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Good evening. I'd like to call the order. The July 8th, 2019 meeting of the UNOK Headup and School Board. I welcome everybody in the audience to please join the school board in the pledge of allegiance.

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Okay, thank you very much. This evening, we are going to start with our consent agenda. Members take a motion to approve the consent

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agenda as presented, or as usual, we can remove items for a separate discussion if you wish.

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Motion to approve, as expected.

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We have a motion from Ms. Dirk's Wagger to approve the consent agenda as presented.

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Second.

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Have a second from Ms. Anderson.

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Any discussion on the consent agenda?

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Seeing no discussion, all those in favor signify by saying aye.

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Aye.

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Opposed, same side, motion carries.

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Next item we have this evening is our communications, delegations and petitions.

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This is the portion of the meeting where we welcome members from our community to please

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come forward and to address the school bar on manners of interest.

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We do ask that you please fill out a yellow card.

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The yellow cards can be found on the librarians table on the right side of the room.

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We do that because we do not have discussion or take action as part of this agenda item,

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But we do want to make sure that we can follow-up appropriately as required after the delegations of petitions.

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Is there anybody here to this evening with a yellow card?

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Any yellow cards?

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Okay, seeing no yellow cards for this evening, then we'll move on to our board calendar and district update superintendent law.

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Are you here for delegations of petitions to speak to the school board?

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I'm going to go ahead and invite you. We just went through that item. So I invite you to come

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forward. You can fill the card out afterwards.

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You made it in the nick of time.

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Welcome.

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Hello. Hello. Okay. Superintendent Law, Chair Hydeman, Vice Chair Anderson, all other members.

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Thanks for giving me the opportunity to talk today and for hearing out students and adults

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in the community who are concerned about education.

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My name is Rebecca Kotke and I'm going into my sophomore year at Blaine High School.

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And my experience with education has been possibly the greatest experience of my life because

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I have always been so grateful for the education I've been granted because of my circumstances

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and I will always be grateful for that but I'm also a firm believer that we can be better

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and that we have to be better.

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Education reform is a long and difficult process, but it's necessary for our future.

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The way we educate students today forces students to conform to a predetermined mold

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or curriculum with the exception of IEPs and fails to address individual strengths and weaknesses

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of each student.

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Obviously, in the district of our magnitude, it's impossible to create an individualized

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education experience for each student that accommodates their skills and any deficits.

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And so far, no public education systems in the US have had the time, inclination and

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resources to address this issue and create this type of system.

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But there are some things that we can do with our minimal resources to enrich the education

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of our students, encourage individual and creative thinking and better prepare our students

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problems solving in their life and in their chosen profession.

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So a couple things that this might include would be not maintaining the same curriculum.

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Being able to change the curriculum and allow for different pathways for teachers to change

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the curriculum so that their students can learn the best.

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I have had many talks with a lot of my teachers and...

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And they've expressed concerns that they're supposed to be teaching one way, but they feel it's

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not helping their students, and they are allowed some leniency in how they teach, but they

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feel that sometimes they're penalized for changing an altering curriculum. I've had teachers

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who are on board to create right an OKAHNP in curriculum, and they've also expressed that

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having boards is very helpful but there should be more leniency during the school year to change

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the curriculum. Changing teaching models to accommodate non-IP students who don't fit the mold

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of who the curriculum is aimed at because I have a lot of friends who are both they don't have

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IEPs but they have learning deficits and learning disabilities and they can't grasp knowledge or they

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don't grasp it in the way it's being taught and I also have a lot of friends who are relatively

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high achieving and they feel bored off in the classroom and I'm one of those kids.

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It's not fun to be in a class that you feel isn't helping you at all and to be able to

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address that, I feel that one thing we could do is allocate more resources to extra curriculars

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curriculars and hands-on learning where students get immersed in problem solving and basic

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tasks that they'll need in their everyday life and experience other professions and things

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more fully.

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And I understand that our school district is fantastic, Minnesota is fantastic for this.

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We like to give opportunities to learn about things that aren't necessarily classroom topics,

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but I feel that we can be better on this and allocate resources for students to determine

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what they'd like to do. Little anecdote, in my science class this year, it was an

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interesting experience. I often felt that I wasn't, my time wasn't being used

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wisely, it was mostly presentations and we got to do three experiments. All three

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of which the teacher went through beforehand and one person in each group of four

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people got to perform two basic tasks. It was not the type of thing that I would necessarily

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say is educational, so much as being able to follow directions. And I actually went out

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and I performed an experiment at the University of Minnesota, which gave me the opportunity

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to go to the International Science and Engineering Fair earlier this May in Phoenix, Arizona.

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and I am so thankful for that. A lot of people there open my eyes to other educational systems.

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A lot of people from private schools, schools that are a lot more focused on changing how we educate students,

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but very few people from public schools had the opportunity to perform the type of experiments that got people to ICF.

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And it was a really great experience, a lot of the presenters also encouraged education

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reform, encouraged changing how we educate our students, and that kind of propelled what

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I already had been researching on society and intelligence.

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And so thank you guys so much for listening.

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Have a great day.

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Thank you very much.

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And if you want mine, please fill out the yellow card and give it to Ms. Kofsky so we can

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have that information.

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Thank you.

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Okay, the next item then we have is our communications, our board calendar, district updates, superintendent law.

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Chair Heideman, members of the board, you see in front of you the calendar for July, there is still an awful lot of summer planning events that are happening.

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I do want to point out that on August 5th, we are kicking off the new school year with the leadership retreat at 8 a.m.

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the district office on ferry street and there's a handful of back to school meetings in August that board members would want to pay attention to.

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I have three announcements that I'd like to share.

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First of all, there's free back-to-school backpacks for the community members.

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We've been given a grant from the United Way of Twin Split cities that is a donation that exceeds almost $50,000 in value.

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Backpacks will be distributed free of charge on a first-come, first-served basis at elementary school open house events on August 27th.

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This also encourages parents to be more involved with their students education by coming to the open house.

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Next, I'd like to point out, high praise for our district communication efforts.

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Our communications department was honored as one of the nation's best at the recent National School Public Relations Association event.

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They presented the Golden Achievement Award to a no-canoping community education for work supporting upgrades and improvements at Roosevelt Community Pool.

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The district was one of 153 districts in the nation, and if people are wondering, there's just over 13,000 districts in the nation.

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one of 153 to be recognized at this level in the...

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The only school is drinking Minnesota dirt in this status for 2019. Congratulations. There were also words of merit presented for our the back to school video board members are familiar with our online e backpack newsletter and the video production featuring the stars of Nolka and up and coming down the red carpet that you remember. Our five member communication team that needs to be recognized for this is director Jim Skelly, assistant director K. Valella, Derek Williams and Tiva Evans are

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communication specialist, and Janet Kimmel, our communications assistant.

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Congratulations team, exceptional.

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Finally, transportation director Keith Paulson has been featured in a national publication.

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Our transportation system is the largest and most complex transportation system in Minnesota,

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and the person who manages that is considered one of the top and as fuel.

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Keith Paulson was selected to feature in the school transportation news on the importance

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of building trust.

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There's a link included for your review and we will have this link available probably on our

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district web page at some point in time.

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With that, I'd open it up for questions.

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Any questions for Superintendent Law?

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Seeing none, then we'll move on.

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Thank you.

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Our first item in elementary secondary education is item 6A, our equity achievement plan.

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And we have a team of people here to present this evening.

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Welcome.

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Okay, Chair Heidman, Vice Chair Anderson,

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Superintendent Law, members of the board.

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I want to thank you for the opportunity to share this tonight.

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I'll reintroduce myself to people who haven't met me.

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I'm Eric Melby, the new Associate Superintendent

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for Middle School Student Services Special Education.

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And I just want to thank you for the opportunity

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to serve an Okanupan District.

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I'm excited and I'm on day three, just as a-

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I know our time is tight tonight, so I want to jump right in, remind you that this presentation was scheduled to happen in June, but due to full agenda got pushed here to this meeting in July.

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It is a strategic priority for the district, the equity achievement plan.

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It's been over a year in development as I understand it, and obviously there's a bunch of folks up here that are going to do a great job presenting this.

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since, like I said, it's my third day.

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So I'll introduce you to them.

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We've got Tasha Cox who's a parent in the district,

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Dr. Jennifer Cherry, Director of Student Services,

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another parent, Judy Orland.

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Thank you.

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And James Greer's Diversity and Inclusion Coordinator.

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And with that, I'll pass the microphone over to Dr. Cherry.

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All right, thank you.

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Chair Heideman, members of the board, Superintendent Law.

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Thank you for the opportunity to come back to you

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share with you our district equity plan. As Dr. Melby just mentioned this is a plan that's been in

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development for over a year and a half now. We're going to talk a little bit about the teams that

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helped in the development of this plan and then briefly do an overview of year one on the action

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items of the plan. Okay. So before we get started let's all come to agreement on what is the

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definition. So when we think about educational equity or equity in general, we have come

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to terms by defining educational equity as when educational policies, practices, interactions

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and resources are representative of constructed by and responsive to all students, such that

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each student has access to, can meaningfully participate and make progress in high quality

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learning experiences that empower them towards self-determination and reduces disparities

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and outcomes, regardless of individual characteristics and cultural identities.

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So we're looking at a commitment to achievement to all of our students when we're talking about

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educational equity.

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What you see before you, you've seen many times before, just a reminder though, on the work

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of our educational equity plan.

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We started with a student services advisory committee

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that convened last spring.

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And that committee is made up of parents, students,

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staff members, teachers, principals,

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student support staff, school board representation.

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We had a lot of people come together and gather

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and review data.

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We have identified programs and areas for improvement within our schools, and a make recommendations for specific strategies and things that we can do to improve our practice. We started by conducting an equity context analysis process. That was a review of our system where we really dug in and looked at what is the current context that's creating the conditions that we're seeing in terms of outcomes for our students.

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where there are differences in achievement in outcomes for students in various student groups,

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and then what can we do to change the environment to eliminate those disparities?

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Working in conjunction with the Student Services Leadership Team,

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which is an internal leadership team,

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made up of district administrators, directors, coordinators,

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as well as school board representation again,

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developed this equity achievement plan that you'll see tonight.

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The next slide gives an overview of all of the members that served on our advisory committee.

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We had, like I said, multiple student members represented from each one of our high schools.

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We had parent members from all across the school district in every geographic area at all levels.

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And then we also had a representation of staff members and administrators.

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And so we had a nice mix of teaching staff, classroom staff, and student support staff as

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well.

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And then thank you to Dr. Nocoe Hayes for serving on that committee as well.

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When we look at why we're here and what we're doing, this is really a response or a reaction

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to a strategic priority that you gave to us in setting forward an equity achievement plan.

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So through this year plus of study and development of the plan, we're here tonight to present that to you.

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Again, we conducted the eCAP or the equity context analysis and in doing so we looked at student

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outcomes data. We did school site visits, we talked to teachers and school administrators,

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and we also performed a variety of different stakeholder surveys to include students, staff, parents, community members.

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Using all of that information in conjunction to a metro-wide effort called Reimagined Minnesota,

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we used all of this information to develop our plan.

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Talking about our students, we really need to understand who we are.

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Who do we serve?

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Our student body continues to grow in diversity.

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We look at our student demographics and look specifically

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at race and ethnicity.

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In a nokehane pen, 68% of our students are white

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and 32% of our students are students of color.

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When we look at the languages that are represented in our school district

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about 6.5% of our students are English language learners.

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That varies by level.

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So if we're looking at the elementary level, about 10% of our student body are considered

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in English language learners, 4% at the middle school, and 3% at the high school.

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Looking at our economic situation, 35% of our students qualify for free or reduced price

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services, and within that proportion between 3% and 4% of our students are McKinney-Vento eligible.

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Now, if we look at just the race or ethnicity?

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Yes.

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Jennifer, when you say McKinney-Vento, that's homeless?

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Yes.

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Okay.

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Thank you.

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And so, when we look at our staff that work directly with our students, being our teachers

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and our administrators, the racial makeup of our staff is significantly different than our students.

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So, other, approximately 3,000 teachers in a nokehanapin, 96% of them are white and

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4% are teachers of color.

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When we look at our administrators, we have about 200 of them in our school district.

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94% of our school administrators are white and 6% are people of color.

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So that's something that we considered as we're looking at who we are as a school district

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in terms of our students and our staff.

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I'm

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going to pass it over to Mr. Greer and he's going to talk a little bit about our goals.

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School board chair, item and superintendent law and members of the board.

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My name is James Greer, I'm an inclusive and diversity coordinator.

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My involvement with student services advisory committee is to continue serving.

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We're reporting our students academically and socially to ensure that their voices are heard and that their voices are also implemented into the equity plan.

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As we look at the goals. Goes aligned with world best workforce. Our goal is to increase math and reading proficiency and reduce gaps between students of color and white students. As you look at college and career readiness, our goal is to increase college credit.

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course taking and increase graduation rates.

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Priority equity domains, we look at climate.

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We want all members of the learning community to experience safe,

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supportive, and inclusive learning environments.

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We want to recognize and value our students' differences and create space for

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family and students to participate in decisions that affect their learning trajectories.

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As we look at student engagement, we want all students to be active participants in their

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own learning and are engaged in high quality, rigorous learning opportunities.

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Our students, our students, academic, social and personal growth are very important outcomes.

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As we look at instruction and assessment, curriculum instructions and assessment practices support all students in identifying and using tools and knowledge resources for multiple communities.

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We need to empower students to make decisions that will lead to social change in and out of school.

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School

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Board Member, School Board Chair, Heideman, Superintendent Law and Member of the Board.

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My name is Latasha Cox, and I am a former district employee.

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I have a school-aged daughter, Mikaela, who attends Anokamata School for the Arts, and a pre-schooler named Mariah.

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My parent involvement journey started with my daughter, Mikaela, at Ramsey Elementary.

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and that encouraged me to create a parents of student of color group within the district

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and to become more involved in the student services advisory committee.

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From this work I am confident that the school district will become more intentional

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and achieving education equity amongst all students,

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but especially amongst our increased number of students of color in the district.

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The first strategy that I'm going to present is on climate and the goal is to eliminate

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ineffective adopt behaviors and ensure policies do not lead to a disproportionallyality,

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provide growth oriented,

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growth orientated, student, staff, and family support.

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Each school program has an educational equity team to implement district equity plan aligned to build opportunities, build priorities.

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Team members include principal teacher and student support staff.

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Climate strategy two is recruit and retain staff of color.

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And the action step is to develop relationships with teacher preparation institutions focused on diversity on the teacher candidate pool.

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And as well as researching and mentoring programs for new teachers of color and

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explore options for implementation.

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Climate strategy three is build bridges between school and community.

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An action item is coordinate and support parent affinity groups.

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And that insists includes the parents of students of color community that I created the school year whose goal is to build community amongst families of color and

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advocate and ensure that our needs are being met.

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Climate strategy four, create and sustain consistent, shared understanding of equity and

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high level of skill application for leaders at all levels.

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And action on those reach-ups, review and identify equity consultants for leading and implementing

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culture responsive teaching practices.

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School Board Chair Hydeman, Superintendent Law and Members of the School Board.

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My name is Judy Orland and I'm a parent and community member in the school district.

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I'm a sort of familiar face to some of you.

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Um, um, I have.

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Two sons, one who the oldest one who graduated from and over high school two years ago, and it will be a junior at Northwestern University in Chicago. And my other son will be a sophomore this fall at and over high school. My involvement with the Student Services Advisory Committee is to be a natural continuation of my five years of service on the anti-bullying anti-herasement task force, which I was a member.

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I see it as a continuation of the goal of ensuring all district students have equal and inclusive educational opportunities.

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Looking at priority equity domain student engagement strategy five includes elevating student voice and leadership and wanting to improve and ensure inclusiveness in the school culture and environment.

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One of the action steps to be taken is to create regular, encouraging and safe places for students to share feedback, especially opposing opinions.

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For example, suggestion box, electronic forum meetings and advisory discussions.

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Continuing with elevating student voice and leadership, we discovered from the students on our committee that they weren't aware

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care if they had been heard or their suggestions had been heard and or implemented.

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Thus, actions step C to focus on the need to communicate about student suggestions

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and actions to promote safe and welcoming schools.

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Student engagement, strategy 6, prioritize and ensure personalized education with emphasis

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on acceleration versus intervention.

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Action step for that to create a common definition and vision for personalized learning.

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Curriculum Strategy 7, develop and implement culturally inclusive curriculum and assessment systems.

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Action step would be A, provide training for teaching and learning specialists on

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and critically conscious pedagogy, and identify tools to review curriculum for cultural responsiveness.

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Curriculum Strategy 8 provide culturally responsive teaching professional development for all staff who work directly with students.

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A, CRT district support team, support school equity teams, and provide peer-led professional development for all staff,

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who work with students.

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Just keep it there for just a minute.

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Okay.

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And so, as you saw as we were presenting each one of these strategies,

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we chose one item to highlight within the action plan.

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Within the full report, you will see that there is a three-year implementation plan

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and it's a phased approach.

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There are eight strategies and within each one of those strategies,

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there are multiple action items.

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What you saw here was just really a preview of what was highlighted of the main priorities

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that need to be accomplished first, but if you read the full report, you'll see all of

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those things.

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Another thing to point out is within each one of these eight strategies, there is an indicator

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of progress, a measure for how we will determine if we are making progress as well as a target

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and where we want to go within the first year for each one of these strategies.

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Within each one of the action items or the action steps, there is a deliverable

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and a leader responsible for carrying out each one of those.

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As you heard, Tasha, talk about the very first action step in priority area one.

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There is a need to create an educational equity team in each one of our school sites.

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that educational equity team will be responsible for really leading a lot of this work that happens within the building.

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But as you see in each one of these items, there is a leader responsible.

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So whether that's the principal or a different district leader, district director, those are all outlined in the plan.

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And so as we look at moving forward and how are we going to think about the ongoing evaluation of this plan?

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We have put forward a three-year plan, we imagine that this will continue to be refined a year after year as we check for progress on our goals, and further refine our goals.

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Our plan accordingly. When we think about what is the criteria that we use to measure our effectiveness, and how are we looking at making movements and stride in educational equity, we're looking at those four specific areas of access, participation, representation, and outcomes. We want to make sure, again, that we're moving forward in terms of educational equity and achievement for all of our students.

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And with that, we ask if you have any comments or questions for us.

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Okay, board members, any comments or questions for our presenters?

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Mr. Dirkswager?

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I just want to take a moment to say thank you for this extremely important and crucial work.

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I'm really pleased with what you've put in front of us tonight, and I know this was a long time coming.

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But a very important set of strategies and actions and outcomes, so thank you for this work.

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And then my question to go with that, you touched on a little bit, Dr.

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Cherry, but the standing process for review, so at some point, this is just a first

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read I know tonight of the plan, but when we do the approval for the year one actions,

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year two and three will come before the board again, within the next year, or yearlies at the.

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Actually, I was going to ask that question, because I just realized now that we had just year one

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So that is a question for Super-Tenna-Law, how is this going to come back to the board if there's three years of actions?

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Are we going to do this?

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Board members, I anticipate similar to other community advisory committees like the anti-bullying anti-heresmic committee.

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The student services leadership team will monitor this meeting throughout the year probably at least by trimester.

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And then we'll do a summary report and you're to follow up probably in our June or July meeting.

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So there's plenty of time for internal teams to put this into action.

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But I would anticipate seeing I can't commit these parents, although some of you have been around a lot of summers.

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You'll be seeing a team of this group evaluate this and bring this back to the board every summer.

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So every year it'll come back then for further review and school board adoption.

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Sure, I'm in a whole different measureable results.

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With a measureable results, okay.

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Any other questions?

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questions? I miss Hayes.

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Thank you, Chair Heideman. I just want to say that as board members we all have the

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opportunity to serve on a lot of committees and serving on this committee has been an absolute

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honor. So thank you to all of you and that whole list of names that you saw. It was just a

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tremendous undertaking and it's hard to capture that in a ten or fifteen minute presentation.

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but everything from the data gathering to the sorting to all of the post-it notes and the big posters on the boards and how the group came together and had some really deep discussions about what the priority should be and why.

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And, never once losing sight of this committee speaking about what is best for an Okanupin students,

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what is best for our kids.

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And, the other piece of this committee that will always stick with me is the wisdom and

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the patience and the insight that our student representatives had.

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Just phenomenal kids and just a real honor to get to know them and work side by side with them.

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But to Jennifer and James and Judy and Tasha, I just can't thank you enough for this work.

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And it really is hard to capture everything that took place over the past 12 to 18 months really.

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But I will share too that at one of our last meetings we had an opportunity to share so now what?

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But so what's next and there were several people in the committee that felt very passionate

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as well as concerned that this work was done but then what, where does it go.

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So I really appreciate the three-year action plan of the additional work that went into

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outlining, whose lap that falls into, where does that responsibility lie, and then adding

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the measurement later because as challenging as this work was, it's really just the beginning.

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And what we do with the plan is what will make the difference for

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Anoka Hennepin students, so thank you.

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And one of the key things I think in a large organization like Anoka Hennepin,

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as this is a high priority, high priority, really has been to reduce the achievement gap, right?

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So our single goal is to reduce the achievement gap and improve graduation rates.

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And prepare more kids for college or secondary opportunities, whatever that may hold. So that is the fundamental goal in communicating that within a large organization. It has to be very clear. It has to be very actionable and very well understood. So everybody knows how they can support this goal. And I think that's the best way to make sure that we actually achieve the results that we're looking for.

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in terms of the achievement gap.

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So as I go through a couple of these things,

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I'm gonna highlight just a couple of things for us

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to think about in terms of that level of communication.

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I think the goal statement's very clear

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and we've talked about this from day one.

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How do we reduce the achievement gap?

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We're doing phenomenal work leading to one of the lowest

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achievement gaps in the metro area,

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but it's been stagnant for three years.

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it has not changed and has not improved so we were at that plateau where we said as a board this has

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to change and that's really why it showed up last year in the strategic plan to watch it and then

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this year for this school year to actually start creating an action plan that was real deliberate in

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terms of how we are going to really impact that in a positive way. So as we look at our priority equity

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I would highlight the instruction and assessment, I think that we ought to take a little bit of a look at the wording there to make sure that that's aligning to our current policies relative to respectful learning.

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We usually talk about providing all points of view, targeting the curriculum to our students with multiple perspectives.

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But we never usually talk about what we expect those students as being independent thinkers

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to do.

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So that's a little bit different step forward and probably a little bit out of step

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with our current policy.

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So we may want to look at that.

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As we go through some of our action plans, I think that good work and getting very deliberate

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in terms of the actions that we're doing relative to these different priorities and domains.

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One thing that I saw here in the climate strategy one, where we talked about ineffective adult behavior and impact on policies.

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One thing that struck me is the area of single standard of behavior for all of our students.

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It's well communicated to both staff and students and giving teachers and staff the tools necessary

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to make sure that it's implemented consistently across the district.

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I know we're working on that right now and I think that we should really take credit for that in this area.

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Because that is being something that we're definitely working towards.

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As a general rule, as I look at the actions, I just want to make sure that I understand where is the school board role.

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So once we do the actions, especially in the ones that may impact curriculum, how does that come back to the school board?

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If there's going to be a change to curriculum, for instance.

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Chair Highteman, first of all, with respect to adult behavior, I just want to go back to that comment.

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But we have an expectation that all students perceive that our system is equitable and just,

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and no part of that is lowering expectations for any student.

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But at the same time, one of the questions is eliminate ineffective adult behavior.

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We want all adults to feel confident in raising student achievement and consistently enforcing

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expectations.

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And so that's a training piece, you know, we want to encourage positive relationship building is a big part of that so that we can we want to keep kids in class.

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You know, that's a commitment we have now with regard to any curricular changes that are referenced in here.

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As we go through a review process and identify something as culturally insensitive or a group of students or community members and this happens fairly frequently.

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We'll have an employee grab a set of outdated materials because they don't have something and it'll include something that's culturally offensive and our goal is to get that out of the system as soon as possible.

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Frequently, it's not currently board approved materials and we can quickly address it by saying you should be using what we're teaching.

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Okay, sometimes in the adoption process something we might not realize is offensive to a group

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and we would bring that back in.

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Let's say this unit needs to have a different lens, or at least the lead in, or we need to train staff on how to teach this unit because many students say I'm uncomfortable engaging in this unit in this course. When we make that type of adjustment, we would bring it back to our curriculum adoption committee and say, here's a change we're making in unit seven of 10th grade class X, because routinely a student group has said, I'm very uncomfortable when that lessons taught. So we'd bring it back through the kayak process.

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So that's, that was the important piece.

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We're not really changing our current process because we already have items that are brought forward to the school board that are questioned.

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Right.

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Many times it's maybe use the materials and we're not actually adopted by the school board, which there's one remedy for that.

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The second is if it is school board curriculum, then it comes through a normal review process where we would make necessary changes.

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And I give one example.

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We recently worked with the University of Minnesota to review our 10th grade U.S. history, which is ripe with lots of contentious issues, slavery among them.

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And we had an outside land school through that process and talk about how to approach this in a classroom that's full of diverse students.

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And that was through the kayak process and approved in that process as an improvement to our entire U.S. history, both in middle school and high school.

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For example, I just wanted to make sure that our normal processes aren't being changed

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here as part of our adoption, and we do have that ability to preview some of these changes

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with the community if they need to come forward.

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Then I think I had one other comment,

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and I think that had to do with the curriculum review

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to rubric's teacher learning specialists to look at the curriculum for responsiveness and make sure that changes are implemented.

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So that answers the question in terms of our normal processes or still in place for review.

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This is part of our process currently and I think many people don't realize that when we are going to mass adopt a set of materials,

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we specifically have student services or representatives go through that material.

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many times the publisher does also but we haven't been able to say here's a

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rubric that we use okay that we can use consistently and that would be brought

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back to the kayak process for the committee your curriculum and instruction

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committee to see it probably in a summer report of this plan and that's I like

422
00:42:33,190 --> 00:42:36,610
the idea of a rubric because then we know we're being consistent year after year

423
00:42:36,610 --> 00:42:40,790
after year and regardless of which person and that's the also the statement

424
00:42:40,790 --> 00:42:45,330
that I was gonna make about the student behaviors as well having that rubric to

425
00:42:45,330 --> 00:42:51,570
to make sure that everybody's judging the behaviors appropriately and taking action consistently is also important.

426
00:42:53,880 --> 00:42:54,860
Any other questions?

427
00:42:56,340 --> 00:42:58,760
This is a lot of work, a lot of work.

428
00:42:59,000 --> 00:43:01,820
Thank you very much for all the hard work on this.

429
00:43:02,640 --> 00:43:06,720
And we look forward to a partnership for a few years to come.

430
00:43:07,140 --> 00:43:09,840
I'd just share how to make a comment to bring 10 a lot.

431
00:43:09,960 --> 00:43:14,440
Having intended two or three dozen sessions across the state and

432
00:43:14,440 --> 00:43:18,440
And actually sometimes at national events about how to make true change for all students

433
00:43:18,440 --> 00:43:21,580
in a school system that starts with the school board and commitment from the school board.

434
00:43:23,940 --> 00:43:28,220
I appreciate the fact that our board has looked at data that doesn't speak favorably about

435
00:43:28,220 --> 00:43:30,520
the work that we do with our students and taking that head on.

436
00:43:31,200 --> 00:43:34,180
And I'm excited to see where this goes, but it starts with you.

437
00:43:34,620 --> 00:43:35,180
And so thank you.

438
00:43:36,820 --> 00:43:42,300
And we'll hopefully set the tone and then we'll be looking at individual school plans

439
00:43:42,300 --> 00:43:48,040
to work on it. So, okay. Thank you very much. Okay,

440
00:43:52,520 --> 00:43:54,560
the next item we have this evening is

441
00:43:54,560 --> 00:44:01,020
6B Special Education Clotted Action Plan, Mr. Melby. You're on the hot seat right away.

442
00:44:03,560 --> 00:44:04,440
Mr. Melby.

443
00:44:11,230 --> 00:44:15,090
That's just the way we are in an Okanapu. We just throw you a right-hand head for you.

444
00:44:15,090 --> 00:44:18,210
Yeah, I saw that two big, two big agenda items on the first board meeting.

445
00:44:18,810 --> 00:44:19,270
That's good.

446
00:44:19,550 --> 00:44:20,030
I like it.

447
00:44:21,830 --> 00:44:26,390
So Chair, item in Vice Chair Anderson, Superintendent Law, members of the board.

448
00:44:27,290 --> 00:44:32,110
This presentation like the previous one was scheduled to take place in June,

449
00:44:32,190 --> 00:44:35,770
but due to full board agenda's got pushed to tonight's agenda.

450
00:44:37,510 --> 00:44:41,510
And so a lot of people have, again, on this plan,

451
00:44:41,510 --> 00:44:46,050
put in a lot of work or on this update I should say the special education audit action plan update.

452
00:44:47,050 --> 00:44:52,550
It wasn't my work but it is my work now so I'm looking forward to diving in and supporting

453
00:44:52,550 --> 00:44:59,970
that work. Tonight with me I've got Stacey Dolby and she'll be presenting the lion's chair of the

454
00:45:00,000 --> 00:45:26,740
This information with you tonight and Superintendent Law will also be chipping in on the presentation as well. So without further ado, I'll pass the microphone over. Thank you. Good evening. The purpose of our presentation this evening is to review the results following year one of the implementation of the special education audit action plan. The first couple slides you've seen before, so I'm going to going to go over them very briefly.

455
00:45:26,740 --> 00:45:34,740
To review the special education audit was conducted under the framework of continuous improvement

456
00:45:34,740 --> 00:45:40,480
to help the district prioritize plan and implement special education services that align

457
00:45:40,480 --> 00:45:43,060
with best practices in the needs of our students.

458
00:45:46,740 --> 00:45:51,700
There were five specific audit questions that were developed by the district.

459
00:45:54,640 --> 00:46:00,580
This is a reminder of those 15 individual audit areas that were analyzed as part of the

460
00:46:00,580 --> 00:46:01,120
process.

461
00:46:03,140 --> 00:46:07,240
As you know, data was collected using a variety of methods,

462
00:46:09,580 --> 00:46:11,020
and the audit was

463
00:46:11,020 --> 00:46:16,940
conducted in two phases, the first being those individual audits, and the second being

464
00:46:16,940 --> 00:46:20,820
the strategic planning process to help prioritize our findings.

465
00:46:22,880 --> 00:46:25,360
There were four priority areas

466
00:46:25,360 --> 00:46:30,640
that were identified through the strategic planning process, which included the multi-tiered systems

467
00:46:30,640 --> 00:46:35,240
of support, mental health, staffing, and paraeducators.

468
00:46:39,210 --> 00:46:46,640
For accountability purposes, for implementation, we have created a special education scorecard

469
00:46:46,930 --> 00:46:50,340
that does reflect our academic and behavioral outcomes.

470
00:46:52,730 --> 00:46:57,810
Those academic and behavioral outcomes are being measured through specific measurements

471
00:46:57,810 --> 00:47:04,590
and are being analyzed by comparing data to students not receiving special education services

472
00:47:04,590 --> 00:47:08,090
by the various disability categories,

473
00:47:08,950 --> 00:47:12,710
students receiving special education services

474
00:47:12,710 --> 00:47:15,130
at differing instructional levels,

475
00:47:15,610 --> 00:47:18,310
and students receiving special education services

476
00:47:18,310 --> 00:47:20,970
in districts across the state.

477
00:47:26,060 --> 00:47:29,180
So the next four slides will highlight the work completed

478
00:47:29,180 --> 00:47:31,820
in the four audit priority areas,

479
00:47:32,040 --> 00:47:34,460
areas, as well as the ongoing

480
00:47:34,460 --> 00:47:36,740
and year two action steps.

481
00:47:36,740 --> 00:47:42,020
The first of those four priorities is the multi-tier systems of support.

482
00:47:42,620 --> 00:47:47,400
I'm going to highlight some of that work for you in each of these slides.

483
00:47:48,180 --> 00:47:53,860
The ongoing work associated with MTSS will continue to address social emotional learning

484
00:47:53,860 --> 00:47:58,860
at the elementary level through the piloting of New Curriculum

485
00:47:58,860 --> 00:48:03,940
and at the secondary level with the material adaption process.

486
00:48:03,940 --> 00:48:12,500
further year two action steps include the implementation of the MTSS action plan

487
00:48:12,500 --> 00:48:21,140
across the system at all levels. The mental health audit will continue to

488
00:48:21,140 --> 00:48:27,480
implement the year-over-year utilization model in data collection systems

489
00:48:27,480 --> 00:48:32,820
aligned to student outcomes. During year two the focus areas include implementation

490
00:48:32,820 --> 00:48:40,600
addition of additional therapists and interns, along with the onboarding of the third community partner vendor.

491
00:48:42,640 --> 00:48:43,620
Priority three?

492
00:48:43,820 --> 00:48:44,340
Ms. Dolby?

493
00:48:44,620 --> 00:48:44,740
Yes.

494
00:48:44,800 --> 00:48:46,480
Could you clarify interns?

495
00:48:46,780 --> 00:48:49,880
Are we talking administrative interns or something?

496
00:48:49,880 --> 00:48:52,000
No, mental health interns.

497
00:48:53,300 --> 00:48:53,620
Thank you.

498
00:48:55,760 --> 00:48:59,560
Priority three of the audit is staffing.

499
00:48:59,560 --> 00:49:07,740
Here continued work under this category includes refinement of the staffing models, budgeting

500
00:49:07,740 --> 00:49:09,700
process, and paperwork reduction.

501
00:49:10,290 --> 00:49:17,040
With year two action steps focusing on continuing to seek and develop ways for staff to provide

502
00:49:17,040 --> 00:49:17,800
feedback.

503
00:49:20,070 --> 00:49:26,140
Priority four is our para educators.

504
00:49:26,140 --> 00:49:33,900
I'm going to work focuses on developing systems for license staff and paraeducators and continuing

505
00:49:33,900 --> 00:49:40,360
to expand our professional development options, action steps during year two focuses on developing

506
00:49:40,360 --> 00:49:46,820
more effective and efficient ways to schedule our paraeducators work.

507
00:49:49,250 --> 00:49:56,590
The next several slides will highlight the work in each of our individual audit areas.

508
00:49:56,590 --> 00:49:59,490
under the individual audit of

509
00:50:00,000 --> 00:50:28,280
Developmental cognitive disabilities this past year, we opened our River Trail's Learning Center at Verndale site, and next year we will be implementing program enhancements at our bridges transition program. The next slide highlights our work in autism spectrum disorders. We continue to work on refining criteria for placement in our center-based programs under this audit area.

510
00:50:29,320 --> 00:50:39,320
Highlighted here is the work completed ongoing and year two action steps associated with specific learning disabilities.

511
00:50:40,220 --> 00:50:47,600
Year two action steps will focus on intensifying instruction and implementing strategies to support behavior.

512
00:50:48,920 --> 00:50:53,080
Could you just define FBA evaluation?

513
00:50:53,540 --> 00:50:57,100
Yeah, that's a functional behavioral analysis of behavior.

514
00:50:57,100 --> 00:51:06,480
And it is a process that we go through that includes observation, gathering of data through interviews.

515
00:51:07,520 --> 00:51:12,640
And then looking at what are the triggers that cause behaviors.

516
00:51:13,360 --> 00:51:21,680
And then what are the interventions or the skills we need to teach students to replace that behavior with a more appropriate response?

517
00:51:22,340 --> 00:51:22,900
Okay, thank you.

518
00:51:22,960 --> 00:51:23,200
Yes.

519
00:51:23,200 --> 00:51:23,520
Yes.

520
00:51:24,020 --> 00:51:24,160
Yes.

521
00:51:24,960 --> 00:51:31,380
So under the early childhood special education audit, we've completed several of the action

522
00:51:31,380 --> 00:51:36,920
steps and have highlighted the areas of our continued work in year two action steps,

523
00:51:37,100 --> 00:51:41,420
including creating additional program options for our three-year-olds.

524
00:51:43,780 --> 00:51:48,740
Under extended school year audit, your two action steps include developing options for

525
00:51:48,740 --> 00:51:53,980
students who may participate in both targeted services and extended school year.

526
00:51:55,440 --> 00:52:02,220
The audit work under the speech area includes completion of wonders and wonders works training

527
00:52:02,220 --> 00:52:04,280
with our speech language pathologist.

528
00:52:04,880 --> 00:52:09,120
Our ongoing in year two action steps are also included in this slide.

529
00:52:10,460 --> 00:52:16,960
This is a representation of the completed ongoing in year two action steps associated with

530
00:52:16,960 --> 00:52:25,100
the transition audit area, with a focus for next year on additional graduation pathways for students with IEPs.

531
00:52:26,800 --> 00:52:30,940
Under the emotional behavioral disorder, I can't do print in a lot.

532
00:52:33,000 --> 00:52:35,600
You're doing a great job. I just wanted to clarify to the board.

533
00:52:35,840 --> 00:52:39,980
So many of these items, and we just skimmed over one of them,

534
00:52:41,440 --> 00:52:46,680
Our board approved throughout the year, or board presented and run through the appropriate channels.

535
00:52:46,980 --> 00:52:54,960
Like our curriculum instruction committee previewed, new pathways to get students through graduation on their IAPs,

536
00:52:55,060 --> 00:52:58,460
something that the board is herdanic totally, our community members have said.

537
00:52:59,160 --> 00:53:03,440
That one little step was significant work that will benefit tens of students each year.

538
00:53:04,460 --> 00:53:08,740
That went through a process that came before the board multiple times before being implemented.

539
00:53:08,740 --> 00:53:16,320
So while this work is this summary of volumes of work, each of these steps had touchpoints

540
00:53:16,320 --> 00:53:17,020
within the board.

541
00:53:17,700 --> 00:53:20,740
And I want to make sure that the board appreciates the fact that we're talking about something

542
00:53:20,740 --> 00:53:24,440
you've seen before has been board approved as we're moving forward.

543
00:53:25,240 --> 00:53:30,080
But it's nice to put in one full comprehensive package to see how it all fits together.

544
00:53:30,800 --> 00:53:31,100
Right.

545
00:53:31,540 --> 00:53:32,100
Yeah, thank you.

546
00:53:32,540 --> 00:53:33,020
Thank you.

547
00:53:34,360 --> 00:53:35,060
All right.

548
00:53:37,420 --> 00:53:45,060
The EBD, we've done transition, we're moving on to the emotional behavioral disorder audit.

549
00:53:45,760 --> 00:53:52,320
Continued work includes providing resources and materials that our teachers need to support student behavior.

550
00:53:53,460 --> 00:53:57,840
And then again, the completed in year two action steps are also highlighted there.

551
00:53:57,840 --> 00:54:02,780
The audit work being conducted at River Trail's Learning Center,

552
00:54:03,200 --> 00:54:06,720
Aloe Jacob site, is highlighted for you as well.

553
00:54:07,340 --> 00:54:10,560
For next year, RTLC will focus on the implementation

554
00:54:10,560 --> 00:54:15,700
of light space interventions and systems of support.

555
00:54:17,320 --> 00:54:22,240
As year one of our action implementation plan came to a close,

556
00:54:22,640 --> 00:54:26,280
we conducted a survey of our staff to get their feedback

557
00:54:26,280 --> 00:54:31,940
so that we can make adjustments in year two of implementation.

558
00:54:32,580 --> 00:54:39,600
This slide represents who completed the survey by their level, role, and years of experience.

559
00:54:42,270 --> 00:54:48,930
Survey feedback from staff indicated that teachers and staff know how to access the data to

560
00:54:48,930 --> 00:54:56,030
needed to write IEPs and inform instruction. Further staff reported that the support they are receiving

561
00:54:56,030 --> 00:54:59,230
from our special education service supervisors.

562
00:55:00,000 --> 00:55:07,200
And behavior intervention specialist being housed in the schools is more collaborative and responsive.

563
00:55:08,740 --> 00:55:15,620
Continued areas for growth and improvement as a result of the survey include access to

564
00:55:15,620 --> 00:55:21,180
behavior and mental health supports for our students who receive special education services.

565
00:55:21,940 --> 00:55:28,680
Strengthening our transparency and streamlining the paperwork requirements, and strengthening

566
00:55:28,680 --> 00:55:33,360
and our communication on how staffing allocations are provided across the levels.

567
00:55:35,950 --> 00:55:43,850
In addition to the feedback we receive from the survey, we also engage various leadership groups throughout the school year.

568
00:55:44,610 --> 00:55:50,190
These groups included and will continue to include special education teachers,

569
00:55:50,770 --> 00:55:56,790
pair of educators, and administrators including both special education supervisors and principals.

570
00:55:57,890 --> 00:55:58,690
Ms. Anderson.

571
00:55:59,330 --> 00:56:01,030
I just have a quick question.

572
00:56:01,230 --> 00:56:06,790
So looking at your survey details, I was just kind of surprised at the low response

573
00:56:06,790 --> 00:56:08,150
of building administrators.

574
00:56:08,830 --> 00:56:17,250
So is that normal or is that, do you think that's situational or is it,

575
00:56:22,120 --> 00:56:22,920
okay, got it,

576
00:56:22,980 --> 00:56:23,540
okay, never mind.

577
00:56:23,920 --> 00:56:24,440
All right, thanks.

578
00:56:24,880 --> 00:56:25,000
Okay.

579
00:56:27,470 --> 00:56:28,110
Thank you.

580
00:56:31,530 --> 00:56:36,770
And then finally to ensure fidelity as we implement your two action steps, we have designed

581
00:56:36,770 --> 00:56:49,850
a system that will help us monitor the implementation of the action steps by identifying who, how and what supporting evidence will be gathered, allowing for adjustments and follow-up as needed.

582
00:56:53,600 --> 00:56:55,040
And then we go on to staffing.

583
00:56:56,220 --> 00:56:56,820
Four members.

584
00:56:57,380 --> 00:56:58,000
Screen tenant law.

585
00:56:59,000 --> 00:57:05,880
Associate Superintendent McIntyre wanted to be here as a follow-up for board questions on the staffing process.

586
00:57:05,880 --> 00:57:13,380
And we took some time over the main meeting and the intended June meeting to clarify some of the staffing questions that the board brought.

587
00:57:13,840 --> 00:57:17,300
And in his absence tonight, I have offered up to talk through this process.

588
00:57:18,080 --> 00:57:25,120
The slide you have in front of you is a reminder of all of the parameters that are considered when making staffing decisions.

589
00:57:25,560 --> 00:57:30,840
Including things like Department of Education guidelines in terms of center-based programming or

590
00:57:30,840 --> 00:58:00,640
state licensing requirements that comes up, do we have the right number of teachers in the right licensure area or building space where specific disability needs, like the need for bathrooms or motor access or sensory needs, all of those things play a part in the staffing process, you have seen the next slide on the workload staffing model that said all the things that are factored into a teacher's workload are there daily minutes of students daily minutes of direct service daily in direct minutes, teachers need

591
00:58:00,640 --> 00:58:04,000
for daily prep time, teachers need to manage IEPs,

592
00:58:04,140 --> 00:58:07,160
how many kids, teachers, she's at one point in time,

593
00:58:07,560 --> 00:58:09,300
the grade range that a teacher might see,

594
00:58:09,760 --> 00:58:12,960
and how many ministers the entire school have

595
00:58:13,480 --> 00:58:14,640
that they need to service.

596
00:58:15,300 --> 00:58:17,000
You have seen the next slide before,

597
00:58:17,520 --> 00:58:19,760
that says at the elementary level,

598
00:58:20,000 --> 00:58:24,760
we staff in the range of a student group size of two to three

599
00:58:25,060 --> 00:58:29,160
and that is directly related to the needs

600
00:58:29,160 --> 00:58:34,500
The needs of the elementary that are served very generally at a grade level and the need

601
00:58:34,500 --> 00:58:36,820
to have smaller groups to work with students at a grade level.

602
00:58:37,480 --> 00:58:41,080
The target was two to three.

603
00:58:41,500 --> 00:58:47,700
You can see, for an example, an endover elementary, they were having a student group size of almost

604
00:58:47,700 --> 00:58:51,040
five, so we needed to add two teachers to get that in the right range.

605
00:58:51,620 --> 00:58:58,080
For a school like Cricket Lake, they were overstaffed and by cutting a teacher, they'd still

606
00:58:58,080 --> 00:58:59,860
within that right class size range.

607
00:59:00,380 --> 00:59:01,940
This was the shift that was put in place

608
00:59:01,940 --> 00:59:05,540
in January of 2018 and refined this year.

609
00:59:07,780 --> 00:59:11,140
In January of 2018, it was during an addition process

610
00:59:11,140 --> 00:59:12,760
and it was very well received by staff.

611
00:59:13,260 --> 00:59:14,960
This year, it was a tweaking process.

612
00:59:15,620 --> 00:59:17,520
And when you're not making ads,

613
00:59:17,980 --> 00:59:19,140
there gets to be some challenges.

614
00:59:20,220 --> 00:59:22,780
Here is the middle school or middle school group size range

615
00:59:22,780 --> 00:59:23,660
of six to seven.

616
00:59:23,660 --> 00:59:31,400
You can see in 18 and 19, at the middle school we had 46 teachers, the far right green column.

617
00:59:32,140 --> 00:59:35,680
In 1920, we had 46.5 teachers, an increase of 0.5.

618
00:59:36,320 --> 00:59:44,760
If you go back one slide, Mr. Skelly, you can see at the elementary level, we are 18, 19 staff.

619
00:59:44,760 --> 00:59:49,780
It was a total of 89 teachers, and the total number is not up there.

620
00:59:49,780 --> 00:59:55,160
But there we are seeing a significant increase in the students coming in an early elementary that we adjusted to.

621
00:59:55,900 --> 00:59:59,840
If you go to slides forward for the high school 18.

622
01:00:00,000 --> 01:00:12,220
In 19 district wide, we had 48.5 teachers for 19.20, we're down three teachers all across our high schools to 45.5. No site lost more than one teacher.

623
01:00:14,410 --> 01:00:30,870
One of the questions that we had, if you go forward, Mr. Skelly, you've seen this slide before that if you add of all of the minutes of service that are in an IEP and that divide that by direct service to students and group size, you get the number of teachers you need.

624
01:00:30,870 --> 01:00:34,230
And there was, we've gone through this a couple of times, and we tried to think of a different

625
01:00:34,230 --> 01:00:35,150
way to explain it.

626
01:00:35,230 --> 01:00:38,090
Good teachers try to find multiple ways of teaching the same lesson.

627
01:00:38,810 --> 01:00:42,070
So here's version two of this lesson, or there's presentation.

628
01:00:44,250 --> 01:00:52,710
Here's an example of a high school, and if you look at the far left column, 11,325 minutes.

629
01:00:53,290 --> 01:00:57,790
At this high school on that given day, and I'll keep in mind with Movements and Moveouts

630
01:00:57,790 --> 01:01:01,990
and IAP meetings, things change every day, but this data is monitored every month.

631
01:01:02,570 --> 01:01:08,490
At this high school, at this point in time, there was 11,325 minutes that were required

632
01:01:08,490 --> 01:01:10,530
to be delivered on a daily basis.

633
01:01:11,850 --> 01:01:18,710
The middle column on top shows that any given teacher can service students for 224 minutes.

634
01:01:19,410 --> 01:01:24,430
It says for class periods, what that really reflects is three periods of direct instruction

635
01:01:24,430 --> 01:01:27,650
and one period where teachers meet with students indirectly.

636
01:01:28,970 --> 01:01:31,250
If you take the total number of minutes

637
01:01:31,770 --> 01:01:34,570
divided by the number of minutes a teacher can teach,

638
01:01:35,590 --> 01:01:36,690
you get the number on the right.

639
01:01:36,890 --> 01:01:40,210
For example, if this high school only hired one teacher,

640
01:01:40,350 --> 01:01:43,350
that teacher would teach essentially four classes

641
01:01:43,350 --> 01:01:45,610
of 50.5 students per class,

642
01:01:45,990 --> 01:01:48,890
that wouldn't be acceptable in any realm.

643
01:01:50,250 --> 01:01:52,950
Now, as the middle column adds teachers,

644
01:01:53,790 --> 01:01:56,370
you can see what that does the class size on the right.

645
01:01:57,010 --> 01:02:00,390
We were working under the guideline of class size

646
01:02:00,390 --> 01:02:01,350
and working backwards.

647
01:02:02,130 --> 01:02:04,490
This shows you and what a board member had asked earlier.

648
01:02:04,870 --> 01:02:09,430
What's happening in the classroom when we go from 11 teachers to 10 teachers

649
01:02:09,430 --> 01:02:11,070
or 12 teachers to 11 teachers?

650
01:02:11,710 --> 01:02:17,750
What that really does on the right size is across that number of classes

651
01:02:17,750 --> 01:02:21,070
that you're seeing a point four of a student shift.

652
01:02:21,070 --> 01:02:26,050
what that will do is that, I mean, someone could have two more students and someone else will have none,

653
01:02:26,710 --> 01:02:27,610
some of their class size.

654
01:02:28,470 --> 01:02:35,170
So this slide is a reference to how dividing total minutes by the number of minutes teachers can teach,

655
01:02:35,170 --> 01:02:36,170
you get class size.

656
01:02:37,110 --> 01:02:40,370
And what actually happens. Now, if you go to the next slide, Mr. Skelly,

657
01:02:41,850 --> 01:02:43,410
here's a sample schedule on top.

658
01:02:43,410 --> 01:02:49,350
The gray line is a high school schedule of actual classes.

659
01:02:49,990 --> 01:02:54,990
If there were 12 teachers, the white line is if there's 11 teachers.

660
01:02:56,170 --> 01:03:01,370
So one of the questions would be, there'll be big swings in every class period.

661
01:03:01,530 --> 01:03:05,490
You can see on the top line, the X reflects a teacher who's on a prep.

662
01:03:06,890 --> 01:03:11,570
A zero reflects a teacher who is doing indirect service and doesn't have a full class of students.

663
01:03:12,170 --> 01:03:15,970
all the other numbers reflect actual class size.

664
01:03:17,150 --> 01:03:24,150
Now that 12 and 11 are very likely a co-taught class with a special education teacher and a general education teacher.

665
01:03:27,100 --> 01:03:43,180
The difference in class size for 12 versus 11 is on some of those higher ends and 8 might go to a 12 or 9 might go to a 11 to keep those smaller groups at 5 if that's what the school chooses to do.

666
01:03:43,180 --> 01:03:48,940
So, trying to show what's going to happen in the classroom with the cut of one teacher.

667
01:03:49,780 --> 01:03:55,200
If you go to the next slide, here's a teacher schedule and you can look at the total duty

668
01:03:55,200 --> 01:03:56,720
day of a typical high school teacher.

669
01:03:57,240 --> 01:04:03,000
You can see on any given day of the week, the green line is that teacher's direct service

670
01:04:03,000 --> 01:04:03,640
in a class.

671
01:04:07,800 --> 01:04:18,040
The bottom across the board is IEP management time given to allocate for paperwork.

672
01:04:18,540 --> 01:04:23,420
The middle line is prep for class, and there may be some indirect service to students

673
01:04:23,420 --> 01:04:27,200
during that prep for class, it's not a full class of students that might be one or two students

674
01:04:27,200 --> 01:04:28,760
that come in one day a week.

675
01:04:32,140 --> 01:04:35,440
So the final piece is, well, what are our classes look like next year?

676
01:04:35,440 --> 01:04:43,700
And this slide shows that for replacement classes, now a replacement class would be the

677
01:04:43,700 --> 01:04:47,540
student doesn't have a general ed math class in 9th grade.

678
01:04:47,900 --> 01:04:51,500
They only attend a special education teacher taught math class.

679
01:04:52,360 --> 01:04:57,540
Some of those run bigger and that's a school choice, you can see to accommodate a smaller

680
01:04:57,540 --> 01:04:57,920
group.

681
01:04:58,780 --> 01:04:59,960
for a cold talk class.

682
01:05:00,000 --> 01:05:08,420
Classes, it'll be 8 to 15 students. And again, that range is driven by the school's master schedule. An individual students request for coursework.

683
01:05:10,440 --> 01:05:20,860
These ranges might be up one on the low end in the high end, or they might be very similar to what they were in years past, depending on the school.

684
01:05:23,330 --> 01:05:30,570
What you're going to, if you go back, what you're going to see is a shift of about more tense of a student per class.

685
01:05:31,870 --> 01:05:35,690
Aggregated over those classes, go ahead, Mr. Skelly.

686
01:05:36,470 --> 01:05:39,210
So as long as we're on that traffic, I'll go ahead and ask the question then.

687
01:05:39,450 --> 01:05:48,410
How does licensure or lack of licensure impact the ability to spread students evenly across these different teachers?

688
01:05:48,410 --> 01:05:51,750
That's one of the things that we try to monitor with the school of a school.

689
01:05:52,890 --> 01:05:56,530
Let's say a school has a larger pocket of autism students coming in.

690
01:05:56,530 --> 01:06:03,410
They might need, within the staffing process, a school might only be down one staff member,

691
01:06:03,650 --> 01:06:05,430
but might see a three staff member swing.

692
01:06:05,830 --> 01:06:10,810
As we've added two, we've maybe removed two learning disability teachers and

693
01:06:10,810 --> 01:06:12,670
added two autism teachers to the shift.

694
01:06:13,050 --> 01:06:17,550
We factor in the unique needs of that school in the staffing process.

695
01:06:19,740 --> 01:06:23,910
Where there are a lot of staff members, those swings are less frequent.

696
01:06:23,910 --> 01:06:26,770
like if there's 10 staff members that are 11 and rice ball.

697
01:06:27,610 --> 01:06:37,790
Right, but we do monitor that, so if we see a huge swing in student population

698
01:06:37,790 --> 01:06:43,530
because of lack of licensure across the student body, then we can adjust for that.

699
01:06:44,310 --> 01:06:45,190
Absolutely, okay.

700
01:06:45,970 --> 01:06:50,150
For someone for seen reason, we typically see that coming up through our system,

701
01:06:50,150 --> 01:06:57,710
sometimes move in surprises but one of the things that right now people are much more likely

702
01:06:57,710 --> 01:07:03,370
to tell us they're coming to us than they're leaving. So all summer long we have new enrollments

703
01:07:03,370 --> 01:07:09,130
and then the first week of school when students have moved to another school setting we find out

704
01:07:09,130 --> 01:07:18,790
that week and so our teachers see ads from June until September and get a lot of anxiety about

705
01:07:18,790 --> 01:07:20,470
but humming in a service all these students,

706
01:07:20,810 --> 01:07:22,350
then there's typically a right sizing

707
01:07:22,350 --> 01:07:23,730
that happens that first week of school,

708
01:07:24,130 --> 01:07:25,290
and then we can adjust and it's okay,

709
01:07:25,390 --> 01:07:27,750
where we have a license here at that middle school,

710
01:07:28,130 --> 01:07:29,890
do we have the right number of LD teachers there

711
01:07:29,890 --> 01:07:31,170
for the minutes of service we have?

712
01:07:32,970 --> 01:07:34,170
And through that process,

713
01:07:34,470 --> 01:07:37,190
do we, are we able to source the right talent

714
01:07:37,190 --> 01:07:38,710
to fill those spots then?

715
01:07:39,590 --> 01:07:42,210
Well, here's one of the criticisms is,

716
01:07:42,650 --> 01:07:45,070
we cut and then we're desperate to find.

717
01:07:45,470 --> 01:07:45,670
Right.

718
01:07:45,670 --> 01:07:50,990
The trade-off is, if we hire before we needed the wrong site, our current contract

719
01:07:50,990 --> 01:07:54,250
doesn't, it's not very easy to move someone once they've started someplace.

720
01:07:55,110 --> 01:07:59,670
Our pairs don't allow it, and our T-Pair contract doesn't allow you to move sites once

721
01:07:59,670 --> 01:08:00,510
you're assigned someplace.

722
01:08:00,770 --> 01:08:00,970
Okay.

723
01:08:01,110 --> 01:08:03,910
And for our teacher contract, once we commit to hiring someone, it's challenging.

724
01:08:04,650 --> 01:08:11,510
So the trade-off is to be overspent and staffed at the wrong spots, versus hiring late.

725
01:08:11,510 --> 01:08:18,510
And so it could be a topic to discussion for efficiency because these are concerns that

726
01:08:18,510 --> 01:08:23,190
are brought forward by teachers which are impacted by their own contract, right?

727
01:08:25,730 --> 01:08:31,590
Very few districts across the country are bold enough to go in early October and say, looking

728
01:08:31,590 --> 01:08:34,290
at where everyone is now, we're going to move these 20 staff.

729
01:08:34,930 --> 01:08:40,050
But for efficiency sake, that would, you know, you break up relationships with those students

730
01:08:40,050 --> 01:08:44,330
at that site, but you also match our resources to our need.

731
01:08:45,290 --> 01:08:49,670
But you know, at least we have a good solid explanation of why we have the practice that we do.

732
01:08:50,910 --> 01:08:51,010
Okay.

733
01:08:52,330 --> 01:08:52,690
Great.

734
01:08:52,750 --> 01:08:53,350
Thank you.

735
01:08:53,470 --> 01:08:56,030
The next slides you've seen before and have not changed.

736
01:08:56,550 --> 01:08:58,490
This is just in terms of center-based staffing.

737
01:08:58,490 --> 01:09:02,390
This is much more common at the elementary level and middle level than at the high school.

738
01:09:03,510 --> 01:09:03,770
Go ahead.

739
01:09:03,770 --> 01:09:10,490
And this is the Minnesota staffing rule is the lightest line below.

740
01:09:10,670 --> 01:09:16,610
For example, in EBD programs, every 10 students require one teacher and one pair according

741
01:09:16,610 --> 01:09:17,810
to state guidelines.

742
01:09:18,510 --> 01:09:20,870
The next two grade lines are district practice.

743
01:09:21,290 --> 01:09:26,130
You can see that our district has a practice of having a teacher in two pairs for

744
01:09:26,130 --> 01:09:27,110
anything up to eight students.

745
01:09:27,590 --> 01:09:29,410
And a teacher in three pairs at 10 students.

746
01:09:29,410 --> 01:09:34,730
And so we allocate two additional parrots to an EBD center race program more than the state

747
01:09:34,730 --> 01:09:35,230
requires.

748
01:09:36,810 --> 01:09:41,290
And that's the true of our autism programs and true of our behavior intervention programs.

749
01:09:42,530 --> 01:09:49,450
And so when teachers ask questions about center race staffing, we're routinely staffed better

750
01:09:49,450 --> 01:09:51,650
than state guidelines.

751
01:09:52,190 --> 01:09:58,850
And then you might, in the top program, for example, you might have nine students in there.

752
01:09:59,430 --> 01:09:59,910
and a T.

753
01:10:00,000 --> 01:10:28,460
Section two, pera's. And we might not add a third pera because one of our students is leaving and they'll be a window of time where they're staffed to richer than the state guidelines and not quite as well as our district guidelines. But what we know is once we add that pera, we have that pera in that program for the year. And we want to make sure that we can commit that resource. Mr. Skelly, when we get staff reading requests, we review all of this data. And I met reference earlier.

754
01:10:28,460 --> 01:10:35,340
our monitor move-ins and move-outs, we consider our current budget restraints and we will continue

755
01:10:35,340 --> 01:10:39,320
to monitor and support as enrollment changes as the board is aware. This November, the board made

756
01:10:39,320 --> 01:10:44,060
a $600,000 addition to special education staffing based on what we learned at the start of the year.

757
01:10:45,120 --> 01:10:50,740
We would hope that we get tighter with those types of allocations, but we also realize that

758
01:10:51,260 --> 01:10:55,540
people move into our system or people of unique needs to start the year and we want to be flexible

759
01:10:55,540 --> 01:10:55,980
to those.

760
01:10:58,430 --> 01:11:04,150
With that, comments and questions for myself, Mr. Melby or Mr. Delby?

761
01:11:04,910 --> 01:11:10,390
I'll follow up with one more questions on the topic of the staffing part of it and teacher

762
01:11:10,390 --> 01:11:20,150
contract and paracontract. So the phenomena of par- uh, par- uh, paros being released, um, end of year

763
01:11:20,150 --> 01:11:34,390
in some schools is a result of staffing decisions made in the previous year based on the student body that was there, anticipating it's going to change the following year.

764
01:11:35,590 --> 01:11:43,730
And if it doesn't change, then we go and make that decision after the start of the school year, hoping we'll get qualified people, right.

765
01:11:43,730 --> 01:11:50,030
And so that's one of the things that we hear a lot about in terms of the meet and confer

766
01:11:50,030 --> 01:11:57,090
process of not being able to find the right individuals at the right time to fill those

767
01:11:57,090 --> 01:11:57,490
positions.

768
01:11:57,770 --> 01:12:02,650
I'm kind of curious, at least for the pair of part of it, because I know, at least for

769
01:12:02,650 --> 01:12:06,990
Nokahaisko, I think there were six that were released, many of them found jobs.

770
01:12:07,270 --> 01:12:07,950
Other places.

771
01:12:08,010 --> 01:12:11,530
I'm just wondering, what percentage of those found jobs in other school districts?

772
01:12:13,150 --> 01:12:14,570
I don't know that we have that data.

773
01:12:14,730 --> 01:12:20,590
We have a strong pattern of people that we can't reassign

774
01:12:21,650 --> 01:12:24,510
Paris to new buildings or we know that we're going to hire back.

775
01:12:24,770 --> 01:12:27,770
We anticipated hiring back almost everyone we let go.

776
01:12:27,970 --> 01:12:32,130
Other than people that weren't, we're going to not come back to us in the first place for any number of reasons.

777
01:12:32,670 --> 01:12:37,250
Could we just do a review of the data because this is an area, this seems to be a hot topic.

778
01:12:37,250 --> 01:12:45,410
And so we're hearing that the contract plays a role in that because once we commit to that staff member,

779
01:12:45,450 --> 01:12:51,590
that staff member has to stand at school, even if the student body population and need changes,

780
01:12:51,770 --> 01:12:54,390
we can't move them to another site, right?

781
01:12:54,610 --> 01:13:00,190
So our process is to displace them, sort of like the teacher transfer process.

782
01:13:00,450 --> 01:13:02,950
We displace them and then they apply back into the system.

783
01:13:02,950 --> 01:13:13,950
So knowing that that is to put yourself in the in the Paris position, they're essentially without a job hoping that they'll get a job back.

784
01:13:14,310 --> 01:13:25,530
So they may not want to gamble and wait and we have some school districts around who have very attractive pays compared to an Okhenupin at least for the Paris.

785
01:13:25,530 --> 01:13:32,950
So I think we should seriously look at this, because we may need to find a different way of dealing with this.

786
01:13:32,950 --> 01:13:36,790
Absolutely, this is, let's let the data talk, okay.

787
01:13:36,870 --> 01:13:39,110
Let's take a look at the data, see what it says.

788
01:13:39,970 --> 01:13:45,190
But putting people out of a position, not knowing if they're gonna have a position,

789
01:13:45,570 --> 01:13:48,890
they're gonna probably go out and find one, and we hope they're gonna stay in an Okanupin.

790
01:13:48,990 --> 01:13:53,110
But these highly trained people could just as well go somewhere else.

791
01:13:53,110 --> 01:14:00,230
So, we will gather data on employees that we would have planned to rehire and do how

792
01:14:00,230 --> 01:14:01,090
many of those do we lose?

793
01:14:01,610 --> 01:14:01,650
Right.

794
01:14:01,790 --> 01:14:01,910
Absolutely.

795
01:14:01,910 --> 01:14:03,490
Let's take a look at the data and see what it says.

796
01:14:03,610 --> 01:14:03,710
Sure.

797
01:14:04,290 --> 01:14:04,410
Sure.

798
01:14:06,590 --> 01:14:07,810
Mr. Slager.

799
01:14:08,930 --> 01:14:09,810
Thank you.

800
01:14:09,970 --> 01:14:10,010
Thank you.

801
01:14:10,010 --> 01:14:10,430
Chair Heideman.

802
01:14:11,410 --> 01:14:17,270
Thank you for this great work in presenting on this meaty subject, Dunday 3.

803
01:14:21,470 --> 01:14:25,010
And it's also relatively new for you too, so thank you for that as well.

804
01:14:26,190 --> 01:14:32,250
I guess and so I have a hard question and it's more to raise a discussion point for the board

805
01:14:32,250 --> 01:14:35,010
than I really expect either of the two of you to be able to answer.

806
01:14:35,370 --> 01:14:42,110
But Superintendent Law you talked about this is less than two of the same presentation on the formula.

807
01:14:42,110 --> 01:14:54,170
I'm still, I really am still taken aback by the comment about we know that indirect services occur and it's a draw on staff time.

808
01:14:55,270 --> 01:14:59,830
And I, we heard at meet and confirm.

809
01:15:00,000 --> 01:15:24,980
I'm sorry about those indirect service, the time that that takes not being accounted for in the model. And I know that that's the variation in those indirect services is large. I know that there are a number of variables for what all those services are. But I'm having a hard time thinking about how this model is going to have, you know, for some areas large swings.

810
01:15:24,980 --> 01:15:30,340
when we haven't based them on all that truly reflects the draw on all the time.

811
01:15:31,120 --> 01:15:34,700
So I can answer that quickly, this model reflects indirect service included.

812
01:15:35,500 --> 01:15:42,300
The 224 minutes a day gives teachers credit for that hour of indirect service as if they offered it all days.

813
01:15:42,500 --> 01:15:47,160
No, it swings the other way and there's a double edged sword.

814
01:15:47,740 --> 01:15:53,720
It gives those teachers credit for a full-class five days a week during that period.

815
01:15:53,720 --> 01:15:58,820
What that does when they don't meet with the full class for five days a week is it drives

816
01:15:58,820 --> 01:16:04,120
everyone else's class size up because if I get credit for a period of time where I'm

817
01:16:04,120 --> 01:16:09,880
meeting with two students indirectly and I count it as minutes of service, the rest of

818
01:16:09,880 --> 01:16:12,220
you have to cover what would be my full class.

819
01:16:12,460 --> 01:16:16,240
But this model does reflect in the red service that 214 minutes.

820
01:16:16,540 --> 01:16:18,860
It's been an adjustment since that I confer.

821
01:16:19,380 --> 01:16:19,860
Awesome.

822
01:16:20,200 --> 01:16:20,580
Thank you.

823
01:16:21,580 --> 01:16:22,320
That's huge.

824
01:16:23,000 --> 01:16:26,140
And did that, can you remind me and maybe you said this if you did, I apologize.

825
01:16:26,700 --> 01:16:29,980
Do we talk about what the input process was for that revision?

826
01:16:30,000 --> 01:16:35,220
So it was through that survey process and rolling out the models, and then actually Ms.

827
01:16:35,300 --> 01:16:40,060
Dolby went and visited with almost half of our secondary sites and talked with teachers about.

828
01:16:40,500 --> 01:16:41,540
Thank you, Ms. Dolby.

829
01:16:41,980 --> 01:16:42,260
Thank you.

830
01:16:42,680 --> 01:16:50,560
And we also are going to continue the work this year with our leads and a teacher group to look at what,

831
01:16:50,560 --> 01:16:53,360
But how do we define those indirect services?

832
01:16:53,800 --> 01:17:00,180
Are there ways where we could use resources and buildings to help address some of those

833
01:17:00,180 --> 01:17:06,260
indirect services that may not necessarily need to be provided by the case manager?

834
01:17:06,760 --> 01:17:07,120
Thank you.

835
01:17:07,360 --> 01:17:12,020
That's really the second part of my question when we, when Associate Superintendent McIntyre

836
01:17:12,020 --> 01:17:18,100
was here, I recall asking for some sort of a list of, you know, if we knew what this was

837
01:17:18,100 --> 01:17:20,800
is going to do what other possible efficiencies were there.

838
01:17:21,420 --> 01:17:24,360
I love the idea of looking at the data regarding

839
01:17:24,360 --> 01:17:27,060
paraeducators and moving outside the district.

840
01:17:27,300 --> 01:17:29,040
So I appreciate that work as well.

841
01:17:29,200 --> 01:17:29,940
Thank you very much.

842
01:17:32,450 --> 01:17:33,430
Any other questions?

843
01:17:34,950 --> 01:17:35,910
Miss Hayes.

844
01:17:37,350 --> 01:17:38,530
Thank you, Chair Hydenman.

845
01:17:38,730 --> 01:17:41,210
And thank you to Stacey and Eric for the information.

846
01:17:42,310 --> 01:17:44,490
One item that I'm recalling from the audit

847
01:17:44,490 --> 01:17:48,490
was a mine shift of not counting students,

848
01:17:48,490 --> 01:17:55,190
but coding minutes, and in that the services that each student needs are incredibly unique

849
01:17:55,190 --> 01:17:57,530
and vary from student to student.

850
01:17:58,130 --> 01:18:04,190
So I see minutes reflected, but if the math in my head is working, it's really about the

851
01:18:04,190 --> 01:18:10,270
number of minutes available in a classroom time, during that time, it's not if it's a 50-minute

852
01:18:10,270 --> 01:18:17,470
class or a 42-minute class or whatever the schedule is on that particular day.

853
01:18:17,470 --> 01:18:25,770
Can you talk a little bit about how the staffing process allows the flexibility when the building

854
01:18:25,770 --> 01:18:28,850
knows the unique needs of the students being served?

855
01:18:29,150 --> 01:18:37,930
So for example, of the six students in classroom X, they know that those six students have

856
01:18:37,930 --> 01:18:44,410
a higher need than another classroom of six students and how that is adjusted for.

857
01:18:44,410 --> 01:19:13,790
or when there's a transition from a student going from elementary to middle school or middle school to high school and they're preparing to meet the needs of that student and it is a higher need student that is going to require, you know, not one on one time, but certainly that student would be more successful in a class of four students versus 14 students because in the in the slide, you know, we're seeing class ranges of anywhere from four to 15.

858
01:19:13,790 --> 01:19:15,890
So, that's a huge range.

859
01:19:16,350 --> 01:19:24,130
My question is really about how does this ultimately impact the decisions once we know the unique

860
01:19:24,130 --> 01:19:25,970
needs of the students in age building?

861
01:19:27,450 --> 01:19:34,710
Well, again, the calculation looks at the number of direct services that that student needs,

862
01:19:35,190 --> 01:19:38,170
so that is calculated into the formula.

863
01:19:38,730 --> 01:19:42,550
So different students require different direct services.

864
01:19:42,550 --> 01:19:49,650
So, that is calculated into the formula which then helps us determine FTE for a student.

865
01:19:50,230 --> 01:19:57,890
The previous caseload model did not take into that into account at all.

866
01:19:57,890 --> 01:19:59,510
It was just...

867
01:20:00,340 --> 01:20:30,320
Eric's going to have 23 students, Stacy's going to have 23. I could have students that have more of that setting to instruction and Eric could have all setting one instruction students. So it does create a little more of an equitable case management or not so much case management, but a workload. Looking at how are we servicing our students and

868
01:20:30,320 --> 01:20:31,740
in the building as a whole.

869
01:20:32,620 --> 01:20:37,640
It does not break down the number of students per class,

870
01:20:38,500 --> 01:20:40,280
if that's what you are asking, Nicole.

871
01:20:40,840 --> 01:20:43,460
But I would add that in a transition meeting,

872
01:20:44,140 --> 01:20:46,220
transition an IAP from middle school to high school,

873
01:20:46,340 --> 01:20:48,040
they would have conversations that would say,

874
01:20:48,340 --> 01:20:52,000
this is a student who really was just fine

875
01:20:52,000 --> 01:20:53,820
in an English class with 12 other students,

876
01:20:53,820 --> 01:20:56,360
but in their math class, five students was appropriate.

877
01:20:56,860 --> 01:20:58,620
And those are notes that the case manager

878
01:20:58,620 --> 01:21:01,920
for the middle school transition to the case management for my school, and then they

879
01:21:01,920 --> 01:21:03,220
try to schedule that accordingly.

880
01:21:03,760 --> 01:21:12,020
And as a former scheduler for seven years, we set aside extra days in the summer for

881
01:21:12,020 --> 01:21:16,920
the special ed case managers and lead to come and work with the scheduler to put those pieces

882
01:21:16,920 --> 01:21:17,380
in place.

883
01:21:18,600 --> 01:21:25,800
So they are considered, but I have to be honest, we schedule within the parameters that we

884
01:21:25,800 --> 01:21:33,040
We have financially, there are an awful lot of students that would be better served in a smaller classroom across our entire system.

885
01:21:33,540 --> 01:21:35,120
And we have to allocate the resources we have.

886
01:21:38,960 --> 01:21:40,900
Numbers, any other questions for our presenters?

887
01:21:42,860 --> 01:21:45,560
Okay, this is the first read, so thank you very much.

888
01:21:45,680 --> 01:21:48,040
We appreciate answering all the questions.

889
01:21:51,400 --> 01:21:54,820
Next item we have this evening is six C members.

890
01:21:55,660 --> 01:22:00,980
I think we have a lot of little items here, so we'll run a little bit past eight o'clock where we would normally have taken a recess.

891
01:22:00,980 --> 01:22:03,880
but we'll be probably done by 15.

892
01:22:04,300 --> 01:22:06,780
So let's go ahead and keep going if that's okay.

893
01:22:06,920 --> 01:22:10,240
Let's start with 6C Community Engagement Feedback.

894
01:22:12,020 --> 01:22:13,100
Mr. Skelly.

895
01:22:13,920 --> 01:22:15,840
Thank you, Chair Heardham and Vice-Tray Anderson,

896
01:22:16,140 --> 01:22:17,620
members of the board, Superintendent Law.

897
01:22:18,400 --> 01:22:20,860
Jim Skelly and Kay Vilella from the Communications

898
01:22:21,240 --> 01:22:22,640
and Public Relations Department.

899
01:22:22,820 --> 01:22:23,880
We're gonna present from here.

900
01:22:24,420 --> 01:22:26,940
So I hope that works for the board.

901
01:22:27,140 --> 01:22:27,960
I can look over there.

902
01:22:28,120 --> 01:22:28,520
Okay, great.

903
01:22:28,520 --> 01:22:45,500
We do have a nine-page report in your packet, and it provides some findings and feedback from activities that I think everyone in this room was involved with in some way, shape, or form our community conversations where we had a chance to dialogue with community members all across an Okanupin.

904
01:22:45,700 --> 01:22:53,860
So what we're going to do is go over the report and answer any questions or take any feedback that the board has on this process.

905
01:22:53,860 --> 01:22:59,800
Starting off first with our objectives, what we were trying to do with this, kind of based

906
01:22:59,800 --> 01:23:05,540
on our scientific Morris Leatherman survey, had determined some areas of the survey that

907
01:23:05,540 --> 01:23:12,180
were curious to staff and some board members about, and wondering why is that?

908
01:23:12,600 --> 01:23:17,760
So over the past five years, the district has increased its level of quality of education

909
01:23:17,760 --> 01:23:29,500
from 24% to 32% and so knowing a little bit more about what that maybe led to that was an interest of the district.

910
01:23:30,060 --> 01:23:33,920
And then there was some spikes in concern level of certain areas.

911
01:23:34,100 --> 01:23:36,960
One was a lack of discipline and chemical health issues for students.

912
01:23:37,480 --> 01:23:41,660
And Kavilello will get more into that as we go along in the presentation.

913
01:23:42,340 --> 01:23:46,420
But our idea was to get together with community members, have these conversations.

914
01:23:46,420 --> 01:23:51,480
and see what we could learn so we, using the Board's continuous improvement model,

915
01:23:52,240 --> 01:23:55,180
just continue to move the district forward.

916
01:23:57,300 --> 01:23:58,320
Superintendent Lancher,

917
01:23:58,380 --> 01:23:59,520
hi to many members of the Board.

918
01:24:00,360 --> 01:24:05,080
I just wanted to talk a little bit about what the format was for the community conversations.

919
01:24:05,460 --> 01:24:07,320
So we held five community conversations.

920
01:24:07,320 --> 01:24:09,800
We had one at each of the traditional high schools.

921
01:24:10,420 --> 01:24:15,000
In total, we had about over a hundred participants throughout the community,

922
01:24:15,000 --> 01:24:21,040
the parents that were involved. We started with a brief presentation, about 15 or 20 minutes

923
01:24:21,040 --> 01:24:25,120
that was led by Superintendent Law, just to kind of give a brief overview of what a note could,

924
01:24:25,320 --> 01:24:31,380
who a note could have been is and the things that we have going on. We, as Jim mentioned,

925
01:24:32,120 --> 01:24:38,920
we had some of those questions from the community survey. We asked those same questions that we

926
01:24:38,920 --> 01:24:42,980
wanted to know a little bit more about. We asked those same exact questions to the group of people

927
01:24:42,980 --> 01:24:48,520
that came to these community conversations, then we had shared those results and compared

928
01:24:48,520 --> 01:24:50,660
them to the community survey results.

929
01:24:51,240 --> 01:24:53,460
We did that kind of an interactive fashion.

930
01:24:53,460 --> 01:24:55,440
We used Kahoot if you're familiar with that.

931
01:24:55,440 --> 01:24:59,100
then we went into a focus group discussion.

932
01:25:00,000 --> 01:25:14,720
And I'll kind of get into that a little bit more down the road here. And then we also had an interactive question at the very end, just talking about what they really like about a nocahennathan overall. That was kind of done in a word, word ol' fashion, and we'll show that towards the end here.

933
01:25:16,980 --> 01:25:30,760
So in the focus group discussions, again, this is an unscientific kind of gathering information, but we really wanted to dive deep into those three areas that Mr. Skelly mentioned. So our quality of education, we talked specifically about

934
01:25:30,760 --> 01:25:34,540
about how we could improve the quality of education satisfaction.

935
01:25:35,180 --> 01:25:37,600
We talked about communication related items.

936
01:25:37,820 --> 01:25:42,760
We talked about any educational program related items, operations related items.

937
01:25:43,840 --> 01:25:50,460
We also talked about the perception of the lack of discipline, and maybe what is causing

938
01:25:50,460 --> 01:25:53,540
this increase, as well as what the district should do about it.

939
01:25:53,940 --> 01:25:58,260
And that same thing goes for chemical help, health, what is causing the increase, and then

940
01:25:58,260 --> 01:26:00,720
and maybe what we could do to change that perception.

941
01:26:04,590 --> 01:26:10,230
So I'll go over some of the key findings regarding in the quality of education area.

942
01:26:10,430 --> 01:26:15,010
We took that item, carved it into different areas.

943
01:26:15,250 --> 01:26:19,010
So we were able to get more specific feedback in the area of communication.

944
01:26:19,270 --> 01:26:23,610
And these may be common sense things that board members here all the time from your constituents.

945
01:26:24,970 --> 01:26:28,990
But when you look at the number of suggestions that were received,

946
01:26:29,750 --> 01:26:36,050
It did boil down to a couple that percolated up through almost every group, and one was

947
01:26:36,050 --> 01:26:38,330
be dependable and timely with information from school.

948
01:26:39,650 --> 01:26:45,270
A second one was the website, so there was real interest in improving navigation and ease

949
01:26:45,270 --> 01:26:46,390
of use on the website.

950
01:26:47,010 --> 01:26:52,530
I will install the parents are using it, and the better we can make the website and easier

951
01:26:52,530 --> 01:26:58,930
to use, it's likely to improve quality perception of the district and satisfaction from parents

952
01:26:58,930 --> 01:27:05,820
A second one was education related and these are programs that might be a

953
01:27:05,820 --> 01:27:09,180
curricular program that parents might think what is it that no

954
01:27:09,180 --> 01:27:14,820
can happen could add or it might be a class or anything related to a

955
01:27:14,820 --> 01:27:21,780
student's education and again these really resonated more around things that all

956
01:27:21,780 --> 01:27:27,460
students could benefit from so ensuring programs challenge and motivate all

957
01:27:27,460 --> 01:27:34,520
students and particularly those in the middle, parents rallied around that idea, engaging students,

958
01:27:34,640 --> 01:27:40,200
the idea that students are really active involved with their education, motivated in the classroom,

959
01:27:41,140 --> 01:27:46,980
that's what the best schools have, that's what an Okanupin that improves quality of the district.

960
01:27:47,860 --> 01:27:52,800
And then maybe this one goes back to communication somewhat, it might go to school events as well,

961
01:27:52,800 --> 01:28:01,360
But highlight academic achievement, similar to how we highlight co-curriculars, get it out there so people can see what students are doing on the academic side.

962
01:28:02,180 --> 01:28:07,400
And let parents see how well their students are doing on the academic side as well, get them involved.

963
01:28:10,800 --> 01:28:17,860
On the area of operations, this could be food service, bus transportation, anything related to the business operation of the district.

964
01:28:18,820 --> 01:28:27,020
This one I can almost guarantee board members here from their constituents, but improve student pick up and drop off areas at school.

965
01:28:27,340 --> 01:28:31,740
That seemed to be a common theme that came up in multiple groups.

966
01:28:32,380 --> 01:28:36,100
Just the general maintenance of exterior buildings, landscaping, and maintenance.

967
01:28:36,840 --> 01:28:39,680
This would also go to the interior of the buildings as well.

968
01:28:39,680 --> 01:28:49,640
So parents, guardians they want, well kept buildings, buildings are a source of pride for the district, and they noted that.

969
01:28:50,340 --> 01:28:53,140
And then athletic facility upgrades, both gym space and fields.

970
01:28:53,480 --> 01:28:57,140
There are multiple comments about how they traveled other schools, they see what they have.

971
01:28:58,980 --> 01:29:07,760
Both inside the buildings, outside the building, they're a source of pride for these people that are involved with the programs, and they feel that.

972
01:29:07,760 --> 01:29:12,520
I'm improving athletic facilities, both gym spaces and fields.

973
01:29:12,980 --> 01:29:16,020
I have a reflection on the district as far as the quality perception.

974
01:29:18,790 --> 01:29:21,570
Now in regards to the perception of the lack of discipline.

975
01:29:22,130 --> 01:29:26,810
A lot of the parents talked about discussions going on at home with their children.

976
01:29:26,810 --> 01:29:30,450
So that could be a reason for maybe the increase in this perception.

977
01:29:31,150 --> 01:29:36,750
They all talked about a variety of solutions, but mostly those solutions focused on strategies for

978
01:29:36,750 --> 01:29:40,970
student behaviors, character education and conflict resolution.

979
01:29:41,570 --> 01:29:46,030
They also said parent communication and parent education needs to be a component of this.

980
01:29:46,230 --> 01:29:50,250
Sometimes they were hearing about it from their children not necessarily for this, from

981
01:29:50,250 --> 01:29:51,590
the school in a lot of cases.

982
01:29:53,630 --> 01:29:59,030
In regards to the perception of chemical health increase, vaping and

983
01:29:59,030 --> 01:29:59,870
e-cigarette use.

984
01:30:00,000 --> 01:30:29,640
This was consistently noted in all of the groups that we talked with. There seemed to be a higher awareness of this, though, more with the secondary families, the elementary families, some of them were not even aware of this increase. So maybe more of the secondary families were leading to this increase in or perception of increase in chemical health. So a lot of the items were kind of started, I would say. We had some communication plan regarding this topic.

985
01:30:29,640 --> 01:30:34,280
So, we shared a lot of those ideas and a lot of them were in agreement with the direction

986
01:30:34,280 --> 01:30:35,360
that we were going into.

987
01:30:35,600 --> 01:30:42,700
So, definitely continuing the partnerships throughout the community that we have and just

988
01:30:42,700 --> 01:30:49,020
eliminating as much as we could as a school district from the schoollands, not necessarily

989
01:30:49,020 --> 01:30:54,600
like trying to fix the whole student, but fixing the problem within the school environment

990
01:30:54,600 --> 01:30:56,400
is what they were most focused on.

991
01:30:56,400 --> 01:31:03,380
And a lot of them are saying it's not your issue to kind of like save the entire planet.

992
01:31:03,500 --> 01:31:07,500
So to speak, like, focus on what you can focus on, just focus on the school piece of things.

993
01:31:11,460 --> 01:31:16,700
So just as a conclusion and keep in mind, I know that all board members are involved in these discussions.

994
01:31:16,900 --> 01:31:19,560
So your perceptions, and you were involved in these conversations.

995
01:31:19,740 --> 01:31:27,840
These are high level kind of items that resonated in all groups that we were able to determine.

996
01:31:27,840 --> 01:31:32,420
and we did put links to all data if you'd like to go and look at that in the report from all the

997
01:31:33,840 --> 01:31:40,360
meetings that were held. But just from a high-level summary, the series and the five meetings did

998
01:31:40,360 --> 01:31:45,980
provide feedback and context on these issues. So we were able to gather some valuable feedback

999
01:31:46,520 --> 01:31:53,880
and engage, I think like Kavila said, on 105 community members in discussions about the schools.

1000
01:31:55,860 --> 01:31:59,900
And the people who are there have a strong connection and sense of pride with the school district.

1001
01:32:00,460 --> 01:32:10,620
I mean these are people that want the school district to improve and felt that their time I think for the most part was well spent engaging in this activity.

1002
01:32:11,300 --> 01:32:18,900
And they were engaged and actively involved with suggestions almost we probably could have kept going and gathered more ideas.

1003
01:32:18,900 --> 01:32:26,700
So as far as getting out there and gathering these ideas, it was time well spent by the district.

1004
01:32:28,020 --> 01:32:35,320
I just wanted to share the word, so to speak, with each of the community conversations that we

1005
01:32:35,320 --> 01:32:43,380
were involved with. So I'll just show the five. This was the question about what participants that

1006
01:32:43,380 --> 01:32:48,300
that was the most positive thing about a note can happen overall or their school overall.

1007
01:32:48,880 --> 01:32:51,420
And so this is an example from and over.

1008
01:32:52,100 --> 01:32:54,300
You can see there's a variety of different things on here.

1009
01:32:54,460 --> 01:32:58,940
Teachers came up a lot on all these, but community spirit, opportunities, high expectations,

1010
01:32:59,980 --> 01:33:00,860
et cetera.

1011
01:33:01,680 --> 01:33:09,920
The ones that are larger are the ones that more people wrote on the most, so this is the

1012
01:33:09,920 --> 01:33:10,860
I know a good example,

1013
01:33:16,000 --> 01:33:17,000
the Blaine Example,

1014
01:33:21,680 --> 01:33:23,160
Champlain Park and

1015
01:33:26,910 --> 01:33:27,650
Kung Rapids.

1016
01:33:32,910 --> 01:33:35,210
I know we went through that rather quickly.

1017
01:33:35,370 --> 01:33:37,430
It was a big commitment for the district.

1018
01:33:37,450 --> 01:33:40,490
All these meetings and for our parents and guardians to attend.

1019
01:33:41,510 --> 01:33:44,190
But that's the presentation on the community conversations.

1020
01:33:44,590 --> 01:33:46,310
If there's any comments or questions for board members,

1021
01:33:46,470 --> 01:33:47,130
share it's over to you.

1022
01:33:47,890 --> 01:33:50,090
Members, any questions for presenters this evening?

1023
01:33:52,030 --> 01:33:54,810
I thought it was absolutely well worth the time.

1024
01:33:54,810 --> 01:34:01,530
And I really do appreciate the time that staff put into it going to all the different high schools

1025
01:34:01,530 --> 01:34:08,810
I made all but one of them and it was a lot of similarities but yet a lot of differences.

1026
01:34:09,170 --> 01:34:15,370
And I think collectively it just provided a little bit more insight into some of the targets that we're

1027
01:34:15,370 --> 01:34:21,470
trying to hit as a school district like what does it mean to provide a quality education?

1028
01:34:22,190 --> 01:34:28,210
How do parents define quality? How does our community define quality so that we can start

1029
01:34:29,630 --> 01:34:37,250
moving in their direction so we get better ratings relative to quality? So I think that

1030
01:34:37,250 --> 01:34:38,650
it was very well done.

1031
01:34:40,890 --> 01:34:45,890
So are we planning to do this again next year or how we planning

1032
01:34:45,890 --> 01:34:48,530
to go forward with some of this work.

1033
01:34:49,330 --> 01:34:52,070
Chair Hydeman certainly remembers the board.

1034
01:34:52,530 --> 01:34:55,790
Certainly we had great community feedback on this.

1035
01:34:56,250 --> 01:34:58,130
We will be sharing the community server this year.

1036
01:35:00,000 --> 01:35:28,280
We're wrapping it up. It'll leave you be in August or early September. We have that information. And it might appear as if we move the needle on some of these things just by having community conversations. We'll share that and then we'll take some direction from the board about where we would take this next. Got it. Okay. Sounds good. Any other questions, members? Seeing none, then thank you very much. We'll move on to our next item. Item number 6D, Minnesota State High School League resolution for membership.

1037
01:35:29,540 --> 01:35:30,220
Pendex H.

1038
01:35:31,700 --> 01:35:45,800
Chair and members of the board in front of you, you have our annual resolution that all of our high schools be members of the state high school league for the purpose of competition with their peer schools and the opportunity to compete and higher levels of competition as their success warrants.

1039
01:35:46,360 --> 01:35:47,560
This is a board resolution.

1040
01:35:47,560 --> 01:35:53,340
So I just saw the details of this, it looks like the form is a little bit different than

1041
01:35:53,340 --> 01:35:54,520
what we've done in the past.

1042
01:35:55,260 --> 01:36:00,820
So I just want to highlight a couple of things that might prevent us from approving this

1043
01:36:00,820 --> 01:36:01,120
evening.

1044
01:36:01,360 --> 01:36:07,640
We are missing the student and parent advisers for the advisory board for Blaine High School.

1045
01:36:08,120 --> 01:36:08,980
Okay, if you saw that.

1046
01:36:10,980 --> 01:36:17,120
Also just one question and I think something that we should consider, I noticed in a number

1047
01:36:17,120 --> 01:36:25,880
of schools, the advisory committee has either a staff member that happens to be a parent

1048
01:36:27,860 --> 01:36:34,800
in a number of the different locations and there is a place in that advisory committee

1049
01:36:34,800 --> 01:36:36,040
for faculty member.

1050
01:36:36,580 --> 01:36:46,340
So I think we ought to maybe really consider a parent that is not a staff member or related

1051
01:36:46,340 --> 01:36:47,320
to a staff member.

1052
01:36:47,620 --> 01:36:50,040
Chairman, would you rather, we can bring these back in a moment.

1053
01:36:50,040 --> 01:36:55,660
We're already going to have to figure out how to fill in blame, because there's two missing spots there, I noticed.

1054
01:36:56,540 --> 01:36:58,400
So, do we have time to bring it back?

1055
01:36:59,200 --> 01:37:06,760
We won't have any state participation before our work session in August.

1056
01:37:10,800 --> 01:37:16,640
I would recommend we approve those that are complete and then modify them to just in,

1057
01:37:16,640 --> 01:37:23,920
And the event that there are some activities that happen before the August public board meeting.

1058
01:37:25,100 --> 01:37:27,740
So how do you want to handle some of these then?

1059
01:37:34,230 --> 01:37:44,630
I'd be happy to offer another option, Chairman, and we could make the corrections you suggested and bring this back to a consent agenda.

1060
01:37:44,990 --> 01:37:48,770
I think you have consent agenda be fine because we can always pull it off for separate discussion.

1061
01:37:48,770 --> 01:37:51,530
Sure, our consent agenda for the work session.

1062
01:37:51,610 --> 01:37:53,430
Yes, okay, that will clean up by then.

1063
01:37:54,090 --> 01:37:55,150
Sorry, I didn't catch that in here.

1064
01:37:55,170 --> 01:37:55,390
That's right.

1065
01:37:57,210 --> 01:38:02,390
Okay, let's board okay with that bringing it back to consent agenda.

1066
01:38:02,950 --> 01:38:07,810
Okay, let's move on to our next item for resolution proposing new polling locations.

1067
01:38:07,810 --> 01:38:09,270
Mr. Superintendent Law.

1068
01:38:10,850 --> 01:38:11,490
Pandex, aye.

1069
01:38:12,310 --> 01:38:18,450
Chair head of members of the board, it appears that one of the previously designated polling locations is

1070
01:38:18,450 --> 01:38:23,130
is no longer operating and that would be a church in the city of Blaine the way of life

1071
01:38:23,130 --> 01:38:25,650
church is no longer going to be a polling place.

1072
01:38:27,610 --> 01:38:31,570
The second option that meets the criteria is Blaine City Hall.

1073
01:38:32,110 --> 01:38:37,010
So this is a board resolution shifting that polling place because you as a board have approved

1074
01:38:37,010 --> 01:38:39,990
the list of polling places already and this is a change.

1075
01:38:40,310 --> 01:38:41,810
How far is that from?

1076
01:38:43,270 --> 01:38:48,690
How do we make the determination on location and proximity?

1077
01:38:49,250 --> 01:38:53,590
The local election judges make recommendations.

1078
01:38:54,830 --> 01:38:57,470
Okay, I don't know what our choices would be.

1079
01:38:57,710 --> 01:39:01,790
This is the next, like the estranged for them based on our priorities.

1080
01:39:02,830 --> 01:39:10,370
So members, I'll move appendix I as presented and this is a resolution.

1081
01:39:10,370 --> 01:39:16,410
Is there a second, second from Mr. Erkswager discussion on this resolution.

1082
01:39:18,290 --> 01:39:24,010
Hearing no discussion or seeing no discussion, the clerk will take the role or actually the treasurer will take the role.

1083
01:39:26,210 --> 01:39:27,230
Mr. Erkswager.

1084
01:39:27,610 --> 01:39:27,750
Hi.

1085
01:39:28,310 --> 01:39:29,210
Mr. Harvey Votai.

1086
01:39:29,590 --> 01:39:29,830
Ms. Anderson.

1087
01:39:30,270 --> 01:39:30,410
Hi.

1088
01:39:30,730 --> 01:39:31,250
Ms. Hayes.

1089
01:39:32,210 --> 01:39:32,410
Hi.

1090
01:39:32,410 --> 01:39:33,030
Mr. Hydeman.

1091
01:39:33,110 --> 01:39:33,290
Hi.

1092
01:39:33,590 --> 01:39:37,570
With the being five votes in favor and not in opposition, the resolution is adopted.

1093
01:39:39,450 --> 01:39:46,450
Next item we have this evening is our pay 2020 tax levy time lines, Ms. Vargas.

1094
01:39:47,370 --> 01:39:50,850
This would be Appendix J. Good evening, Chair Hydermann.

1095
01:39:50,970 --> 01:39:51,750
That time of year.

1096
01:39:51,910 --> 01:39:52,270
I know.

1097
01:39:52,810 --> 01:39:54,610
It just seems like it just keeps going.

1098
01:39:55,130 --> 01:39:55,510
It does.

1099
01:39:55,970 --> 01:39:58,490
We just adopted a budget and now we need to look at next year.

1100
01:40:00,000 --> 01:40:26,300
So tonight, what I have before use, in July, we always adopt our Truth and Taxation timeline. And basically what this is to set our hearing date. First time to get it out there. We start with tonight setting the hearing date for December 9th. We'll do it again during the regular board meeting as we did this past year. I'll be here in September when we have our proposed taxes to certify.

1101
01:40:26,940 --> 01:40:35,120
Between November 11th and the 24th is when the county will send out the specific notices each property owner of estimated taxes.

1102
01:40:35,860 --> 01:40:40,720
We'll be back here then on December 9th at our regular meeting to certify the final tax levy.

1103
01:40:41,300 --> 01:40:47,400
And then the remaining dates are just for my certifications of sending into the county auditor in the state department.

1104
01:40:48,040 --> 01:40:53,340
So basically the importance of today is really just to set the December 9th hearing time of 6.30 p.m.

1105
01:40:53,340 --> 01:40:55,420
that's our regular board meeting in the timeline.

1106
01:40:56,100 --> 01:41:00,260
So Ms. Vargas, is this our standard timeline process, nothing's changed here.

1107
01:41:00,380 --> 01:41:03,640
It doesn't change just the date of the December board meeting generally.

1108
01:41:04,060 --> 01:41:04,600
That's what I've got, okay.

1109
01:41:05,780 --> 01:41:07,380
Members, any question from Ms. Vargas?

1110
01:41:08,240 --> 01:41:14,020
Seeing no questions, then I'll move we adopt the calendar as presented in Appendix J.

1111
01:41:14,820 --> 01:41:15,360
Second.

1112
01:41:15,500 --> 01:41:19,620
I have a second from Ms. Anderson, any discussion on the motion?

1113
01:41:20,800 --> 01:41:23,720
Seeing none, all those in favor signify by saying hi.

1114
01:41:24,720 --> 01:41:26,580
Post same sign, motion carries.

1115
01:41:26,800 --> 01:41:27,060
Thank you.

1116
01:41:27,340 --> 01:41:27,680
Thank you.

1117
01:41:29,340 --> 01:41:34,080
And our next item is General Counsel, Mr. Katie.

1118
01:41:34,400 --> 01:41:35,780
We have an approval this evening.

1119
01:41:36,040 --> 01:41:36,280
Welcome.

1120
01:41:40,640 --> 01:41:41,400
Good evening.

1121
01:41:42,180 --> 01:41:44,660
Chair Heidman, Superintendent Law, members of the board.

1122
01:41:45,280 --> 01:41:50,000
I'm pleased to announce that the Inoka Hennepin Building Supervisors have ratified a ten-of-agreement

1123
01:41:50,000 --> 01:41:57,320
for a new three-year contract effective July 1st, 2019, through June 30th of 2022.

1124
01:41:58,200 --> 01:42:04,620
The contract reflects the miscellaneous language changes, but overall, economic improvement

1125
01:42:04,620 --> 01:42:10,480
of 2% on the schedule improvement each year, along with some improvement in the flex

1126
01:42:10,480 --> 01:42:17,160
and 403B for a total economic improvement over the three years of 6.34%.

1127
01:42:17,160 --> 01:42:23,720
And it's within the authority provided to me by the school board, as a result I'm seeking your approval for the ten of agreement.

1128
01:42:24,940 --> 01:42:27,260
Okay, members, any questions for Mr. Katie?

1129
01:42:29,160 --> 01:42:31,100
Seeing none, is there a motion?

1130
01:42:32,060 --> 01:42:32,500
Some moved?

1131
01:42:32,720 --> 01:42:37,600
I have a motion for Mr. Erkswager to approve the contract as presented in Appendix K.

1132
01:42:38,180 --> 01:42:38,780
Is there a second?

1133
01:42:38,900 --> 01:42:41,880
Second from Ms. Hayes, any discussion?

1134
01:42:43,520 --> 01:42:46,400
Seeing none, all those in favor signify by saying aye.

1135
01:42:47,160 --> 01:42:47,400
Aye.

1136
01:42:47,680 --> 01:42:49,780
Both same sign, motion carries.

1137
01:42:50,220 --> 01:42:51,020
Thank you very much.

1138
01:42:51,240 --> 01:42:53,700
And I'd like to think that districts negotiating team

1139
01:42:53,700 --> 01:42:56,280
it included Nicole Tisher, Todd Monsick, Chuck Holden,

1140
01:42:56,500 --> 01:42:58,200
Greg Cole, Steve Anderson, and Tom Karp.

1141
01:42:58,860 --> 01:42:59,140
Thank you.

1142
01:42:59,680 --> 01:43:02,260
Mr. Katie, are we, this executive session

1143
01:43:02,260 --> 01:43:04,480
is it for matters of negotiation?

1144
01:43:04,720 --> 01:43:04,840
Yes.

1145
01:43:05,120 --> 01:43:05,220
Okay.

1146
01:43:06,740 --> 01:43:10,020
Members, item number 10, board correspondence communication,

1147
01:43:10,420 --> 01:43:12,340
is there anything members would like to share

1148
01:43:12,970 --> 01:43:13,920
with their colleagues?

1149
01:43:14,480 --> 01:43:14,940
Yeah,

1150
01:43:17,770 --> 01:43:18,250
Mrs. Aison.

1151
01:43:18,250 --> 01:43:21,250
Thank you, Chair Hydeman.

1152
01:43:21,730 --> 01:43:26,770
I'd just like to share that Director Harvey and I had a chance this morning to tour some

1153
01:43:26,770 --> 01:43:29,750
of the construction updates on the end of the county side.

1154
01:43:30,530 --> 01:43:37,410
And first of all, coincidentally, the buildings and grounds, but thank you to all of the staff

1155
01:43:37,410 --> 01:43:41,530
that have really worked above and beyond to make these projects a reality.

1156
01:43:41,830 --> 01:43:47,930
And it's fun and exciting to see what students and community members are really starting

1157
01:43:47,930 --> 01:43:54,270
to see in reality. And for some of our students that'll even be benefiting from the bond and

1158
01:43:54,270 --> 01:43:59,890
a levy referendum that was passed in 17 this fall. And for the rest, it's going to be a

1159
01:43:59,890 --> 01:44:03,310
blink of an eye. It's coming quickly. Sure, you can see it coming.

1160
01:44:03,450 --> 01:44:10,710
Yes, but a true thank you to Chuck Holden and his department, all of the staff in the buildings

1161
01:44:10,710 --> 01:44:16,470
that have been under a great deal of dust and construction and to all of the staff that have

1162
01:44:16,470 --> 01:44:17,250
to help make it happen.

1163
01:44:17,450 --> 01:44:17,530
Yeah.

1164
01:44:19,170 --> 01:44:19,990
Mr. Harvey.

1165
01:44:22,050 --> 01:44:23,810
Yes, thank you, Chair Hydeman.

1166
01:44:23,990 --> 01:44:31,410
I wanted to echo Board Member Hayes' compliments of our fit for the future progress and all

1167
01:44:31,410 --> 01:44:35,610
of the things that are just amazing and going on with that.

1168
01:44:36,090 --> 01:44:41,630
Another huge initiative that's going on is our transition to the skyward software.

1169
01:44:42,530 --> 01:44:47,450
And I don't think we've praised enough all the efforts and the time and the work that's

1170
01:44:47,450 --> 01:44:55,850
gone in from many different people in the district service center to get that done and the

1171
01:44:55,850 --> 01:44:59,950
efficiencies that our schools and our taxpayers are going to

1172
01:45:08,160 --> 01:45:15,280
So, I just wanted to compliment all the people with fit for the future and the skyward transition.

1173
01:45:15,280 --> 01:45:29,520
These are huge initiatives that our district has taken on. And unless we talk about it a little bit, sometimes it's almost seamless, it goes off. And we don't realize just how much, how much was moved to get to a great place.

1174
01:45:29,520 --> 01:45:30,580
So thank you to everybody.

1175
01:45:30,900 --> 01:45:31,560
It's kind of seamless.

1176
01:45:31,800 --> 01:45:36,060
Don't you think unwinding ties was pretty seamless, Mr. Superintendent-O-Wah?

1177
01:45:37,320 --> 01:45:42,200
I remember Harvey, thank you for acknowledging that you, I walked into work this morning

1178
01:45:42,200 --> 01:45:47,280
for an 8 o'clock meeting with an employee who had worked 27 hours from July 4th until last

1179
01:45:47,280 --> 01:45:47,560
night.

1180
01:45:47,960 --> 01:45:53,960
So they have made the process behind the scenes, and they've worked hard to make it seamless

1181
01:45:53,960 --> 01:45:54,840
for the rest of us.

1182
01:45:54,840 --> 01:46:03,280
But you're this I've been here starting my sixth year and the transition from the ties program to something else started at that point in time

1183
01:46:03,280 --> 01:46:07,080
This has been a long right hard left for a lot of employees in our system

1184
01:46:07,080 --> 01:46:13,560
But to miss the Harvey's point. There's a lot of be hard work behind the scenes to make all this this is

1185
01:46:13,560 --> 01:46:16,740
Make all this work. So thank you to everybody

1186
01:46:18,380 --> 01:46:34,540
Okay, members, I'm going to propose under Minnesota State Law 13D.03 Subdivision 1 that the board move into a closed session in the Michael Sullivan room to deal with matters of labor negotiation and that is a motion.

1187
01:46:35,400 --> 01:46:35,620
Second.

1188
01:46:35,840 --> 01:46:37,200
Second from Miss Hayes.

1189
01:46:40,340 --> 01:46:43,980
Motion by Mr. Hyde and Miss Second by Miss Hayes. Any discussion on the motion?

1190
01:46:44,980 --> 01:46:47,480
Hearing none, all those in favor signify by saying aye.

1191
01:46:47,480 --> 01:46:50,900
Okay, post same sign, motion carries.

1192
01:46:51,580 --> 01:46:52,520
Thank you very much.

1193
01:46:52,700 --> 01:46:54,420
We're going to take a 15 minute recess.

1194
01:46:54,460 --> 01:46:57,600
We're going to reconvene in the Michael Salvin room at 830.

1195
01:46:58,300 --> 01:47:03,560
And we will continue with the school board meeting there for matters of negotiations.

1196
01:47:03,760 --> 01:47:08,120
We'll be in that closed session for about a half hour and then we'll come back out and

1197
01:47:08,120 --> 01:47:10,300
we will publicly adjourn the meeting.

1198
01:47:10,600 --> 01:47:11,300
Thank you very much.