high school as well will just be to establish a baseline in reading. um given this new test the MCA 4 this school year. So the first goal is just reading um RA will attempt to successfully administer the
MCA4 reading assessment to all eligible students in grades 3 through 5 to establish a baseline proficiency rate um in 2526. Um from there they'll produce a disagregated report that identifies strengths and gaps by grade level and subgroup. And this report will be used
to then set measurable proficiency targets for the 26 27 school year. Um so you again you will see that exact same goal when we get to the middle school and high school as well. Um another set of goals that Riverview
has for reading. Um because MCA data isn't going to be as useful this year when it comes to reading goals, they're also going to be looking at their fast bridge. And so one of their goals is fall of 25 to spring of 26. They'd like
90% of their students um in grades three, four, and five who fall into the low risk category to remain in that lowrisk category. And that's on the A reading assessment. Um likewise then using FastBridge again from fall of 25
to spring of 26 they're hoping for 50% of their students um grades three four and five who start in that moderate risk category to move to the some risk category and again that's according to that a reading assessment um and then
from the fall of 25 to the spring of 26 it'll be for the majority or 51% of their students and the here is only students that are enrolled during both testing benchmarks. So, this would not include any students that we maybe pick up along the way here
um that they would have either aggressive or typical growth. And again, using that a reading assessment, their action steps, there's a lot of them. Um and I think again some redundancy here as we look at the other buildings as well. Um they're going to
continue really focusing on their curriculum and training. So, they'll continue to use their CKLAP Amplify um curriculum with their students. Um they use UFly in tier 2 and tier three and that's an intervention that really focuses in on phonics. Um their teachers
are continuing year two now in their letters training um which we know is that training in the science of reading and that's happening during their professional development days. Um they'll continue to focus on their engagement continuum and finding new strategies and ways um during those
professional development days to keep students engaged in reading um across the district. You know, our PLC's are working hard to implement the Marzano elements focusing on those six district selected elements. Um and they'll continue to use that framework to build
knowledge practice and reflect to put their research based instructional practices into practice. Um during the school day, they'll continue to use their win and intervention time to make sure that they're meeting the needs of those students that need extra in reading. Um I won't read the whole um
slide to you here, but really the idea here is just to make sure that they're remaining flexible in their groupings and making sure that the students that need that extra support are given it. And then they'll continue to universally screen all of their students and that happens three times a year. Um, and you
can see what they use there as they're screening a little more in depth in the elementary um, ages when they look at their phonics, word reading, um, spelling inventory, um, more fine detail than maybe you would see at the middle
school or the high school level. Um, but that same idea of benchmarking all kiddos three times per year. Looking at math, we have we don't have a new set of standards. So, we are able to look at continual incremental growth.
So, the goal in math from the MCA 3 through 5 68% um will be proficient and then similar to what you saw in reading able to use our fast testing to create some other and you'll see those first two the 90% staying low risk and
the 50% going from moderate to some risk. uh those are the same metrics that you saw with um the reading goal previously. One difference you'd see is that and again looking at that continually incremental growth um they have a goal of 62% um rather than 51%
you saw reading um we'll either have aggressive or typical growth and again that's looking at previous data to continue to set those goals going forward action steps you're going to see again pretty similar to what you saw in reading in a core subject that makes
sense. Um when you'll see just a little bit different that they're creating some structures specifically with wind and math but again universally screening. So this slide looks very similar to what you saw with the reading data
and then within the social emotional goals um looking and and we use this again across you'll see all the buildings but the my savers um and the savers are screeners that staff fill out the students fill out the the goal of
a reduction in risk from high risk by 30% And then the action steps you would see here. One that that screener that's the same idea as a universal screener. Teachers complete the sabers twice a year and then students complete the my
sabers twice a year and then other things that you can see there working through their morning meeting just a time to recognize all students and set the tone for the day. Continue to use PBS strategies. And then um again
all of our buildings have problem solving teams and that's where we take for tier two and tier three students that more individual look at what a specific student might need. All right. Any questions for Britney? Show the MCA math one one more time. I
just missed her. 68% is our growth growth goal there. One more. Oh, I'm sorry. Proficiency. That's what I would Yeah, I do have a question about that. This probably goes for all buildings, but the
my saba where the students, it's their self evaluation when it comes to social emotional for like third graders. I mean, I guess all the way up to fifth. I'm just thinking in the mind of the third, fifth grader because I have one. How aware I I mean, I've seen some of
the questions on those. How how is that data used? I feel like some of them are above the heads sometimes of the age group that is being asked. Like I don't know that they fully understand necessarily what's being asked. So are there answers? How is that data used and
how is that weighted when it's coming from them? Um because not that all students wouldn't understand it, but I think there's definitely some where they don't have a full comprehension of their own emotions yet, you know, and what all of it means.
So, is it entirely accurate? I guess um and how how heavily is that data weighted? I can't speak specifically to BR view. What I can tell you about from the high school level is it's it's a data point that might lead us to look deeper.
Okay? So, it's not something that says this, so therefore that. It's this. So, hey, let's take a closer look. Okay. And I would I would add to that as a former elementary principle is that you're also using to help
not the data, the actual instrument. You're exposing students to things that maybe they're not as familiar with. Maybe they're asking questions of their teacher so that when they do get to high school or middle school, they have a better understanding of reflecting on how they might feeling about
the idea that our kids are a lot brighter. Oh yeah. And I'm not speaking their intelligence. I just know like, you know, I talked to my fifth grader and sometimes if he's having a rough day, it's hard for him to articulate what about like what is he really feeling? You know, that's a difficult thing at that age. So then if you're asking him
questions about feelings, sometimes that can be real murky still, you know, where they don't have a full full concept of that yet. So then the answers that you're getting in return may not be actually real, you know, super reflective of what they're actually feeling if they just aren't understanding.
Right. Statistically speaking, I don't disagree at all because of the participants we're talking about to 11 year olds, right? But I the other piece of that is I appreciate that we do something universally because a lot of districts don't and I worry about the others.
Yep. What's kind of neat about it too is with the my savers teachers also complete the savers and it's interesting to set those two sets of data next to each other so you can see how the students are storing themselves versus how the adults see the students, right? And sometimes there's a
pretty wide discrepancy. One thing I asked, I want to make sure in case anybody's watching online, the thing I asked at the last meeting with the other principles, I say the same here, is one of the goals is to keep 90% of the low-risk kids in that category for the following spring test. And I
just want to be clear that's based on the fact that usually more than that drop off because the test gets harder, right? It's not that we're saying 10% it's okay if they fall by the wayside. We're not saying they're regressing. Correct. Correct. Correct. Okay. No, we don't just choose 10% and stop
teaching them. You guys are off the hook. No. And really with all of these goals for all of our students, we want growth. Yeah. Right. Wherever they start, the hope is that everyone grows. Want to do the middle school?
Sure. All right. Um, so this is going to look familiar. So, the middle school's reading goal um just like everybody else probably in the state of Minnesota is that we are going to collect some baseline data for you this year so that we can set some great proficiency
targets next year for the 26 27th school year. Um but moving beyond that MCA4 that's coming out. Um similar to Riverview, what the middle school would like to do is using our fast assessments. So
looking at a reading again, we'd like to 90% of our sixth through eighth grade students low risk in that low risk category in the spring. So students that test us with us in the fall um when we test them again in the spring at least 90% of them stay in the blue or in that
in that low risk. Um likewise to what we saw in the earlier slides 80% of our sixth eighth graders at screen at high risk or moderate risk in the fall. U we want them to be earning typical aggressive growth by spring. So working really hard um to move the needle for
those students that are showing the high risk or moderate risk to get them um growing um as quickly as possible. How we're going to do that? Um we'll continue to benchmark our students three times a year. Um students that are
showing a greater need. Uh teachers do a great job of intervening in the classroom. Um a lot of our work happens at tier one. It's classroom wide. Um if students need beyond that um we do have office hours in the morning where students can come in for some extra
support. Um teachers also are teaching uh and for about 40 minutes of that 60-minute instructional time and then reserving the last 20 minutes for some small group work um intervention and more one-on-one with students that need need a little bit more. Um teachers will
continue to work on their proficiency scales, their learning progressions, um and working together in the PLC meetings to make sure that we are hitting our standards and meeting the needs of our of our students. Um math, we have a more precise goal. Um
so the MCA did not change for them. Um what you'll see on the right hand side here, 65.5% of our sixth graders, we would like them to be proficient. And how we got to that number is we took the average MCA score for them over the last three years. Uh
so sixth graders would have had a third, fourth, and fifth grade MCA. We averaged those scores. That average came to 63 and a half. And then we bumped that up two percentage points because we want that growth. So you'll see sixth grade we're looking at 65.5.
Seventh grade we're going to challenge them to 72% proficiency and eighth grade likewise 72% proficiency. And again those numbers came from averaging their past MCA scores. So that that exact
cohort's MCA scores um from the beginning of when they started MCA testing and math to where they are currently. And just like for reading, the way we're going to do that is for the most part in our tier one or in our mainstream classrooms. Um, all students again are
benchmark three times a year. Uh, teachers will be working hard to work with those students that need that extra support during their class time. Um, again, we offer that office hours. Um, as well as targeted services. We'll be starting that here in a couple of weeks as well for students that maybe need a
little more support after school. I'm looking for growth for everybody, but in particular those students that might need more that tier two or tier three. Uh for social emotional, we took a little different approach this year. Um
and one of the things that we'd like to do is decrease the number of office referrals that we're seeing. So, um, last year on average we had, um, 7.5% of our population had three or more trips to the office. Um, and that could be for
a variety of reasons. Um, tardy to class, uh, other things that happen um, in in a middle school. We'd like to reduce that from 7.5 to 5.5%. Again, students that are headed to the
office um, three or more times. And you might be asking, well, shouldn't that number just be one, right? Why three? Um, students come to the office for a variety of reasons. It's not always disciplinary. Um, once it gets to be three or more, typically that tells us
there's something more going on with that student. So, hoping to decrease that. That would just be when they're said they're because of issues or like any type. Uh, no, because of an issue. Yes. Great clarification. So, chooses to come to
the office, that would count into that that percentage. Um, we're going to continue to teach our PBIS. Um, we do, I think, a really nice job with that at the start of the year and then right after, um, our winter break, just teaching our expectations
and then retaching them. Uh, Character Strong is our curriculum that we use during our um, essay time in the morning. and we'll continue doing that, teaching some of those self-regulation skills, developing those social emotional competencies. Um, students
that are identified in the high risk when they do their my savers or savers, um, we'll make sure that our counselors are checking in with them. Um, for some of our students that, um, turns into a check and connect or a check-in and check out where they meet with their counselor either at the start of the day
or the end of the day just to make sure that things are going okay. Um, and so we would with those interventions to make sure they're getting the support they need as well. And those are the goals for middle school. Questions for Angela?
I do. I have a question just because it goes to kind of that referral to the office. Yeah. Being that we did um change the cell phone usage during the day, did you see a decrease in that behavioral problem?
We just had a conversation about this today. Um, I've taken one phone this year. Oh. Oh, good. That's it. That's awesome. Um, I know you were in our cafeteria last week and I think you should have won an award because I think you had the most phones. Um, our social worker, the
reason it came up is our social worker took a phone at lunch today and she turned to me and said, "This is the first phone I've taken." I've only taken one this year, too. So, yes. Um, our kids have caught on. Um, It really hasn't been a big concern. So,
and then were you were there was there any kind of decrease in overall behaviors since implementing that too? I can't put a number to that. Sure. I can give you a a gut feeling on that and
that would be yes. Okay. I think we have a decrease in some of the maybe shenanigans that were happening outside of teacher vision in the bathrooms. Sure. For example, um where I think sometimes those phones led us to make poor choices
because we wanted to record those sorts of things. Is it still happening right or not happening on an iPad because of course it could be could be happening there. Um I do think it's had a positive impact. I don't have to support.
Sure, we could pull that we could we could um my gut feeling would be though. Yes. I guess I have a question about the reading MCAs. Like so clearly with math we were able to pull like years prior like how long is it going to be for us
to be able to do that? Like I'm assuming we were able to do that prior to MCA changing with reading. Like how long does it usually take for us to be able to like start actually looking at that? Like because a year isn't really going to give you No. So we'll be starting at kind of that ground zero again, right? So this year
will just give us that baseline. Um just like what we just went through with science state questions. I guess I'm just thinking like so this year's fourth graders might be able to use like if they're also taking it or like
are we thinking like even I think the instrument itself instrument always one to two years before you feel like you're going to be able to start using it patterns and comparison especially across groups um
that'll be part of the challenge at least that's what happened in the previous MCA implementation all of a sudden we got through the first year and school districts across the state were sending back feedback saying this question is terrible. So it impacts all of those proficiency rates and things
that you're trying to make decisions on strategies and it impacts one to two years but maybe they're doing better now for the only question I had was about when
it comes to interventions for weaning at the middle school level is there actually at the elementary level, is there actually interventions that they go to during the day like during their class time or is that all prior to school they come in or you know great person. So the answer is going to be it
depends. So for some of our students that are in like an essentials reading class um very heavy an intervention there because it's already a small group. Sure. Um for students that are in a co-taught language arts class um often times that last 20 minutes of the class
that will be that really um targeted intervention time where that special education teacher will take that student or group of students to a different classroom. um in the general ed population um not go not essentials still that last 20 minutes
but it might be more small group at the back table doing some work together um but no we don't have you know a reading interventionist so to speak that is the classroom teachers doing that work
But um I won't spend a lot of time with this one because it the wording other than saying SHS really looks the same as the last two. Um other than the one call out is that at the high school we only test reading in MCAs in grade 10. So
remember that switches science and reading in 10th grade. Um additional measures for us at the high school looking specifically at reading. We look at both the preac which is on the left side and the ACT on the right. Um so a goal for us is to get 55%
of students meeting that college readiness benchmark um which would be continuous improvement from what you see at the bottom there 53% in the last so this year's current 11th graders. So continually moving forward and then on the right looking for 84%
of the tested 11th grade students because not everyone takes the ACT and that continuous improvement from last year's group. A challenge in looking at the ACT assessment that not everybody takes it, but also our most handy data comes from
those who take the school test in April every year. So we offer it on a school day. those who choose to take only the national tests on the Saturdays that happen six times a year. We don't get their data back in a a form that we can
use until after they graduate. So in a much more real here it is way. That's why we're using that that grade 11. And so for us that's that is over 100 students that we're looking at. Um but it's not a measure of the whole class.
So um steps working there um for students giving them and trying to continue to move towards more and more assessments that are able to be read aloud in Schooly. Um so that's instructors doing
that work to make those available and um with a goal of normalizing it for students that it's not because they have a reading need. It's if if we're not actually assessing reading, let's make it where they can hear and and hear the audio of it. Um we do provide that personal and targeted reading
instruction for students that are identified with those needs whether they're special education student or not. Um and then continue to look at that reading is not just a language arts topic. So having opportunities in every
area for content specific reading. Um if you saw previously we went from reading to math to high school. we go from reading to overall college readiness and that's in all areas. So, um, English, reading, math, and science.
And again, looking at that grade 11 group that that's me that on the school test today, um, our goal is to get 58 to 60% of those students measuring as college ready at all four categories.
And the in the italics that you see below, the way ACT determines college ready is that 50% chance or better of having a B and a 75% chance or better having a C in that level of coursework at the college.
So, and and typically hitting all four is is a challenge for students. And so, for us to continue to be looking at over the majority of our students, 50 to 60% in all four is a possibility.
Some previous data. I won't read each of these to you. Um, but you can see in that first paragraph, 92% of our students that tested the word college ready English, that's fantastic. And all the other areas are as well
pret. I don't have last year's data, but having done the preac and been familiar with it for decades, I would say at times you've had to score incredibly high consider in science and so that is still a very
positive score that you see with 42%. And then the sled system, if you're not familiar with that for Minnesota, it's pretty interesting stuff to take a look at, at least for me. I like to spend some time in there every year. But what it does is measure our students currently within after they leave. So if
you look at the class of 2022, and this is persistence data. So 85% of the students in 2022 that went to college continued on in their second year. And and this data gets stronger and
stronger as the reporting gets better. You look at the last one, it says 75% of students completed their fourth academic year of study. In a traditional system, if I'm a 2022 grad, I would right now be in my fourth year of study. But 7% of
our students are already done with it. So actually steps around overall college readiness. So, a number of things here, but continuing to use the common assessments that we have across all of our courses um to continue to look at and work together on if if Angela and I
are both teaching a course and her data says that students are learning in a in a better way than mine. So, we learning from her, what did you do? How did we do differently? So, continue to do that through our PLC's. Um we have specific specific programming using Alex which is a chance to it's a program that can get
at a prescriptive level for students and their skills and then provide them specific instruction. Um we utilize Fastbridgeidge at the high school not universally but we do for students with identified needs continue to utilize Fastbridge. Um our early intervention
and problem solving team meets just like every other building. And then one of the things that we try to make sure all of our students understand is why it is still in their benefits to take and do well on the ACT or other assessments. So the preACT all
of our 10th graders take it's a low stakes test and it's not important. It's high stakes as we use it. And then saber time we're continuing to utilize that. So it's a high school version of wind time of what I need. So at points of the year, that's twice a
week. At some of the points, we've decided every at the mid quarter each quarter, we're transitioning to three times a week for s giving students more opportunities. And then as the new quarter starts, we'll go back to two essay times and two saber times.
Couldn't find anything more to put at home. We started that this week. uh graduation rate at the high school. So our goal is to have a 100% graduation rate. Um but the the careful statement
there is that that includes students that wait because of their own needs are continuing on. So the way MDE reports it's a four-year graduation rate. So if you look at our 2024 report, we're at 97.1%. I've shared with Mike that in looking at
that our students are still they're doing the right thing. Some of our students moving into 18 to 22 they don't count as a graduate but that's the right thing for them. Um so when we look at our 2025 graduates and I've shared this with Dr.
that one student that finishes summer school and every other student is successfully in 18 to 22. So there's nobody that isn't doing exactly. So we're still going to see a graduation rate that's not 100%. But that would be
an argument I have with the data. Um so action steps towards graduation rate. Again, just continually trying to make sure that students have what they need. Um our problem solving team meets regularly. U we're switching our registration process at the high school this year. Um if you've had a high
schooler, you know that we've roll out information to students. We've given it to parents and said, "Here, take a look at this." And then we brought everyone together to enter it. And so what we're doing now is that we're going to roll all that information
out. But rather than using a night to bring people in to enter the information, we're going to bring everybody in in an open house way. And so come see all the things we can offer in science and see all the things we can offer in family consumer science. U trying to have some live things going on for students to see and come in and
other schools have done this as well in in a lot of ways right now. It's it's a commercial for each school and in competition with other area schools. Um so we're excited for that. February 12th is our night to really bring everybody in and I have interest in in finding those students that maybe are chosen
elsewhere and say hey come come take a look at what we offer. So and then continue to provide information for teachers building. At the high school, uh we look at and measure um social emotional for students
and that we we do a twice a year survey with students where they provide feedback um about whether or not they have that trusted adult that they feel is interested in them. Um continuing to try to find ways to measure and and look at their self-efficacy. Um and then we
also last year started gauging how well do they know the supports available information and we put information throughout the school. That's everything from if I need mental health support or I need information about college or I need to find a food bank or anything like that and asking students do you feel like you know where to go and what
to do. So the number of things that we're trying to do to help our students in this way that survey like I said twice a year um counselors providing support for students good news cards for us or our goal is to get to every student with a good news
card throughout the year and we spend time at every staff meeting in PB time with dedicated time for that they are and and I believe other buildings are also doing so we're not Yeah.
Careful. Yeah, I'll go back. Uh, just that I like the um the even at like high school almost adult level like getting the good news cards is still something that goes immediately from the
counter in the mail and us the kids putting directly in the fridge. So, it's still cool that you guys and in a physical form in a day and age where everything's so digital questions. Well, this will be when we have our case
report in November this idea of ensuring that our school board is very familiar with both from an autopsy point. August Northstar all the way through
moving forward at the end of Do we I know that like in the springtime do we get a chance to revisit these then on whether or not these goals like the goals that have been laid out for from fall to spring we get to revisit
I'm certain my principles would love to come back and do that as part of next year's presentation so I think that's much of the data isn't free to share until end of August like we can like MCAS we can talk individually how
students have done but we can't release any you get some of the information when Maria has come and given the report yeah but some of the other information that are specific building because a lot of that's related to their
fast bridge testing more so than the MCA especially reading right now, right? With the changes or whatever. So, that would be nice just incredibly enthusiastic. Weird. You're always welcome. Wonderful.
We just can't speak for other principles. That's why you're Well, thank you both. Thank you for coming. Thanks a lot. Thank you. Good. Thank you. So then we do need to do our school board evaluation checkin. So we all have
that printed out um as well as access online. So I guess I was we just go from goal to goal. So our first goal is strengthen communication and transparency with staff community and stakeholders. Uh we have been doing our three takeaways at every regular board
meeting. Um, we need to schedule a student community engagement at least once per year. So, I would say if we have the ability, which we'll be maybe we can't tonight because Scott's not here, but to try and figure out what that might be and when we want to do that. And then
ensuring accessibility of schoolboard members with the community that's other people. I have a question about the three takeaways. Yes, we are consistent in doing it. I guess I'm my question is are
we getting engagement currently through that process and and how can we measure that? Number one. Um, and then if we're not if if we have a way to measure it and we're not getting a lot of engagement from
them being on the website or whatever, just on our schoolboard page right now, um, what else can we do to actually engage the community with those? Because that was the purpose of the three takeaways. So, are we seeing results that are showing that that's been effective?
And if not, how are we going to change that so that they achieve what we're ultimately going for with that too? And I don't really answer that question. I guess that's more just kind of probably something we want to look into if we have a way to aggregate that data
at all. thinking correct me if I'm wrong this discussion that benchmarks go. So I think the idea of being able to add another
measure that is a great idea. I think that our first line as far as the community engagement at least once per year. Yes, we should schedule something but I think we'd have to
what what and with whom and what are what what what are we achieving? What's our which would probably take more than what we're going to decide for tonight. But maybe that discussion topic for the next word
session so that we can schedule something. Sorry. When is our one year up? What did we do this? Okay. I don't feel like we're doing it here. So, I think we're The goal was to get this
established and then yeah, March and September would be mid year. So to me that would be September would be when we typically would actually do goals. Sure. I just Matt said when did we establish these? I think it I want to say it was March but I
it was either February or March. because our self assessment will be done in September and I think it's because when we did it Chelsea was new to the board and so it was really difficult to establish goals somebody's trying to on board
right so I would say for if we have it done by September and count that as a year even if it's extra it's reasonable right I think So at least now we have a timeline of when that needs to be accomplished.
Well, we can 100% do it at a work session. I guess my initial thought too is we have it as student community. So like I know that we had talked or there had been ideas thrown out of like board members trying to go to to the students
maybe bringing donuts in the morning or some kind of thing with student council. So like I think with that being a work session topic just make sure that we bring ideas of what we want to do accomplish. Is there any other thoughts on goal number one?
Um well did we answer your question? I feel like we kind of skipped ahead. Did you ask something about how we want to look at engagement when it comes to the three takeaways? Measuring the engagement in the three
take are we talking like number of clicks on that or that's what we would have to figure out is what are we looking for? Yeah. How often are they can we see how often they're viewed? I would
spot I'm not entirely sure that's why I'm fully open and I certainly can ask if there's ways to try to measure how people are interacting with the three
where where and how are they distributed at the current time right now they're on the school, right? When your minutes are posted, they'll be better also. Yeah. And I guess
I mean a measurable way for us, an obvious way as if we were getting any engagement from the community. Anybody reaching out to us with any questions about the topics that we had covered or our takeaways, I have had none. That does not mean people are not viewing them. They may just have, you know,
questions about it, which is fine. Um, but I know we talked about this at one of our um, common tech meetings too about other ways in which we could display that and we were brainstorming the district Facebook page, other things
um, where it would reach a broader audience. Um, the way that people view information, you know, are they going to go to our school board, are they going to go to our web page and then to our schoolboard page to see the three takeaways? The likelihood of people doing that. I think it was just kind of our starting
point of put them on here, but can we broaden that so that the audience is broader to and what are the best ways to go about doing that? And that's not something we need to make a decision on. I know it's just a conversation that we had had in a committee meeting.
Well, maybe we should bring it back to the committee and see if we can brainstorm some ideas to bring back because even just listening right now, I'm thinking, gosh, maybe when we actually we stream and then we officially post the the meeting. Correct. So when we
actually post the meeting, could there be in the description our three takeaways? I don't know if that's even something that's possible. I don't know if it's something we talk about in communication technology meeting, but like you would think that you'd be able to add a description. I don't know. Like to the meeting and you could put the
three takeaways. I'm looking at you. Sorry. And you can get back to me how we how we put it out. Are you saying like when we post one meeting we do the threeities on the previous? No, it would have to be of the meeting
that we're going to watch. You're talking about on YouTube the descriptor under the video. So like after Yeah. Yeah. So when you officially post it as this is on YouTube. I mean it's another way for people to be seeing it. I don't know. I don't know
get clicks or understand. Yeah, I don't know that there's a lot of eyes on that. Um I don't know. There's a lot of people that well I think they watch during but I think there's a lot of people that do go back and watch too. So well I mean as far as like because usually on most video descriptions you have to click an arrow to view the stuff
and I don't know goes to that as opposed to just start the video and start to watch. Um that' be hard to hard to measure. Yeah. As I'm listening to this, I'm thinking if our goal is to make sure people are just looking at the
these, I don't know that measuring feedback that we're getting is going to make sense. I somehow measuring clicks or whatever, that seems to make a lot more sense because it's going to depend topic to topic. If it's a topic that by nature nobody's really going to have
a response to and we're not going to hear about it, right? That doesn't mean they didn't view it. I think you alluded to that. I think if you want to general respect our our views of the school board increasing because we're utilizing takeaways as one strategy
and knowing that that would just be one variable of why we might see an increase in people watching us watch takeways that might be I haven't
maybe I've missed something but I haven't seen them listed on like the weekly news emails on Fridays that go out that could be an option obviously it would only happen once a month I think it was initially when we started just to get it okay um because I'm looking back at Sarah's
email that she sent to the committee when we initially talked to it they did in the end of May I I think just so like let people know that we're going to start doing it. I mean, as long as they're brief enough, they don't interfere with the rest of what you're trying to do with those.
Like I think that's the most direct way to get at least parents and other school community members looking at it. Obviously, that doesn't go for the the entire population of Yeah.
And if it's at the bottom, it's not really taken away from Yeah. It's just I've always lived on the theory that if you have to mine the website to get the information, the odds are incredibly low that people are going to see the information. And if that's, you know,
I agree. I do agree. They were going to be in the like so that you wouldn't have to click into see district school board and then see them. part of the announcements like banner that scrolls through. Have they been though?
Yeah, that might be that might be the best way as far as including it on the website somewhere for it to get. So, that one's going to go back to committee, I think. So, we have a meeting next week. So, yeah, it's come up fast, so we
should be able to add that. Yeah, I don't see I just think if we're going to do it I I know I the initial goal was just consistency and actually doing it, but now that we've kind of established that, let's make them as useful as possible as
well, you know, and really make them effective. Otherwise, the question why are we doing it? If we don't feel that it's having an impact in any way, maybe we need to take a different approach. Certainly the data will help you in determining whether you want to make a
continuing gold. I did have one question on the middle, the student and community engagement and more on the community side. I'm on board with you know the idea of maybe student buildings whatever.
And this is just me forgetting what we discussed when we set this goal. Did we mean that we were going to get together with the community once per year just in a general sense or is this like if we did a listening session on the stadium plan would that qualify?
I think that we gave ideas on reasons in which we could hold a listening session once per year like around the time of the budget you know um okay when we're going to be approving the budget prior to that just giving an update on where we're at. We were just kind of spitballing things I think at
that time, but things that would that would be beneficial to give the committee more information on or allow them to engage with us more as well. And just thinking about it now, the first two things that come to mind are stadium
and cell phone policy. We want community feedback. I think those are the two things we need the most feedback on at the moment. And obviously those aren't going to continue as issues going forward that we would year to year right with community members on I think in reality we would have a topic
at least every year in which we would you know that would be beneficial to engage with the community on those are good examples and I just wanted to make sure that's what we were thinking is that it might be a different topic each year or it might be focused on something as opposed to just hey come to a random Q&A
session. I think that we said a focus topic. Yeah, that's why I said we can't even really said anything. It's not like we're going to leave you with that idea tonight because we really have to hone in and then how do we want to structure it? You know, what's the format? What's our expectation? Q&As. I mean, there
would be so many things that we really want to dial in. Well, I think it was also just to make sure that we weren't forgetting that component of engagement. So I think the main focus was students
but then also okay good goal one. Okay. So goal two is cultivate a culture of respect, teamwork and civility within the board and district. So we are going to be doing our self assessment moving forward once every year in
September. Um, I would say that this year we should probably still do a check-in in March and then do again for check-in in September. Um, this is just an extra check-in since we're having it be a little extra long. Um, and then I believe we've set up communication guidelines by approving and working on
our board handbook. That was my question as far as setup communication guidelines. Are we considering what we put into the board handbook that is that guidelines. You have other thoughts?
No, I just wanted to verify that we were all on the same page there. Any thoughts anybody wanted to share on goal number two? Um the only thing with the checkin in September, if we're doing the assessment in in September,
are we wanting to maybe make that be the same month or would it necessarily need to be September? Well, I think it's before the September meeting we would be doing a self assessment and we be able to talk about
it and recreate goals kind but the way it's written is that we're doing it in September. So maybe do we want you're talking about the middle one, the midyear Are we going to move the check-in to August to prep us more for
the self assessment or are we I I'm not sure why we would do a check-in if we're doing a self assessment at the same time. Does it create goals? That's what I I that's how I read it. I read it as doing the self assessment prior to our work session or whatever
um our upcoming work session in which then we would use that self assessment to check in on where we are at or how we're feeling. goals. That's how I read it. I don't know if that was the intent. So, checking in and creating goals for the following year. Um, I guess I'm looking at the self
assess. Well, yeah. Yeah. Yes. I was looking at the self assessment. Yeah. Yes. Open to either, but I think as it pertains to the goal, the goal doesn't need to be that we're
going to create goals. That's just part of our process. But that specifically on just the culture piece of it, the self assessment was accomplishing that, right? But it sounds like we're agreeing that as it pertains to like it being in September, it's really leading up to
September. So then goal three was focus on improving student achievement and academic outcomes. We were going to do that by reviewing district and building level academic data quarterly, monitoring scores and local assessments and then monitoring growth data from year to
year. So, I feel like we've taken some good steps with our continuous improvement plan updates that we just received these last couple meetings and then I really like the idea that you had of like having a spring checkin with all of our buildings. Well, I think that's
the only way it's it really encompasses the information that we would want to know is did we achieve those goals? And I know we won't have MCA data, but we will have fast bridge or local testing data and that's included in I mean we get the during the caser meetings we get a lot
of that same information. It would be really nice then in the spring to see how we marks that we've set for ourselves. Sure. Just end of school year, however we want to word it, but full circle on the goals.
Any other thoughts, concerns, vocals? So then we have our school board representative for each building conversation. So members of the board, just FYI, as I was doing a little preparation for this, I was sitting with Senator
Superintendent Bergen and Brad and I were talking during a massive conference and he had I thought was super helpful. Um I have learned of course with our other neighboring school district that they discontin
for lots of different reasons but sorry for rapids is and he had outlined these was very I was thankful to share. It's just information for you to consider. Well Emily I was I think was it you that
had brought this up? Okay. Sorry, Jen. Did you want to talk about a little bit more or? Well, I think like I had said when in one to ones we were being invited to Oakidge early learning or kindergarten for like the beginning of the year to go
into the classrooms or whatever. Um, it kind of made me think why why would we only do that once? Maybe maybe there would be some benefit to having a board liaison or a board representative that would be able to go
from or be in one district to be able to see kind of the inner workings of one building and for staff to know this would be the person that I could go to if I needed to on a board but parents as well because it could be
like or whatever they call them. Well, I look at it as just a visibility thing, you know, us being visible more in buildings and then Yes. And then
connection with that more accessible, more involved, not such a disconnect between the board and everything else, the day-to-day stuff. So that's really where it came from. It
came from the invitation of going in for kindergarten and then broadening that. What does um what did Brad say about just about how this has worked for them? And he said it's it's working positive. The
the board does agree to stay within the expectations and procedures. Hearing that for me as a district administrator capacity during the work day level want to make sure that we're taking care
of our board members. So making sure that you're coming as a board member that would have notice. But besides that been very positive that issue doesn't come up very often. So as I read through this with him
one day he appreciates it and it does recognize that area public relations where it gives you the opportunity to be present in certain times that it can be a positive thing.
I like the examples that they give to you know some of the that they always have a board member. I think my caution for you would be to think about if you were to adopt something like this, how do you adopt it in a way where you're conscious of is this something that
I want to be part of certain building three or four years in a row because I think that's a positive or I want to have opportunity where each of us takes a turn that rotates every year because there's a positive related to that.
question with like some of the examples that they've listed. I mean some like open how we could go to any open house today, right? Like we don't I think it would be strange if
showed up to an open house. A child. The answer would be yes, we can. Yes. But what it would be what is the purpose of us being there? And Are we there in an official schoolboard capacity? Because then the question be well what are we doing there in our official
schoolboard capacity? So yes is the answer. But what's what are you like what's the reason for being there? But we can always go into a building formalize maybe something that you can do anything. You can always do you can go in any
building. Yes, you can check into a building and we'll make sure it's okay for you to be in there by having you on a tour and do everything else. it's under the opices of being a school board member and then opposition.
Sure. And I would imagine just because you threw out open house as an example. I would imagine sitting at a table where they're welcoming people and then you're visible that there's one of our school board members
or like at parent teacher conferences. I'm not, you know, I don't want to sit in on somebody's conference or anything. But I mean, maybe we open the door for people as they arrive or whatever. Just visible in the, you know, in the community, visible in the building, but we would have I picture this as us
having some sort of role while we're there than just wandering about and peeking in at, you know, report cards or something like that wouldn't be the purpose. We would have something like what we do on um workshop week with the welcome breakfast.
And my only advice would be as you think about this each individual board member can make this look different that this isn't an expectation page. My experience with this next door as a principal was I sat down with my leazison every year and we talked through what they were
interested in being part of and every board member that I work with had a very different level of I want newsletters to I would like to be and I want to be in the last there to someone
they want to be involved in a new Both of them were okay, but there was no expectation. The other thing that we would want to think about if we decided to go this route is the mathematics of it because
we have six members and five buildings. So, do we double up? Um, do we do it as a volunteer knowing that one board member um should volunteer for each building? So there's always
days on it for each building. Oh, they don't their chair doesn't do it. Oh, sorry. There we go. No, as a recommendation. But yeah, so I mean something to think about as well, but then I think of like this all seems
great, but you like what also like when you said open house or even like just sitting there and opening doors for like parent teacher conferences, like to me that doesn't scream like one or two. that just would be like, hey, we have an opportunity as a board to go like maybe it's even at a concert like we're opening the doors and welcoming people
in like helping hand out like maybe like I don't know like we'd have to decide what that is but like don't feel like that's just one board member like I mean I think it just gives it structure so that because it's easier to schedule two one person is easier to schedule than six or three or whatever. So
I think that's part of it is just not over complicating it so that there can't always be one person to do that. I guess I don't disagree with you. I guess I'm just thinking out loud like it would be nice to be able to ask like
if you are the liazison for Oakidge and you know that something's happening then is it then your job like taking that one step further to like make sure the full board is is aware like we're not required to be there. You're not required to be there but like it's an open invitation for us to come and I guess that school Riverview. I think
like of dear graduation. Like I think that would be really cool if a bunch of us were able to go and support those fifth graders. Like it's another opportunity. It's another like ceremony that's a pretty big deal for our kids, their students. Um so our concerts or like but like just making sure that the full board is
actually aware of those like not necessarily like the the ones that you're going to do one-on-one but like that would have that opportunity to show. But then isn't that getting I mean the school the student representives usually like here's what's happening in your schools
and the open meeting laws. We would have to post every time that we are all agreeing to be well more than three of us are agreeing to be and really three three but whatever my point is we would have to post them every time that we agree that you know a majority of us are
going to be at any one of these events again that's where the over complication part comes in I think this is just a cleaner way of having board representation at each building but not having to go through well there's going to be four of us there so get a post from the calendar, make sure we have
three days notice, blah blah blah. Go through all. Do we post that we're going to graduation? Yeah, I was just so like I agree with you to a point, but like if we're not going to talk about going to the future business, right?
I think anytime that there's four or more of us together, we probably should be planning to post it because how does anybody know in the public that we're not discussing board business? That's why it's recommended that we don't attend like that we don't go places together recreationally with, you
know, four of us or more because yeah, maybe we're all out to dinner, but what are the optics of it? So, it's recommended that we don't do events with the majority of us without posting. So, I I would suggest that we post graduation because how do people know we're not discussing board business if
we're all standing together? That's a side topic. Plus, it's meant to be a liaison. I mean, it's meant to have somebody engage and relations, right? It doesn't necessarily mean that
it has to be and it's an idea. We don't have to do any of it and that's fine, too. But I like generally what Sock Rapids has put together here. Um I think the one to one one board member per building seems
to make more sense. I I get with something like their graduation that might be cool because it's a ceremony. I just trying to put myself in a non-board member mindset. If I'm at my kids middle school band concert and I see a bunch of board members there, I just that doesn't
feel like it's the right place to me. That's my gut reaction to it. Um, so I don't know if I'm on board with something like that. But as far as having one liaison to go and maybe, you know, like you said, sit at a table at
open house or something like that and have discussions with the principal and just kind of be clued in as far as what's going on in that building. That makes sense. I think that's valuable. Um, I would just be careful and ask the question. I have no reason to think that
it's a negative answer, but have you had discussions with our building administrators about this? Is there any concern that this is, you know, stepping on toes or this will disrupt my programming? I think there'd be even more reason to do it though. It's just let's build a relationship where you don't view us in
that way that we're not there to do that, you know? Well, I mean, I think that would be the prime opportunity in which we would implement this because if that's if that's the feeling, we want to eliminate that. Oh, and I'm not even saying that's the feeling. I just want to make sure because it sounds like Brad's got a
positive experience with this. It only makes sense that it would be a positive thing. I just had to transparently I think the piece of how he would do this as a way out with his when they wrote this
together. I I think if you're thinking, well, I'd like to cover a certain building because of a specific interest that I have, then I would be cautionary choosing that where I like the idea of a rotation um as being something that's truly related
to public relations because one year high school next year gives an opportunity for multiple different parts of our state in our community to have interactions with every year you're only working
or something like that. Yeah, I was thinking the opposite. Like if I get to choose, I'm going to say Oakidge because I have the least knowledge of that building. My kids never went there and it's I'm furthest from kindergarten and any other grade. You'll see those kids all come through and then you won't stay with that
cohort. There are some positives that Yeah, I like your idea too of having like an initial meeting with the building principal and just kind of talking about what would you want to participate in and kind of laying out building specific guidelines that you guys are both on the
same page about so that there isn't you know stepping on toes like we've already you know we've already discussed this kind of have expectations and know what to plan for so there's no real surprise factor there either and having that initial to decide what this is going to look
like, what we both want out of it. So, what do we do moving forward with this? Obviously, there's no action on anything tonight, but is this something that we want to bring this to regular approve? Do we just be a January meeting decision?
Okay. Sure. But knowing that I mean just knowing that's what people like to putting it on that agenda. Well, we could always put it as as an item that before we would even implement it, we would approve that
that's what we're going to do. So, people can take the time to digest it and then say, "Yes, I do support this or no, I don't support this." And then so having it as an action approved something like a document like this, but
it wouldn't be implemented until the board meeting. Is that what you mean? Yeah, just get this nailed down. Right. I I mean, reading through this, I don't know that I have many changes at all. The other opportunity is for
Yeah. So on the So we've heard positives, but you said there's a district that's moved away from it. Can you share any reasons as to why maybe they dissolve this? Slippery slope of school becoming
there as a public relations opportunity and to learn about how schools operate which is very important. But still recognizing the differences and sometimes I mean purpose number four here that's why it's important you have those things
in writing that speaks exactly to your issue you just mentioned well and I think to the point of like you know how would your administrators feel I don't necessarily think that even if they have some reservations around it
it doesn't mean because of us personally but just with what they have going on and right having another person in the building and so I like even if we say like we're going to do this even if there's any reservations elsewhere I still think it's fair though that if it's not working they have a say
in saying this isn't working and us to discontinue instead of saying it's even more of a reason for us to do it if if there's things it was just Matt's specific example was you know feeling like they're going to step on our toes or you know that was
the example that he gave. Yeah. It's like well then that's more reason for us to engage so that if that's the general feeling you have not not even about us as individuals but just schoolboard level in general that if we enter the buildings we're there to step on toes but let's break that
barrier down and prove that that's not actually we have a healthy relationship. Um we are not there to do that. So that was specific to the example that got reading is so important and then being strategic about if that's if our goal is
to improve because one of the goals also improving our relationships between our school board members and our staff that's one of the hopeful byproducts of this then you're kind of also strategic about which things so you have the opportunity to do it
because being at the back school breakfast and everything else gives you opportunities for lack of better words If you're just going to watch an orchestra concert, that's great, but it might not be what's
on this, but also to speak a little bit to consider or do you want this as part of an action item that you're going to vote on or is this just on the board where you decide that you're going to do it or not.
Yes. I don't know that we need to vote on it, but I wouldn't personally mind it being on with any adjustments that you guys might have to offer it being on an agenda just for us to have it out in front of the community again. And of also give Scott the opportunity to actually weigh in in
public. Um, so can it be a discussion item? Yeah. For October still, just add it. Thank you. So then we have future topics. We have cell phone usage, high school outdoor athletic field, proficiency based
grading, a student work community engagement to plan for um to meet our goals. Is there any other future topic items? Who else? Chelsea. I do not have any.
I don't have anything else. I don't have any. Okay, awesome. Um, I guess I just wanted to share like my thoughts when I'm going over these. Like that's because there was talk of like letting everyone know like when these are going to be up for discussion. um tenatively cell phone and
high school like one and two are something that we're most likely but I don't want to like depending on what things come up right now it's looking like we're going to talk about those in November so just kind of giving you that heads up but I also when I when we place them on here that's kind of I guess my indication that we're going to be
talking about them um but I did want to ask if anybody has any ideas of or any um suggestions of anything that you maybe haven't shared with myself or Dr. of like how we can best what we want to have ready for us to discuss when we do discuss especially
cell phones but I mean also the high school and you don't have to have them now you can also email me off top of my head as far as cell phones goes it'd be nice to know options with even cost estimates of how other
districts who have an away for the day policy implement that from the lockable pouches to just policing it by walking the halls. I know I went to one presentation where
they had this whole computer messaging system where any teacher could be in touch with the main office in the building and just send somebody down to confiscate the phone, that sort of thing. So, um, so yeah, just having just knowing what
options are out there and what associated costs there might be would be great, especially since we don't really have lockers that are utilized in high school. Correct. So, well, if you have anybody thinks of anything else, please let us know. Well,
the on the athletic field um any tenative plans that have been discussed at the administration level as far as getting community feedback or staff feedback or next steps. Yeah, it would be great to have that outlined so I could
respond to it or planning further. I know I've asked for this before on that too, but having because it came up multiple times in the community meetings that we were part of after the fact having very vague general estimates of
fieldhouse of dome because those were questions that were brought in the community. So that would be my ask. You said dome. Yeah, I think we kind of tiered it like
tier one, tier two, tier like Taj Mahal, you know, like what kind of menu? Yes, that reminds me in one of our one-on- ones, one of the conversations that I had brought up was Riverview and is
there anything that we could do there since there's a lot of nostalgia with like other uses to continue utilizing or finding ways to make improvements and
help utilize that. Sure. Did maybe kind of direct and timely feedback. Did St. Cloud go out yet for bids on their project numbers or something like that? So I just want to clarify what's your river view. So you mean like the river
view field or the building? No, the deal field and what we could do utilize the fields currently sits there. Yeah. I' I've heard people say why there there is no downtown. That is central. That is where we've
played forever. Why are you not restoring? like why are you not restoring Riverview fields and is that even a feasible option? And I think it's worth having that be a public
conversation so people know that that part of it is being what I can envision just as we're having this conversation this evening is that proposal but then from there this might go back down to a committee level where we can architects around here. I think
having that menu of what things cost and things like that is great. But I also think it's as I've watched it lay out in district part of those conversations having your architect having lots of different viewpoints is probably
more conducive to doing during committee meeting and then bring it back again fast. And I know Joe would be very excited to be able to put that together. But I think having some direction from the full board on what that topics would look
like would be helpful. I can see I can envision that way and then that committee would come back and report to the full board with maybe a full report. Yeah, I think I my initial thought was if we're going to have the discussion in
a work session, it would just be nice to have some base level idea of what we're talking about knowing full well that there's nothing solid about the numbers that we're talking about. It's just a general vague idea. I just worry about if you
had all of those outside experts here with us, this table gets rather large and that work. I was just envisioning Joe with like some comparative from other districts. Just Joe is all I've envisioned there. But
whatever. Okay. Well, again, if there's any other thoughts, opinions, ideas of what else you might want to see at that work session when we do discuss those, please let Mike or myself know. Otherwise, I will look for a motion to
I just have one. I don't know that you gave an estimated time when we're going to discuss number three. Um, well, I don't know about three or four. Okay. But proficiency based grading was something that Jen wanted us to revisit. recommendation
after a motion to go into close session pursuant to Minnesota statute 13D.05 subdivision 3D to discuss school security. So second question by Chelsea by Emily.
Any discussion? All those in favor signify by saying I. You have a questioning look on your face like you needed