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Good evening. I would like to call to order our NOCA Hennepin school board meeting for today, September 25, 2023. Please join the board and pledging our allegiance.

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Okay, members. Our first agenda item is to approve the board agenda. Is there a motion to approve it as presented?

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So move. Thank you, Mr. Simon. Is there a second? Thank you. Miss Hayes, is there any discussion? Hearing none? All those on favor signify by saying aye.

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I, any opposed say no, with six in favor and zero posed.

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Our board agenda is approved.

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Our next item is wrecking nations.

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It looks like we have,

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um, awesome, pretty exciting wrecking nations.

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Mr. Mueller, do you want to bring our,

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bring forward your guests and introduce us?

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Welcome.

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Thank you.

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Good evening, Chair Anderson.

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Good evening.

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Superintendent McIntyre.

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Good evening members of the UNOCA Hennephan School Board.

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It is my honor to bring forward this evening two individuals that have made them very,

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very positive difference in student safety on and off the school bus.

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First, please welcome, Avery, help me, Avery, see you, see you, see you, she'll, now a seventh

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greater at Tune Rapids Middle School, over the years, Avery has built a very, very impressive

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poster resume with many district, wins, and state wins both in school bus safety, but

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also in kindness posters.

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You have some hanging on the wall out in the hallway here, so congratulations on your

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tremendous work.

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Now, your mom told me, even after all of the state wins and the district wins, that your goal was to win the national competition, is that right, Avery?

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Well, Avery, congratulations, you've done that.

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Outstanding job.

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And now, as I tell you, when you win your district award, your poster is going to be used by students all over the nation.

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Many thousands of copies of that very poster is going to go out to schools throughout the nation.

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And every time a student looks at that poster, they're going to be thinking about school bus safety.

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And the reason they're thinking about school bus safety, Avery, is because of your poster.

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So, thank you very much for all of your efforts over the years.

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I know your sister is here too. Molly does a fantastic job. Molly has many, many district

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wins and state wins. Your roller skating one was just awesome this year. It was just

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tremendous. It, our kids, one, every grade level in the state competition, they swept the

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state. And this is not our first national winner back in 2015. We had Naomi two out of Jackson

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Middle School back in 2015. So welcome to those ranks of national winners. Congratulations.

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And we're going to do some district photos, but family, if you want to come up and get some

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photos, please feel welcome to do that.

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One

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more round of applause.

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This is a great night for School of Safety.

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All right. Secondly, now I get to introduce to you the Minnesota state first place winner of our bus pariet educator award, Louise Savonich. Louise.

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We shall, for now, from district transportation and enjoy us, and any treatments from the Minnesota Association of People Transportation.

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Welcome.

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Well Louise was a bus parent educator for over 23 years with an Okhanapet.

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During that time, the Weaves played a very key role in the training of new bus parer educators.

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She's also quite the mentor of bus parer educators.

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When she trained somebody training was never over.

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Those people that she trained always felt very comfortable coming back to the Weaves and asking her questions.

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And the leaves would also help out during our rough picks when we have all of the routes for the school year laid out and people would come in and pick their assignment for the year.

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The leaves would help them. The leaves always had a great knowledge of the students, the schools, and always was very helpful.

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and we really greatly, greatly appreciate this service that you've given us.

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I wish that you'd come back, but I know Dick is out there and you're family and you're spending

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lots of time with them and congratulations on that next chapter, but you know my number.

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So Amy, you've got a very nice plan to present.

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I'm Amy Tiddens, and I work as a transportation manager for Intermediate District 27.

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But I'm a PT board member and just love presenting these awards.

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I'm the special education chair for MAPT, and so I had the honor of presenting the ways

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with this award at our state conference in July.

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So I'm so glad to be able to see her again.

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So we had many nominees and we had MAPT members and teachers,

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things like that I took off the names off everything.

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So it was picked.

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Nobody knew who she was but it was picked because of her

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and she just, yeah, made me teary, I'd want to be great enough.

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So, Jeff, do you want to read her nomination?

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Thank you.

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Okay.

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Are you going to make us cry now, too?

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Yes.

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I know.

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Buster Educator, Louise Sivanich, goes above and beyond,

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and shows much compassion with students, staff, parents, and drivers.

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Louise has outstanding attention, attendance,

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which is extremely important in providing a safe and consistent experience on the bus for our students.

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The following is yet another example of her work. This information was submitted by a driver.

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Louise, she's always on time, her personalities blend well. She makes the work day fun.

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But when it matters most, the special or emergency cases, which those that are blind or

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non-verbal, are small, calmness and reassurance, voice, adds joy to their day and strengthens

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them.

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More than once, I've seen her quick reaction to a seizure, and the supporting hand holding

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afterwards.

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Today there was an incident at the bus company with one of our own who is experiencing an onion.

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I know medical issue. While stamp was calling 911, Louise did what comes natural to Louise. She gently touched them and quietly began to talk to them.

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Asking permanent questions about their condition and stay calm and reassuring them that help us on the way.

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And she stayed with them to tell the EMT's got there. And just one of the many things.

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Many of the things that Louise has accomplished over her

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signed with the no-can.

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Well, well deserved and here is your plaque.

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She's a special education para of the year for 2023 for Minnesota Association for People's Transportation.

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That's amazing. Congratulations.

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And it's certificate.

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Thank you very much.

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We would like to give to you with a little token of our appreciation and take some photos

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if you wouldn't mind.

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Congratulations again.

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Thank you.

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Okay, members, we will move on to our next agenda item and that is our consent agenda

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and the floor is open for a motion to accept the agenda presented, or members are welcome

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to remove more remove items for separate consideration and discussion if that's what you

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wish.

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Is there a motion?

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Chair Anderson.

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Mr. Simon.

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I'd like to move the consent agenda as presented.

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Thank you, Mr. Simon.

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Is there a second?

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Thank you, Mr. Is McCartil.

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Any discussion?

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Hearing none.

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All those in favor signify by saying aye.

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Any pose?

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Say no.

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a six-in-favorite zero post, the motion is approved.

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Okay, our next agenda item is our communications,

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delegations, and petitions, and that's the section

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of our meeting that is for time for community members to provide

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input directly to the school board in issues that are about issues

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that fall within our authority.

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We usually plan about 15 minutes in our agenda for this.

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Our policy allows community members to speak for up to five minutes.

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If there are more that want to speak, our chair has the manager, right, to reduce that number.

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And I wanted to share that just because I've heard some stuff out in the public recently about that we limited it to two minutes.

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And we don't typically do that unless we have more people that want to speak.

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And then we want to try and reduce that number so people get, you know, so our meetings don't go too long.

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So I just wanted to clarify that.

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And tonight it looks like we have five cards.

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So just in keeping with our, our a lot of time,

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we will limit those comments to three minutes each.

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And I will monitor a timer and try and keep people on time.

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I'll, you know, just kind of interrupt you

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if you're running a little bit late,

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just so you can wrap up timely.

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So we will get started.

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I believe this is Kathy Johnson.

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Welcome to the board.

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Thank you.

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I like the celebrating part.

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I love that, I think that that's great.

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I'm here representing the parents and the children of an Okaihanapen.

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And I'm here in regards to the rewriting of the district policies.

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Discipline policies and the parent complaint policies.

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I've been advocating for a chain and policies for over a year.

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Governor Walts wrote these into law after reviewing my situation and what was happening in the public schools

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Minnesota. As a parent I know firsthand from our current school discipline policy and your

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parent complaint policies. My child was assaulted by three boys in high school class at

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in high school in 2020.

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And you do, which my child required medical care. You're just a plan action of three days suspension for these kids assaulting my child did not follow any of your current safety policies. And you as a school board and superintendent did not want to hear about it. The school principle and a system principle. Relabel the actions of these boys as a fight. They called the students in the teacher in the classroom liars and non reliable witnesses to cover up the behavior of these boys. I press charges against these boys and the judge found them guilty of 50

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degree of salt and they were placed on probation.

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As a parent, I want to be proud to live in this district.

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I want all students to be safe and I want victims to be treated with respect and dignity

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and this is what I want to see happen in this school year.

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When kids break, Minnesota laws they need to be disciplined and expelled based on the severity

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of the behavior.

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These cases must be referred to the school boards for review.

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The Minnesota Department of Education and Minnesota Statutes can be used for guidance.

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Never should the victim be treated disrespectfully and ever forced to leave the school for their own safety.

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On desired behaviors, we'll not be able to reflect a lesser degree of fence.

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I never want to see an Instagram page labeled Blaine High School Fight Club ever to be posted again showing single boys being by multiple boys that occurred inside the school.

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And I really didn't like my child's assault to be viewed by the world.

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Your board was aware of this histogram page and so was blamed high school.

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I never want this board to forget that they are in a kid industry and they need to care about the kids.

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We trust you to keep our kids safe while learning in your schools.

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I don't want the school board to ever again delegate the full responsibility of discipline,

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policy actions to the individual school principals.

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You're responsible and must be involved with the process.

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I want to show an accurate reporting of negative behaviors to be sent to the Minnesota Department of Education.

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Use school resource officers to press charges when children broke in the law

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or when victims' parents requested. Use school resource officers to guide students

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welcome them as part of the team and listen to recommendations from them.

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The school board hates their wisdom to address issues they see and deal with throughout their day.

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I want to see every adult in this district doing their part to support kids.

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Kevin, you're at three minutes.

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I'm done.

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No, you're at three minutes.

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I'll just wrap it up if you can.

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I would also like to educate the school board and staff on correct usage of data privacy laws.

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These laws are meant to protect children.

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They should never be used incorrectly to withhold any information from parents and guardians.

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According to the Office of Data,

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private practices, a parent, guardian, may have access to any public data and any private data

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or which their child is subject.

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Thank you.

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Thank you.

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Thank you.

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And Kathy, if you have your written testimony, if you could give that to Kathy, and I also

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have comments on the rewrite of the, the, if you can give that to Debbie, she'll make

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sure that I copy that today.

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Thank you.

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Okay.

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Thank you.

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Our next card is from Andy Ishwin.

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Welcome.

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Thank you.

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Good to see you.

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My name is Andy.

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I've been in a no kind of teacher for 21 years.

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I am a parent of two children that attend in our school district.

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First of all, Marcy and Nicole.

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Thank you so much for your service on the board.

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You're going to be missed.

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Nicole, I will always think of your servant leadership style from our time together in the

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math curriculum adoption process years ago, as a model of what a school board member

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can be.

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The reason I'm here is to raise concern for what Mr. Adet is doing in our community, specifically

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as he campaigns for other board candidates on social media, and by misrepresenting what

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happening in the classroom to win over voters. On September 9th, Mr. Audit shared that

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to the let them be group, standard base grading. It's happening now on our district,

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we will end it and goes on to claim that opposes academic excellence, creates classroom chaos

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and removes parent rights. These claims are false and an illustration of the level of pride.

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This man possesses to elevate his misinformed opinions to the level of public policy decision making.

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On an even more basic level, it's clear that he has no idea what he's even talking about.

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Standards based grading is literally getting back to the basics,

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and grading students strictly on their understanding of the state standards required by law.

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It removes extra things like attendance, work completion,

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and even donating a Kleenex box for extra credit as a part of a student grade.

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I've used this approach of standards based grading with my...

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Students long before you were on the board. I've taught over 2,500 students in the blame community. I've had zero complaints about any of the grading that I do.

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And I believe that families and students in our community think that teachers like me and in our school have done a good job.

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And they've gone on to be successful in their academic pursuits.

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Most importantly, there's an overwhelming evidence of academic research, which we are an academic institution, telling us if we want students to be successful this approach is the best and most fair way to get there.

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I invite you to visit my classroom or any class in the district for that matter to see how hard we are working every day to recapture the love of learning for our students.

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It's also not blame schools or teachers for the decline in test scores since 2020.

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A lot has happened since then.

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That has been out of our control.

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We are working hard to build back better and we need your support instead of campaigning

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against the tools that we need to be successful.

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At the court of my concern, it feels like Mr. Adat does not have a realistic view of what

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our district needs to be successful for all students and he seeks to gather more on the board

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like him, who also lack any background in public education beyond their own K-12 school.

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Sandy, you're over three minutes.

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You can concern for the future of our district under leadership like his.

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Thank you.

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And if, again, would you care to share your written toast testimony?

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Thank you.

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Brian, newcomer.

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Welcome to the board.

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I'm a little late in bringing this to the board, just had to do some research.

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So this is as of last spring.

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Last spring, I have a student, his name is Isaac Newcomer, he's a senior this year and he plays on the lacrosse team.

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In speaking with the parents on the lacrosse team, this is not just a lacrosse team.

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Issue, this was sports-wide, at least at the Noka High School.

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I can't verify if this is beyond a Noka High School though.

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We had several games away games where the students were being told they had to drive or the game would have to be canceled.

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And the coach would put into their hands the decision on whether they had to drive or whether we cancel the game,

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which I believe is irresponsible. No high school kid on a team wants to be the one that says,

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no, we shouldn't go to a game. That should be the coach or the AD that makes that decision.

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When I asked about the issue, it was three games over an eight-game away schedule.

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So more than a third of the games, we asked our students to drive to those games.

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We had 16 to 18 year olds driving with new licenses where we really we should have had a mature bus driver driving

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When I submitted a request to why we did receive a letter from the district saying that there's an overall transportation issue that's going on got it

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But that to me when when I asked the coaches then

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And I say this isn't the coaching issue with this district-wide issue

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Then why are we asking all the students to drive the answer I got Mac was we'll watch how we do cancel the games

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I'll be honest, if it's my kid, that's going to be responsible for getting someone else hurt,

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because we have a 16 or 17 year old driving.

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I'd rather we cancel the game, or probably the bright answer is, to reach out to MSHSL and say,

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can we reschedule the game because Boston can't meet the need tonight?

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But instead of doing that, we tell our kids to drive, and we don't involve our parents in that process.

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I'm fully aware that I signed a waiver at the beginning of the year,

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but said that students can be asked to drive.

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My kid goes to a noka, they have to drive to get to a good rich field.

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I have to sign that waiver, they can play a sport at good rich field, otherwise they can't

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play.

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It is unreasonable, I believe, for me to be expected or are parents to be expected to have

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their kids drive to sports as far as an hour and an hour and 15 away.

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At their sectional tournament game in Chisago Lakes, now in 15 months away, last game of

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the year, our kids had to drive to that game.

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Their minds, if they were on the game, they weren't going to be very good drivers.

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If they were going to be good drivers, they're not going to get pumped up for the game.

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They're going to disadvantage every time we ask them to do that.

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So I guess I say three things.

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It's not reasonable to ask newly driver, newly licensed drivers to make that decision on whether they go to a game.

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That decision needs to be held by the coach or the AD, not telling the kids that they need to do it.

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Secondly, I think it's unreasonable to shift the liability to the kid and their families,

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because when we send an email request in, we receive the response from the AD,

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who got it from the legal department here at the district, saying there was no liability for the school district.

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with

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And those kids drove to games. That is unreasonable. To tell my son to drive to a game and not make any effort to

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reschedule the game. And say, if you give in an accident, that's your problem, kid, and your

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entrances, there's lots of building.

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Brian, you're up for three minutes.

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Thank you. And the last thing I would say is we pay bus drivers to go to help with these events, to

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drive to these events because they're more experienced, they're more mature, and they're

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focused on driving. There is less risk to have a bus driver driver

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kids to one event than there is and we have kids drive

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placements and I hope and then we can do something about that.

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Thank you.

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Oh, I'm sorry, Brent. Yes, if you have written testimony,

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would you be so kind to give that to Debbie? Yeah,

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then she'll make sure we get copies.

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Sarah, come in, ski.

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Welcome to the board. Thank you. Hi.

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God created each and every one

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of us and I believe we were all image barriers of God, which means we're

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inherently valuable and were the respect and dignity and with respect, truth and

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transparency should follow. Recently our ninth grade son brought to our

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attention a survey that he was instructed to take during his first week of school

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by a scientist at Kunepp's high school. In this survey he was asked about his

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legal and preferred name as well as some other questions such as his pronouns.

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The way I do not affirm radical gender ideology because it does not align with the way

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things really are, and misuses language.

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What struck both my husband and I was another question

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on this survey that we found especially problematic.

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Our son found this question disconcerting as well.

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That was, should I use a different name or pronouns

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when communicating with your parents or guardians?

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If yes, what should I use?

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It led me to ask, what kind of message does this send?

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It certainly does not convey a desire to partner with parents.

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What this question indicates to us is the willingness for the teacher to hide a preferred name or pronouns from the child's parents.

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The teacher is willing to lie to parents, his fellow adults and community members and neighbors.

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As parents who love their children and want to work with our teachers and as people deserving of respect and dignity,

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mind is never the appropriate action, especially in cases like this.

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It destroys trust and makes the parent teacher relationships so crucial to our children's development

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extremely difficult to build.

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Trust is what brings a community together.

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My husband promptly brought this to the principal at the high school and we were met with

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a positive and concerned response.

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We did notice, however, that he seemed to dismiss this teacher's question as something that

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they may have used to inject humor into the classroom to make the students more comfortable.

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I'm paraphrasing and I have his email if you'd like to view it.

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He mentioned that he would discuss the teacher further, what we have not heard back since.

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Let me assure you this is no joke.

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We thought this might be an isolate incident within the school district and it turned out we are wrong.

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A similar survey within the district went viral online, and one particular post from the Innoca Hennepin parents alliance by a teacher within the district caught my attention.

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It's worthy of repeating, but in essence of time I have it here for you if you want to read it.

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Heading the truth damages people's trust and spirit and in the end the kids are the ones that are negatively affected.

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Not only by this ideology in general but by the dishonesty and disrespect shown to the students and their parents by school staff.

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How can we work together when we're being torn apart by lies?

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Our kids deserve better, our parents deserve better, and our teachers deserve better.

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I would like to see all the gender ideology propaganda brought to an end in cider schools and for activism to be banned in the classroom.

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But I'll settle for the removal of this survey question or these questions and a public apology.

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Thank you.

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Thank you.

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Is there a, I think you had emailed that testimony to, um, okay.

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So we'll make sure.

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Yep.

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If you can give it to Debbie, then we'll make sure that board members have copies of it.

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Thank you.

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Okay.

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Our last card is Stan Osmondson.

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Stan?

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Welcome to the board.

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Yeah.

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Thank you.

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Yeah, I hello Superintendent McIntyre and the board I had some prepared marks. I'm going to add a little bit to

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The teacher who gave some testimony here, certainly dedicated, does a great job. I'm sure, but I am not here to attack any personal, any person on the board.

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Just some concerns and topics that have come to my attention that I think should have the attention of the board and the superintendent.

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First of all, my name is Stan Osmondson.

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I've been a classroom teacher for 47 years, 34 of those years.

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We're full-time, 13 is a substitute in many all the way up to 12th grade.

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I have copies of the topics for all board members and we would appreciate their feedback and

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also there's a full number on there to call if you have any concerns or questions.

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With the school board elections coming up soon, it's important for the public to be informed.

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First topic, I would like to mention is, in a letter to our governor, the Anoka Hanapan

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Teacher's Union, also known as the AHEM, has called for the immediate cessation of standardized testing.

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How can we know how kids are progressing without a measurement tool?

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I hope our school board does not agree in totality with this request.

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Topic number two, in my opinion, without strong local leadership, a parent's option to opt out of certain school presentations are curriculum.

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The without that opt-out, that is a danger, they should be able to opt-out case and point.

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A federal court judge in Maryland, Deborah Ellboardman ruled that parents and I quote,

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parents who asserted that do-prost parents are a suit should not be asserted, it's legal

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asserting.

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Do-process right to direct their children's upbringing by opting out, they're asking to

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be able to opt out and the quote continues with, they cannot opt out of curriculum that

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conflicts with their religious views. They wanted to opt out because their religious views.

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And the judge ruled that opt out was not a fundamental right. It's not a fundamental right to opt out.

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And I think we could soon be facing that decision as a board that we would not be able to opt out or allow parents to opt out.

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I'm over three, okay?

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On a personal note.

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I recently made a request of freedom of information.

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And there were six papers that they came up with.

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And the charge for that information was $195.

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And with that, I'll kind of shorten.

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Thank you for your time.

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I did pass something.

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I'll pack it for every member and superintendent in McIntyre.

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Thank you.

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Yep.

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Thank you.

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Okay.

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And that is the end of our yellow cards.

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Is there any other yellow cards?

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Okay.

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Then we will continue on with our agenda here.

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Board calendar and district update, Superintendent McIntyre.

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Thank you, Chair Anderson and good evening Board members.

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And first step, a success, I turned my mic on,

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and I was full.

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Well done.

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I am well-timing.

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Well, we're three weeks into the school year,

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and by most accounts of districts off to a strong start.

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So I want to give you a few updates for the board

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and our community as the year is moving into our fourth week

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next week already.

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We have many new staff.

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So I want to highlight the fact that we have 432 new employees

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this school year.

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And that the teacher's group leads the list with 161 new teachers.

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some of those teachers works through the district's

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grow your own program from other positions,

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so we're very proud of that effort.

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The second largest group of new employees

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is our parent educators.

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We have 95 new employees.

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We know we still have openings in that area

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and we're still working hard to recruit for that.

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That district total now is at 7,718 employees.

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As you know, the district launched a back-to-school

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hiring blitz right before the year started,

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which did help with that recruitment effort.

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Our current staffing situation shows full coverage for classroom positions with recruitment

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continuing for the operational positions such as pair educators and child nutrition staff.

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So we want to remind our residents to continue to seek interest in our local schools and visit our website at age schools.us backslash jobs to see what positions are available.

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Also, some operations, so at the beginning of the year, we're always working hard to make sure our operations run smoothly, and it's important to acknowledge the fact that we have the largest student transportation system in the state with nine vendors.

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I know B.J. was here earlier, B.J. Ice in our director provided me some information to really capture this.

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So we have nearly 300 yellow school buses, and also another 100 passenger vehicles visiting 8,000 individual stop bus stop locations to pick up and deliver students.

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The vendors are actively recruiting. We've had shortages as was alluded to earlier, and that staffing and service delivery challenges hasn't proved.

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So we are working hard to continue to maintain that.

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Also, the district's traffic safety positions are fully staffed

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and the work continues to fill our bus that

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Para Educators as the year begins.

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At least earlier, we have amazing bus Paris.

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Another area that's worthy of discussion is

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the Child Nutrition Department.

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So the new legislation to provide funding for three school meals,

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breakfast and lunch for all students.

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So in the first 12 days of the year,

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The district has served over 105,000 breakfasts up about 22,000 servings from last year.

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And 304,000 lunches up 45,000 from last year or about 400,000 or excuse me, 4,000 lunches per day more than this time last year.

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So thank you to Noah Atlas and our nutrition team for stepping up and doing the best I can to ensure we're feeding our students.

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We have a number of new facilities, as we started the year, and you all are very familiar with this, and that has generated a lot of excitement.

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San Bernard Regional High School, right here in downtown America, has generated a lot of excitement for students and staff, and for the first time ever regional was able to host an all school assembly.

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That was very exciting.

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The Blaine Early Childhood Center is also operating adding much needed capacity to serve families in the area.

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The district now has six really childhood centers in operation and this facility is located

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just east of Highway 65, north of Highway 14, it means, it means street 252 in blame.

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In addition, Hoover Elementary and Adams Elementary and Coon Rapids are the first two sites

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in the district to have solar arrays added to their facilities, along with energy savings, the schools

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will look for ways to integrate lesson plans and instructional efforts around solar energy

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first students. We're also fortunate I just want to call out that we have so many partners

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that help us with meeting some basic needs backpacks in school supplies. So our students

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here in Anokehanna have benefited from offering the offerings of free backpacks through the

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United Way through Anokehanna of an educational foundation, many area churches and organizations

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as the year begins. So we just want to take a moment to say thank you for all those who have

449
00:38:10,400 --> 00:38:16,160
donated little supplies to prepare our scholars or our students for the school year.

450
00:38:16,840 --> 00:38:22,960
Another unique story I'd like to tell you is how our students have stepped up for

451
00:38:22,960 --> 00:38:26,500
a recent river cleanup. A team of about 60 outdoor

452
00:38:26,500 --> 00:38:28,320
adventures students from and over high school and

453
00:38:28,320 --> 00:38:32,600
play in high school recently teamed up to help our one of our communities in need

454
00:38:32,600 --> 00:38:36,120
after learning that used car tires were illegally dumped in the rum river.

455
00:38:36,880 --> 00:38:41,880
Students, both from both schools developed a plan to clean up that mess and actually that recovered

456
00:38:41,880 --> 00:38:44,060
over 200 tires from the river.

457
00:38:45,360 --> 00:38:50,440
So just a shout out, and thanks to the students on the job well done, that outdoor adventures

458
00:38:50,440 --> 00:38:54,540
classes available to seniors at an okay happens five traditional high schools, and it allows

459
00:38:54,540 --> 00:38:59,860
students the chance to earn college credit and environmental sciences because of its curriculum

460
00:38:59,860 --> 00:39:04,880
and how it centers around environmental education, field biology, interpersonal dynamics, and

461
00:39:04,880 --> 00:39:05,480
personal growth.

462
00:39:05,480 --> 00:39:06,480
So thank you again.

463
00:39:07,820 --> 00:39:12,040
And finally, just wanted to preview some changes coming to our school board meeting video streams

464
00:39:12,040 --> 00:39:12,920
in meeting minutes.

465
00:39:13,160 --> 00:39:15,080
We've been talking about this for a while.

466
00:39:15,340 --> 00:39:18,980
Beginning next month, viewers will notice some changes to the format of the Nokehennet

467
00:39:18,980 --> 00:39:23,620
in school board meetings where we're streaming them online and viewing the media meeting

468
00:39:23,620 --> 00:39:25,220
agendas and the minutes that follow.

469
00:39:26,040 --> 00:39:32,000
The school district has tested YouTube for video streaming in the past, a few meetings and

470
00:39:32,000 --> 00:39:34,100
we're ready to kind of go live with that starting next month.

471
00:39:34,100 --> 00:39:36,920
So we also see new meeting software using Board Book

472
00:39:36,920 --> 00:39:39,960
for organizing the school board documents.

473
00:39:41,280 --> 00:39:43,560
So community members can still access the meeting materials

474
00:39:43,560 --> 00:39:45,320
the same way.

475
00:39:45,620 --> 00:39:47,740
They are familiar with those as our website,

476
00:39:48,220 --> 00:39:49,300
still houses those documents,

477
00:39:49,500 --> 00:39:52,640
and that's at ageschools.usbackslash school board.

478
00:39:52,940 --> 00:39:54,920
So there are many, many other events and things

479
00:39:54,920 --> 00:39:58,180
we could highlight, but I wanted to highlight just a few

480
00:39:58,180 --> 00:39:59,980
for you tonight, and you've seen many of those.

481
00:40:00,000 --> 00:40:04,640
And my weekly updates as well. So, great start of the year. We're going to continue to build on that.

482
00:40:04,780 --> 00:40:07,300
Channerson, that concludes my superintendent's report for this evening.

483
00:40:07,560 --> 00:40:07,940
Thank you.

484
00:40:07,960 --> 00:40:08,340
Thank you.

485
00:40:08,700 --> 00:40:11,380
Superintendent, is there any questions for Superintendent McIntyre?

486
00:40:12,480 --> 00:40:19,360
I would just like to piggyback off something, Corey said, about the new board, software,

487
00:40:19,660 --> 00:40:23,740
or the board books, we're going to do a little practice run through before board meeting,

488
00:40:23,900 --> 00:40:29,980
or our work session next month. So if you can get there early, it's not any major thing.

489
00:40:29,980 --> 00:40:33,140
So if you can't attend, it won't slow you down.

490
00:40:33,420 --> 00:40:35,760
But just so folks could get a preview of that.

491
00:40:37,340 --> 00:40:43,160
OK, so we will move on to our next agenda item.

492
00:40:43,840 --> 00:40:45,680
And it looks like we have an appointment

493
00:40:45,680 --> 00:40:47,700
of election judges' resolution.

494
00:40:48,160 --> 00:40:48,740
Ms. Trulsted.

495
00:40:55,070 --> 00:40:55,430
Welcome.

496
00:40:56,030 --> 00:40:57,010
Thank you.

497
00:40:57,650 --> 00:40:58,210
Is that on?

498
00:40:58,450 --> 00:40:58,710
No.

499
00:40:59,250 --> 00:40:59,770
OK.

500
00:41:00,490 --> 00:41:01,630
Good evening, Chair Anderson.

501
00:41:02,710 --> 00:41:04,590
Superintendent McIntyre, members of the board.

502
00:41:04,590 --> 00:41:10,490
I am here tonight with a very brief update and resolution regarding our elections.

503
00:41:10,990 --> 00:41:15,310
As you're aware, we partner with a NOCA county to administer our elections every year.

504
00:41:15,910 --> 00:41:20,850
One of the duties the county performs on our behalf is to hire and train the election

505
00:41:20,850 --> 00:41:21,330
judges.

506
00:41:21,850 --> 00:41:27,310
So the resolution before you just provides to allow them to be able to continue to do this

507
00:41:27,310 --> 00:41:29,790
training on our behalf for the upcoming election.

508
00:41:31,370 --> 00:41:34,390
Excellent, is there any questions for Ms. Trulsted?

509
00:41:36,310 --> 00:41:39,530
And just to clarify, even though we refer to this as a resolution,

510
00:41:40,010 --> 00:41:43,110
we have double-checked and we will take action to accept it,

511
00:41:43,110 --> 00:41:45,650
like we would normally do with the motion in a second.

512
00:41:46,790 --> 00:41:50,290
Okay, so members, the floor is open for a motion to approve the

513
00:41:50,290 --> 00:41:52,750
appointment of election judges as presented.

514
00:41:53,970 --> 00:41:55,390
Thank you, Ms. Hayes, there's second.

515
00:41:56,530 --> 00:41:58,510
Thank you, Mr. Shayne, any discussion?

516
00:41:59,250 --> 00:42:04,650
Hearing none, all those in favor signify by saying aye, aye. Any opposed say no?

517
00:42:05,150 --> 00:42:08,890
With six in favor and zero. Opposed that motion is approved. Thank you. Thank you.

518
00:42:13,770 --> 00:42:21,170
Okay. Our next agenda item is our Morris Leatherman Community Survey results. Peter Leatherman.

519
00:42:28,300 --> 00:42:29,800
And our communications team.

520
00:42:36,550 --> 00:42:39,110
Welcome. Welcome. Thank you for spending so much time with us.

521
00:42:39,890 --> 00:42:40,530
My pleasure.

522
00:43:02,740 --> 00:43:04,440
All right. It's a pleasure to be here with you this evening.

523
00:43:04,440 --> 00:43:06,520
to go through the results of this year's survey.

524
00:43:07,180 --> 00:43:09,400
If we go to the first page, the methodology.

525
00:43:10,140 --> 00:43:12,460
To review with everybody, we ended up the survey

526
00:43:12,460 --> 00:43:15,140
of a 500 random sample across the district.

527
00:43:15,480 --> 00:43:18,360
This is the same sample size we've done for years in the district.

528
00:43:18,800 --> 00:43:21,860
We did add a parent balloon in this survey.

529
00:43:22,360 --> 00:43:24,620
So that means that there's an X number of parents

530
00:43:24,620 --> 00:43:27,700
and the 500 sample we call an additional group of parents

531
00:43:27,700 --> 00:43:29,760
put those together and we have a parent balloon.

532
00:43:30,260 --> 00:43:33,980
The 500 samples projectable to plus or minus four and a half percent

533
00:43:33,980 --> 00:43:40,220
In 95 out of 100 cases, the parent balloon is projectable to plus or minus 5%.

534
00:43:40,220 --> 00:43:45,880
Now, this survey was conducted, the timing on this is important to keep in mind, was conducted

535
00:43:45,880 --> 00:43:46,600
last May.

536
00:43:47,100 --> 00:43:53,020
So this is kind of an assessment of last school year, as we look at it, between May, then

537
00:43:53,020 --> 00:43:54,040
May 25th.

538
00:43:54,220 --> 00:43:59,080
And also, especially when we look at the adequacy of funding question later on, it's important

539
00:43:59,080 --> 00:44:02,540
to keep that in mind because the legislature had not finished its work yet.

540
00:44:02,540 --> 00:44:08,840
And that has definitely changed the dynamic of public opinion across school districts in the state of Minnesota.

541
00:44:09,460 --> 00:44:10,200
So that's important.

542
00:44:10,480 --> 00:44:14,580
The average interview time was 12 minutes and once people realized we weren't going to sell them anything,

543
00:44:14,980 --> 00:44:18,260
they were willing to talk to us, the non-response rate was 5%.

544
00:44:18,260 --> 00:44:21,860
If we go through some of the demographics, just so you can see the profile,

545
00:44:22,260 --> 00:44:23,960
the demographics are done for two reasons.

546
00:44:24,060 --> 00:44:28,800
First off, to make sure that we have accurate sample against updated census information,

547
00:44:28,800 --> 00:44:36,100
But then also we can look at differences in attitudes and opinions between parents and seniors, homeowners, and renters across the board.

548
00:44:36,620 --> 00:44:41,540
The first set of ours looks at how long has the resident lived in the Noka Hanna Pins School District?

549
00:44:41,940 --> 00:44:45,100
We have 20% that have been in the district for five years or less,

550
00:44:45,260 --> 00:44:49,140
while we have 41% that have been in the district for over 20 years.

551
00:44:49,560 --> 00:44:54,900
On this one, medium comes in the typical residence been here for about 17 years.

552
00:44:54,900 --> 00:44:59,960
10% have preschool children or infants, 28% have a child.

553
00:45:00,000 --> 00:45:11,000
Attending, the Anoka Hanna Pen School District, and 66% are empty nesters. And once again, that does not imply an age. You can have a 32-year-old without a child. They're an empty nester.

554
00:45:11,360 --> 00:45:18,420
So as you go through the data with the overall 1 and 3, have a child, 2-thirds do not have any children in their household.

555
00:45:18,420 --> 00:45:24,720
17% of our renters, self-assessed home value comes in at about 240,000.

556
00:45:25,000 --> 00:45:31,760
If we look at ethnicity, just under 2-3rds indicated white, 18% African-American, 6%

557
00:45:31,760 --> 00:45:37,720
Hispanic Latino, 5% each Asian Pacific Islander and Multi-Orbidational, and 1%

558
00:45:37,720 --> 00:45:38,500
Native American.

559
00:45:39,080 --> 00:45:40,820
If we continue with the demographics,

560
00:45:43,920 --> 00:45:47,900
21%, we're 18 to 34 year olds, well we have 35%

561
00:45:47,900 --> 00:45:53,760
over the age of 55, median on this comes in roughly at about 46 or 47 years old.

562
00:45:54,120 --> 00:45:59,220
So the typical resident in Naukehannapin has lived in the community for 17 years and is just

563
00:45:59,220 --> 00:46:03,400
a hair short of 50 years old and about one and three have a child.

564
00:46:03,840 --> 00:46:09,140
Men and women split equally 50, 50 and then you can see the geographic distribution and that's

565
00:46:09,140 --> 00:46:13,460
based on looking at registered voters with all the communities in Naukehannapin with

566
00:46:13,460 --> 00:46:21,420
Coon Rappets having the largest at 25% blame and then the remaining outline areas at 16%

567
00:46:21,420 --> 00:46:25,800
and over Champlain, Pam Lake, a no-gov in Brooklyn Park.

568
00:46:26,880 --> 00:46:34,060
If we get into the macro atmospherics in the district, we see a stability now and this

569
00:46:34,060 --> 00:46:39,620
is a stability that's been noted across the state post pandemic and that is the shift from

570
00:46:39,620 --> 00:46:47,460
excellent to good. In 2021, we saw the drop in the excellent rating from 33 to 21 percent.

571
00:46:47,460 --> 00:46:52,440
It is stabilized there over the last two studies. And then on the other side, we have

572
00:46:52,440 --> 00:46:58,820
a little of in percent only fairer port. The district has stopped. It has not done with a lot

573
00:46:58,820 --> 00:47:03,320
of districts across the state have done now. And that shift is continued, where it's moved

574
00:47:03,320 --> 00:47:09,100
from good to only fairer. Where we're at right now with the excellent rating across

575
00:47:09,100 --> 00:47:15,780
the state. It's 10 percent in the metro area. It's at 12 percent. And that is half of what

576
00:47:15,780 --> 00:47:21,940
it used to be. So it reflects very similar to what we see here. There's a stabilization. It's

577
00:47:21,940 --> 00:47:27,020
at this point now that the district's all districts in the state of Minnesota, the move is going

578
00:47:27,020 --> 00:47:31,540
to have to be how do you go from good to excellent again. The shift that, and we discussed this

579
00:47:32,040 --> 00:47:37,900
from, I think, 2012 to 2020 leading up to the pandemic. That was the challenge facing the

580
00:47:37,900 --> 00:47:43,940
okay, hand up in district. It's a challenge facing every district now and how to grab those

581
00:47:43,940 --> 00:47:49,900
ratings back and make folks enthusiastic. What do folks like most about the district? Your folks

582
00:47:49,900 --> 00:47:55,860
have always been program oriented. So if we look at good programs, we look at curriculum. It's

583
00:47:56,540 --> 00:48:01,960
27%. If we look at the academic quality in the district, if we look at good education, excellent

584
00:48:01,960 --> 00:48:10,160
education and high achievement stats. We have 24 percent of multi-actual quality of the education and then teachers at 12 percent.

585
00:48:10,300 --> 00:48:18,080
You do have a hierarchy here. It's always been a program curriculum-based district, then the academic quality and then the personnel side.

586
00:48:18,680 --> 00:48:25,540
If we look at what the most serious issue is facing the district, you don't have any item that hits 25 30 percent.

587
00:48:25,540 --> 00:48:29,320
where you have 1 and 3, 1 and 4 people coalescing around a response.

588
00:48:29,620 --> 00:48:32,920
You have four items that hit double digits, the low-teens.

589
00:48:33,420 --> 00:48:36,740
Large class sizes, I graduated from Lane in 90.

590
00:48:36,820 --> 00:48:39,700
I'm sure that was at the top of the list in 1990 also.

591
00:48:40,080 --> 00:48:41,780
It's just part of the ethos.

592
00:48:42,180 --> 00:48:44,160
In Anoka Hanna, been large class sizes,

593
00:48:44,160 --> 00:48:47,380
is going to be at the top or close to the top of the list.

594
00:48:48,060 --> 00:48:49,640
Budget cuts in the lack of funding.

595
00:48:49,920 --> 00:48:51,940
You have 23% of that combination.

596
00:48:51,940 --> 00:49:02,400
And that's important to remember the time frame here because a lot of discussion was happening in May actually the entire school year last year about not fully funding education.

597
00:49:03,340 --> 00:49:07,220
The bullying and lack of discipline at 18% combining.

598
00:49:08,120 --> 00:49:12,880
So that's typically what we saw in the school year last school year what happened,

599
00:49:12,880 --> 00:49:19,060
especially in light of the unfortunate situation at Harding High School, that raised discipline

600
00:49:19,060 --> 00:49:25,660
as a concern across the metro and across the state. That's typically between 15 and 20 percent.

601
00:49:26,080 --> 00:49:31,500
The one area you're low on and this is an open top of the mind response is high taxes.

602
00:49:32,740 --> 00:49:38,120
2023's been the year of property tax hostility in the state of Minnesota and the metro area.

603
00:49:38,120 --> 00:49:44,180
the norm right now and that is about 15 percent. So you are half that level back in May.

604
00:49:45,500 --> 00:49:51,020
If we go to the next slide, what's the reputation of the school district? It's good. It follows

605
00:49:51,020 --> 00:49:58,140
it plays out people see their opinion of the quality of education and that's what they hear also.

606
00:50:00,000 --> 00:50:09,880
Census 18% say average, and then 13% say large. We look at all the parent perspectives on this. We won't

607
00:50:09,880 --> 00:50:16,580
go through these one by one. It's a level. They can strongly agree, agree, disagree, strongly agree.

608
00:50:16,780 --> 00:50:23,420
I have collapsed the strongly agree and agree, and disagree and strongly disagree into two categories.

609
00:50:24,320 --> 00:50:28,680
Pretty much across the board. There has been more of a tip to a soft agree than a strong

610
00:50:28,680 --> 00:50:33,700
degree, but you still have a high agreement across the board, and it's always funny.

611
00:50:34,620 --> 00:50:38,760
And I'm just 20 years of doing this, the lowest rated still still remains.

612
00:50:39,140 --> 00:50:41,780
My cafeteria offers high quality meals.

613
00:50:42,300 --> 00:50:47,280
I do believe back probably probably about 2005 in that era.

614
00:50:47,520 --> 00:50:50,000
I think there was about 30-35 percent disagreement.

615
00:50:50,080 --> 00:50:52,780
So there has been improvement on cafeteria meals also.

616
00:50:52,780 --> 00:51:00,420
So Peter and Superintendent McIntyre, I would still encourage a follow-up question to that in future surveys

617
00:51:00,420 --> 00:51:02,640
how many have actually had a school lunch?

618
00:51:03,060 --> 00:51:03,600
Just the answer.

619
00:51:04,140 --> 00:51:06,180
And do a cross-down on that.

620
00:51:06,520 --> 00:51:08,280
The district's play of philosophy.

621
00:51:08,940 --> 00:51:13,740
We read them a statement about playing up for 7th and 8th graders playing varsity sports and we

622
00:51:13,740 --> 00:51:17,980
just asked folks overall, do you agree or disagree with that philosophy?

623
00:51:17,980 --> 00:51:27,880
We have 58 percent that agree with it, 31 percent opposed, 12 percent are unsure, but the vast majority of people don't feel strongly one way or the other.

624
00:51:28,080 --> 00:51:35,340
You only have 17 percent, it's an equal distribution, 10 percent strongly, 7 percent strongly, no.

625
00:51:35,760 --> 00:51:41,420
So it tips in favor of agreeing with the philosophy, but there's not a lot of intensity in that opinion.

626
00:51:42,740 --> 00:51:48,500
Community Education, household participation over the last two years is this is across the

627
00:51:48,500 --> 00:51:54,200
state and we look at community education programs. Really it's down to the core of service

628
00:51:54,200 --> 00:52:02,080
of students and ECFE in preschool. It has dropped the norm participation across the metro

629
00:52:02,080 --> 00:52:08,740
was about 30% pre-pandemic. We're now at about 21-22% so it's right there. What do folks

630
00:52:08,740 --> 00:52:17,260
that take and are participated in an experience with community education feel overwhelming enthusiastically satisfied.

631
00:52:17,820 --> 00:52:24,360
We have 96% saying either very somewhat with almost two thirds indicating that they're very satisfied.

632
00:52:25,320 --> 00:52:31,120
What would folks advise the school board and administration to improve the quality of education?

633
00:52:31,780 --> 00:52:34,520
Once again, this is open and they can tell us anything.

634
00:52:34,520 --> 00:52:39,940
And when we look at the top, not surprisingly going back to what their top concern was, it

635
00:52:39,940 --> 00:52:41,360
is smaller class sizes.

636
00:52:42,300 --> 00:52:48,200
Then there is more of a discussion now about going back to the basics, reading, writing,

637
00:52:48,340 --> 00:52:48,740
and arithmetic.

638
00:52:49,220 --> 00:52:54,180
And I think it's very important to point out also the time frame on that in light of a lot

639
00:52:54,180 --> 00:52:56,840
of the proficiency scores that have been coming out.

640
00:52:57,060 --> 00:53:03,340
And a concern amongst folks about the core subjects and whether children are proficient

641
00:53:03,340 --> 00:53:04,780
and succeeding at those.

642
00:53:05,360 --> 00:53:07,860
We also have two other items hitting double digits,

643
00:53:08,020 --> 00:53:10,300
and that's better discipline and better spending.

644
00:53:13,160 --> 00:53:15,820
Mr. Simon, can we jump in and ask us?

645
00:53:16,220 --> 00:53:17,200
Absolutely, I think it's easier.

646
00:53:17,640 --> 00:53:17,980
Yeah, absolutely.

647
00:53:18,980 --> 00:53:21,140
So on this one, tell me about back to the basics

648
00:53:21,140 --> 00:53:23,740
and better discipline and how that might match with the state.

649
00:53:24,820 --> 00:53:26,760
Back to the Blake basics, it has been growing.

650
00:53:26,960 --> 00:53:30,640
You know, five years ago, that would be single digits easily.

651
00:53:30,640 --> 00:53:35,260
It, in ever since the pandemic and especially over the last 18 months we've seen this growing,

652
00:53:36,300 --> 00:53:41,940
as a, as a top of the mind, somewhere in that 10 to 20 percent but not all districts ask the question this way.

653
00:53:42,400 --> 00:53:51,660
Better discipline, you'd be on the lower side because the, the concern being at 20, 25 percent in a lot of areas at this point in time,

654
00:53:52,040 --> 00:53:53,900
the 12 percent would be on the lower side.

655
00:53:53,900 --> 00:53:56,460
Thank you.

656
00:53:56,800 --> 00:54:02,320
Most important indicator of a high-quality education, while the broad curriculum leads the

657
00:54:02,320 --> 00:54:02,520
list.

658
00:54:02,540 --> 00:54:03,620
And this is a close end.

659
00:54:03,720 --> 00:54:07,400
They pick off of this list on what is most important to them.

660
00:54:07,900 --> 00:54:13,140
So the broad curriculum leads, but also now in second place, and it's come back, is the

661
00:54:13,140 --> 00:54:14,140
standardized testing.

662
00:54:14,900 --> 00:54:19,080
Like we talked about at the work session, that is the touch point for non-parents into

663
00:54:19,080 --> 00:54:20,500
what's happening into the district.

664
00:54:20,500 --> 00:54:27,280
This is evolved over time. In the 90s, it was insatiable demand for more standardized testing.

665
00:54:27,600 --> 00:54:31,580
We got no child left behind, and then everybody was exhausted by testing.

666
00:54:32,040 --> 00:54:37,820
And especially now over the last three years since the pandemic, there is a growing sense

667
00:54:37,820 --> 00:54:42,460
that standardized testing is the most important indicator of a high quality school district.

668
00:54:43,200 --> 00:54:46,780
Two three other items that hit double digits, reasonable class sizes,

669
00:54:46,780 --> 00:54:51,640
grads going on to further education and providing a safe and secure learning environment.

670
00:54:52,240 --> 00:54:56,940
This one varies from district to district on what the most important thing is.

671
00:54:57,420 --> 00:54:59,860
It would basically go back to what you like most.

672
00:55:00,000 --> 00:55:08,580
And if you're going to attach yourself to the curriculum, the academic quality, but then also what comes into the mix here is the standardized testing piece.

673
00:55:10,420 --> 00:55:16,260
How does the district view in meeting the learning needs of all students, most students, only summer, very few?

674
00:55:17,040 --> 00:55:25,580
On this one, you actually have a very impressive result in 2023, with 58% indicating you're meeting the learning needs of all students.

675
00:55:25,580 --> 00:55:32,440
That's up 8 points. The norm on this currently is about 47%. So it's 10 points higher.

676
00:55:32,960 --> 00:55:39,380
If we look at the 38% that say most, only summer, very few, when we follow up and ask them,

677
00:55:39,520 --> 00:55:42,680
is there a certain type of students who's learning these are not being met.

678
00:55:42,980 --> 00:55:49,960
You can see the theme in the upper right hand corner, 28% and now that's 28% of 38%

679
00:55:49,960 --> 00:55:53,560
so approximately 9% of the community said struggling.

680
00:55:53,560 --> 00:55:58,740
22% average and 13% under achievers and special education.

681
00:56:01,500 --> 00:56:04,500
How does the district do in offering a wide range of educational opportunities?

682
00:56:05,520 --> 00:56:09,600
And this one is fairly going to be fairly important since such a core value in the district.

683
00:56:10,200 --> 00:56:13,280
You have 91% rating the district favorably.

684
00:56:13,660 --> 00:56:18,680
This one, though, the challenge is going to be that shift from good to excellent for the district.

685
00:56:19,080 --> 00:56:23,480
But if you're in a position where you make it to make them more enthusiastic instead of converting them.

686
00:56:23,480 --> 00:56:26,900
So, it is matching up with what they value most.

687
00:56:27,820 --> 00:56:34,020
Does the district promote high achievement for all students, most, only some, or very few,

688
00:56:34,040 --> 00:56:41,160
very few was not mentioned, in equal distribution, 43 percent say all, 46 percent say most,

689
00:56:41,640 --> 00:56:43,760
9 percent say only some are very few.

690
00:56:44,120 --> 00:56:53,460
On this one, it's typically an even split on districts that ask this question, what we have

691
00:56:53,460 --> 00:56:59,040
is at 20% and that has been growing as a concern as people talk about less than academic standards.

692
00:57:01,300 --> 00:57:04,040
This question is important with the time point.

693
00:57:04,180 --> 00:57:08,920
This question asks folks to think about the quality of education provided by the district

694
00:57:08,920 --> 00:57:10,320
over the last three years.

695
00:57:10,800 --> 00:57:14,220
So the basis on this one is actually the start of the pandemic.

696
00:57:14,900 --> 00:57:19,560
So hopefully people think things are moving in a better direction than they were at the

697
00:57:19,560 --> 00:57:21,580
start of the pandemic and that is the case.

698
00:57:21,580 --> 00:57:27,700
50% say better, 36% say about the same and 8% say worse.

699
00:57:28,120 --> 00:57:31,240
So if we look at a ratio that's 50 to 8, it's 6 to 1.

700
00:57:31,400 --> 00:57:36,220
The norm on this one is a 3 to 1 ratio saying that things are getting better.

701
00:57:36,640 --> 00:57:40,060
But that, you can see in the data, it doesn't mean we're back to where we were before.

702
00:57:40,380 --> 00:57:43,360
It's just things are moving in the right direction.

703
00:57:45,960 --> 00:57:46,840
Excuse me.

704
00:57:47,020 --> 00:57:48,340
So specific perceptions?

705
00:57:48,340 --> 00:57:52,040
Does this school districts fund taxpayers money effectively and efficiently?

706
00:57:52,820 --> 00:57:58,340
Up to 82% agree with the statement that the norm on this right now is 58%.

707
00:57:58,340 --> 00:58:00,760
Do they trust you to do what's right by the children?

708
00:58:01,420 --> 00:58:09,340
The high over the last three years and actually going back to, I looked back to 2010 and that is the high 87%.

709
00:58:10,220 --> 00:58:15,960
And does the district provide a safe and secure environment for students 90% agree with that?

710
00:58:15,960 --> 00:58:19,920
norm on that is typically somewhere between 85 and 90%.

711
00:58:19,920 --> 00:58:24,340
If we continue, does the district do a good job of involving the community?

712
00:58:24,860 --> 00:58:31,280
On this one, you were way above the metropolitan area norm back last year at 86% and you

713
00:58:31,280 --> 00:58:32,440
maintained it.

714
00:58:33,140 --> 00:58:37,220
The districts have started to, this question has does the district do a good job of involving

715
00:58:37,220 --> 00:58:39,420
the community in decisions.

716
00:58:40,080 --> 00:58:45,700
And the norm on this right now, we're up to 70%, it's leaking back to what it was

717
00:58:45,700 --> 00:58:53,700
pre-pandemic, but it's just not what it was before the pandemic, and especially we just have a lot less people engaged, especially in programs.

718
00:58:54,640 --> 00:59:00,540
Is the district count accountable? Yes, 81%. And are they satisfied with the decision making?

719
00:59:00,900 --> 00:59:09,760
At this point in May of last year, you were at the high over the course of the pandemic, and like we talked about, there's no straight line from 21 to 23 on this chart.

720
00:59:09,760 --> 00:59:15,620
There were Ziggs and Zags as you all experienced all the decisions that you had to make over the course of the pandemic,

721
00:59:16,060 --> 00:59:19,520
but you've netted out in May of 23 at a nine-to-one ratio.

722
00:59:20,220 --> 00:59:23,720
Norman, this is about a four-to-one ratio of folks saying,

723
00:59:24,140 --> 00:59:28,500
agreeing that the district, their satisfied with the district's decision making.

724
00:59:31,170 --> 00:59:36,290
May of 23 for the field work is important on this one,

725
00:59:36,290 --> 00:59:42,530
Because at that time, before the legislature finished his work in an Oca-Henopin, 39% thought

726
00:59:42,530 --> 00:59:49,070
Minnesota schools were adequately funded, 55% said they were not, and then specifically

727
00:59:49,070 --> 00:59:53,730
does an Oca-Henopin have sufficient funds to provide a high quality education.

728
00:59:54,190 --> 00:59:59,490
You were at a 48-48 split, which is pretty much where every school district was in spring.

729
01:00:00,000 --> 01:00:04,060
The question was going to be what was going to happen after the legislature and the messaging

730
01:00:04,060 --> 01:00:09,520
that came from the governor and the legislature. Interestingly enough, as we saw in the

731
01:00:09,520 --> 01:00:14,840
statewide that I presented now, it's actually gone down. We have people, we did not see the

732
01:00:14,840 --> 01:00:19,540
bounce in like we saw in 2021, where there was a discussion about all the funds that was given

733
01:00:19,540 --> 01:00:24,980
to public education and that increasing the amount of people saying yes. So, where you're

734
01:00:24,980 --> 01:00:32,140
But now I would guess it's a little bit less unyes, and that would be what we would typically

735
01:00:32,140 --> 01:00:39,740
see at this point in time with the survey done pre-legislative session ending and post.

736
01:00:41,320 --> 01:00:47,220
Overall assessment and financial management at the height now going back to 2019, it's

737
01:00:47,220 --> 01:00:50,920
important to the 2019 fairly close to the bond referendum.

738
01:00:50,920 --> 01:00:56,160
What you have is the further you get away from a bond referendum, especially a large one.

739
01:00:56,380 --> 01:01:01,500
People do feel butter because every district's under the microscope for financial management going through that.

740
01:01:02,180 --> 01:01:06,280
74-22, norm on this right now is 53% favorable.

741
01:01:06,820 --> 01:01:08,060
It's on the financial management.

742
01:01:08,200 --> 01:01:11,620
If we go back to spending taxpayers money effectively and efficiently,

743
01:01:12,240 --> 01:01:19,340
this rating, the district does have a reservoir of goodwill when it looks from the residence on financial stewardship.

744
01:01:20,060 --> 01:01:26,840
Now, the question where the rubber hits the road is that when you think about the property

745
01:01:26,840 --> 01:01:32,480
taxes you pay and the quality of education provided by the Anoka Hanna Pen School District,

746
01:01:33,020 --> 01:01:40,020
how do you rate that value? 74% rate at favorably, 22% rate at unfavorably, so it's about

747
01:01:40,020 --> 01:01:41,200
a three to one ratio.

748
01:01:41,920 --> 01:01:46,460
Norm on this right now is two to one, and it has gone down because of two factors.

749
01:01:46,460 --> 01:01:52,520
other more people that are rating quality less than excellence or either good or moving

750
01:01:52,520 --> 01:01:56,620
into the only fair category which you don't have here but you also have a lot more

751
01:01:56,620 --> 01:02:02,300
people that property tax saying their property taxes are high. So the input and the outputs

752
01:02:02,300 --> 01:02:08,020
have changed but relative value then when they look at the financial management and the quality

753
01:02:08,020 --> 01:02:12,940
it's a three to one ratio indicating favorable to unfavorable.

754
01:02:14,510 --> 01:02:23,690
In May of 23, the school board job performance was 76 to 19, at that point in time, the norm was about 60-40.

755
01:02:24,750 --> 01:02:27,990
So by almost 20 points higher on both of those aspects.

756
01:02:28,810 --> 01:02:37,150
The superintendent, the previous superintendent, May of 23, was 76-19.

757
01:02:37,150 --> 01:03:06,830
On this one, ratio, this is 4 to 1, the norm superintendent now is about 2 to 1, but 65, 31, and then finally, teachers and instructors, instructors, job performance, 87 to 9, teachers, typically in this tight 85 to 90% range, and the district's been a pretty consistent 21, a little bit of a blip, and 22, and that had a lot to do with a lot of national discussions on teachers, unions,

758
01:03:06,830 --> 01:03:08,230
surrounding the pandemic.

759
01:03:09,390 --> 01:03:13,490
The equity and achievement plan, 41% had heard of the plan.

760
01:03:13,870 --> 01:03:16,370
I think this is the third year we asked this question.

761
01:03:17,070 --> 01:03:21,190
And I think it's been within two points of that 40% of all three times.

762
01:03:21,590 --> 01:03:25,370
Once again, your universe on this is never going to be 100%

763
01:03:25,370 --> 01:03:28,470
being aware that the district has an equity achievement plan.

764
01:03:28,630 --> 01:03:32,550
If you got to 60% that would be percoliantask.

765
01:03:33,150 --> 01:03:38,670
do the 41% that have that are aware of it, do they have confidence the plan will address

766
01:03:38,670 --> 01:03:43,890
the educational needs of students, yes they do, 90% indicate that that's the case.

767
01:03:44,510 --> 01:03:49,990
If we go through the individual mission statements and ask of the plan, is it very,

768
01:03:50,010 --> 01:03:52,830
are they very important, someone important, not to or not at all?

769
01:03:53,030 --> 01:03:57,190
I've arrayed this chart, not a lot of folks that are not important and not at all important.

770
01:03:57,790 --> 01:04:01,550
So I did a hierarchical based on the very important and the someone important,

771
01:04:01,550 --> 01:04:06,910
because the lowest combined importance you have on this one is 91% with improving connections

772
01:04:06,910 --> 01:04:07,850
with the community.

773
01:04:08,390 --> 01:04:14,350
But if you look at the very important, you can see, there's one at the top, providing a safe

774
01:04:14,350 --> 01:04:20,410
and respectful environment, then 73% using resources effectively, then promoting high achievement

775
01:04:20,410 --> 01:04:25,970
for all, meeting individual learning needs, clearly highly trained staff, monitoring student

776
01:04:25,970 --> 01:04:30,870
achievement, acknowledging parent roles and improving connections with the community.

777
01:04:30,870 --> 01:04:33,410
So, as a whole, they're all important.

778
01:04:33,910 --> 01:04:36,750
There's an intensity to the importance that's laid out,

779
01:04:36,890 --> 01:04:40,110
but there's just not one that stands out in the mind of folks

780
01:04:40,110 --> 01:04:42,430
when we look at, and go to the next chart,

781
01:04:42,810 --> 01:04:45,530
and we ask which of these is most important to achieve.

782
01:04:46,650 --> 01:04:48,250
From the, if we look at the top six,

783
01:04:48,250 --> 01:04:50,130
it's all within the margin of error,

784
01:04:50,130 --> 01:04:52,110
a plus or minus four and a half percent.

785
01:04:53,150 --> 01:04:55,950
So, they're all have significant importance

786
01:04:55,950 --> 01:04:57,570
in the minds of the community.

787
01:04:58,690 --> 01:04:59,890
And then finally, community.

788
01:05:00,000 --> 01:05:08,580
Education, where are folks getting their information? 90% this time, up from 85% read school district communications

789
01:05:09,680 --> 01:05:17,880
favorably, only 9% rate them unfavorably, a norm on this right now is about 77%, 78%. So it's actually

790
01:05:17,880 --> 01:05:23,420
a statistically significant increase and above the norm. Now, how do folks feel about the level

791
01:05:23,420 --> 01:05:28,760
of information they have? Do they feel very informed, somewhat informed, not too informed or not

792
01:05:28,760 --> 01:05:35,060
all informed. On this one, there's been a gradual downtick now, with 63% feeling

793
01:05:35,060 --> 01:05:40,800
very or somewhat informed, 35% not to or not at all. As we move away from the pandemic,

794
01:05:41,300 --> 01:05:45,060
especially in the on-parents, they're not checking out, but they're really not hyper-focused

795
01:05:45,060 --> 01:05:50,780
like they had been in monitoring what was going on. And they've gone back to it. So the primary

796
01:05:50,780 --> 01:05:55,320
folks saying very informed right now are the parents. And when we look at the parents' results,

797
01:05:55,320 --> 01:05:56,840
They're very strong.

798
01:05:57,960 --> 01:06:00,640
We're our folks getting their information on this one.

799
01:06:00,660 --> 01:06:07,540
This is really started to change over time and we have 27% say the newsletter and then

800
01:06:07,540 --> 01:06:11,500
the word of mouth is growing now to the second place.

801
01:06:11,900 --> 01:06:17,860
One in five volunteering that as a primary source of information, if you want to put social media

802
01:06:17,860 --> 01:06:24,240
in there, which I was just probably, it's a electronic version of word of mouth, puts it in

803
01:06:24,240 --> 01:06:30,280
top place at 28%. The only other item in double digits is the district website.

804
01:06:31,040 --> 01:06:36,160
How do folks prefer to receive information? On this one, if we look at print versus

805
01:06:36,160 --> 01:06:45,080
electronic, we have 29% the newsletter, 8% the local newspaper, 11% meal, just under half,

806
01:06:45,300 --> 01:06:54,220
48% want something in their hands, 13% email, 12% website, 5% social media, you have

807
01:06:54,220 --> 01:06:59,600
about a third indicating they want something electronic, those are parents, that's their preference.

808
01:07:00,740 --> 01:07:06,200
But you now are, it's used to be atypical, but now it's pretty typical, that folks are

809
01:07:06,200 --> 01:07:10,040
willing to admit that they actually prefer word of mouth as a source of information.

810
01:07:10,800 --> 01:07:17,700
It's how the metro area has become small town, that the grapevine is not only a highly utilized

811
01:07:17,700 --> 01:07:23,120
source of information, but is becoming a preferred source of information for folks.

812
01:07:23,120 --> 01:07:28,660
And when we look at the last chart, you can see the top two defaults receive a lot of information.

813
01:07:29,640 --> 01:07:31,820
Some very little are non from that.

814
01:07:31,920 --> 01:07:38,120
The district newsletter at 51% pies with informal discussions with friends and neighbors at 51%.

815
01:07:38,900 --> 01:07:42,120
The only difference is the difference between a lot and some.

816
01:07:43,220 --> 01:07:50,560
Two secondary district website, school children, and then on down the list all the way down to the daily papers at 10%.

817
01:07:50,560 --> 01:07:56,720
So I think overall, just in closing, I would say the district has stabilized coming out of the pandemic.

818
01:07:57,780 --> 01:08:20,460
The challenge now, and it's the challenge that we see across the metro and across the state moving forward, is how do you regain those ratings, those excellent ratings, the enthusiasm that people feel for education in the light of a lot of information that they receive and especially in light of information that they receive from other people.

819
01:08:23,700 --> 01:08:28,160
regardless of the the the the quality of the source of information whether it's a

820
01:08:28,160 --> 01:08:34,760
opinion or fact is important but it is it is unique in that sense that after

821
01:08:34,760 --> 01:08:39,820
everything's said and done people do think that things are moving in the right

822
01:08:39,820 --> 01:08:46,180
direction the goal now is how to recapture what was lost coming out of the

823
01:08:46,180 --> 01:08:48,980
So I'd be happy to answer any questions.

824
01:08:49,300 --> 01:08:51,560
Board members, any questions for Mr.

825
01:08:52,160 --> 01:08:53,160
Mr. Simon?

826
01:08:54,160 --> 01:08:54,880
Thank you, Chair Anderson.

827
01:08:55,320 --> 01:08:55,700
Thank you, Peter.

828
01:08:56,040 --> 01:08:57,840
Going back to a level of information.

829
01:08:58,820 --> 01:09:04,580
So you had talked about that the entire population that took the survey.

830
01:09:04,640 --> 01:09:07,460
I think it was 63% very and somewhat.

831
01:09:07,900 --> 01:09:10,180
But you've said, parents were highly informed.

832
01:09:10,300 --> 01:09:14,520
Do you have any numbers about just that parent group and how they were informed

833
01:09:14,520 --> 01:09:15,820
or how they feel informed?

834
01:09:16,220 --> 01:09:18,160
Yeah, the parents on this one,

835
01:09:25,340 --> 01:09:30,220
the parents are at 83% very insumulated, formed with 41% indicating

836
01:09:30,220 --> 01:09:31,240
very informed.

837
01:09:32,380 --> 01:09:32,940
Thank you.

838
01:09:34,840 --> 01:09:38,080
Any other questions or comments for Peter?

839
01:09:38,960 --> 01:09:39,260
Miss Heith?

840
01:09:41,530 --> 01:09:43,870
Thank you, Chair Anderson, and thank you, Peter, for doing this.

841
01:09:44,410 --> 01:09:49,470
I think I mentioned this at the work session, but I just really appreciate that the district

842
01:09:49,470 --> 01:09:56,750
has made a long-term commitment to gathering this information, and personally, you know, I

843
01:09:56,750 --> 01:09:59,970
and probably most of us, you know, we have people in our ears and we-

844
01:10:00,000 --> 01:10:05,320
We have our own little kitchen cabinets that inform some of our knowledge about the district.

845
01:10:06,240 --> 01:10:16,720
This, I really appreciate, as an unbiased source of information, and that it can challenge us

846
01:10:16,720 --> 01:10:25,500
to look at things that we may believe or don't believe and then kind of see in a very academic sense

847
01:10:25,500 --> 01:10:32,700
and a statistically valid sense, what our community is saying, so I truly just appreciate this

848
01:10:32,700 --> 01:10:38,060
information and the opportunity to reflect on it and the district's commitment, both past

849
01:10:38,060 --> 01:10:43,220
and hopefully going forward to continue to gather. That is very valuable and I appreciate your work.

850
01:10:43,480 --> 01:10:43,480
So,

851
01:10:45,830 --> 01:10:47,130
Ms. Dishin?

852
01:10:47,910 --> 01:10:55,090
Thank you, Chair Anderson. Peter, do you think that the timing in May is like the right time of

853
01:10:55,090 --> 01:10:59,050
to do a survey like this, and when have we historically done these surveys?

854
01:10:59,610 --> 01:11:02,650
Historically, it's always been done towards the end of May.

855
01:11:03,070 --> 01:11:12,850
I think 21 survey was done at the start of the school year simply because with the pandemic

856
01:11:12,850 --> 01:11:19,130
going into it. Traditionally in the district, it is an April May timeframe. The only time

857
01:11:19,130 --> 01:11:27,410
varies away from that is when their reference or levees, where the district will do an earlier

858
01:11:27,410 --> 01:11:33,150
survey in order to, you know, ascertain, you know, support opposition, what the funding sources

859
01:11:33,150 --> 01:11:38,470
are. But typically, you know, it's kind of like you want the results to know where you're going

860
01:11:38,470 --> 01:11:43,150
or where you've been. I think most districts tend to want to look back over the school year

861
01:11:43,150 --> 01:11:48,690
and where they've been for an assessment moving forward as an opportunity to make changes for

862
01:11:48,690 --> 01:11:50,810
following here would be pretty typical.

863
01:11:51,030 --> 01:11:51,970
Thank you.

864
01:11:52,650 --> 01:11:52,970
Thank you.

865
01:11:53,030 --> 01:11:54,570
Hang on for one second, Matt.

866
01:11:54,810 --> 01:11:56,990
And I do remember from previous planning

867
01:11:56,990 --> 01:12:00,430
that was part of our strategic priority conversation

868
01:12:00,430 --> 01:12:03,470
about the timing of that, but that was a long time ago.

869
01:12:03,710 --> 01:12:05,570
Right, yes, the timing, I'm sorry.

870
01:12:05,710 --> 01:12:07,970
The timing does matter for certain periods,

871
01:12:08,530 --> 01:12:10,550
certain things, especially like the legislature.

872
01:12:12,030 --> 01:12:14,810
But the consistent timing is important also.

873
01:12:14,810 --> 01:12:19,850
You know, like city surveys we're doing, um, you know, if you ask about quality of snow

874
01:12:19,850 --> 01:12:25,190
piling and February versus piling and snow piling right now, um, it's vastly different.

875
01:12:25,390 --> 01:12:29,690
So it's important. Thank you so much for that, for to understand what the timing was.

876
01:12:29,850 --> 01:12:31,370
Thank you. Okay, Mr. Audit.

877
01:12:31,510 --> 01:12:35,750
Thank you, Chair Anderson. Um, I guess I just had a question about the actual questions.

878
01:12:36,410 --> 01:12:41,750
Is it possible for us to get a copy of the questions exactly how they were asked?

879
01:12:42,230 --> 01:12:43,010
Yes. Yeah.

880
01:12:43,830 --> 01:12:45,110
We have that, Dad.

881
01:12:45,650 --> 01:12:46,730
Thank you.

882
01:12:48,290 --> 01:12:49,130
Superintendent McIntyre.

883
01:12:50,070 --> 01:12:50,710
Thank you, Chair Anderson.

884
01:12:50,850 --> 01:12:56,210
I just wanted to thank, I feel like I've seen Peter every day for about two weeks lately.

885
01:12:56,870 --> 01:12:57,830
With the State Survey as well.

886
01:12:58,010 --> 01:12:58,790
So thank you very much.

887
01:12:59,090 --> 01:13:01,790
I'm just bringing the different schools to take every other weeks.

888
01:13:02,710 --> 01:13:07,170
I guess I just want to point out a couple things and come in the board.

889
01:13:07,970 --> 01:13:12,930
Watching from a distance for the last four years and now being here and really immersing into the work.

890
01:13:12,930 --> 01:13:33,350
I hope that two things, so be proud of things like we're meeting learning needs from the feedback here, spending safety, involving the community, decision making, financial management, property taxes are all very positive without facing significantly how it's rated in the metro.

891
01:13:35,310 --> 01:13:42,030
And moving forward, I think we've talked about we need to be shifting now from talking about the

892
01:13:42,030 --> 01:13:47,830
looking back in the impact of the pandemic to looking forward and how do we become aspirational

893
01:13:47,830 --> 01:13:53,950
and how do we become clearer and how we talk about the fact that we're not satisfied with this.

894
01:13:54,390 --> 01:13:55,090
We're not satisfied.

895
01:13:55,390 --> 01:14:00,850
It's a great place to be because we're just at a really strong foundation to how do we move forward

896
01:14:00,850 --> 01:14:03,430
and begin to talk about what we're doing about it.

897
01:14:03,850 --> 01:14:06,890
So that there's a shift that we can use with this data.

898
01:14:08,110 --> 01:14:13,210
I think we're in the timings right in Worldwide position to move that next phase forward.

899
01:14:13,250 --> 01:14:18,750
And when we looked at the community told us safety, achievement, and resources.

900
01:14:19,010 --> 01:14:20,830
Well, that's the foundation of our priorities, right?

901
01:14:21,450 --> 01:14:23,450
So how do we leverage those things as we move forward?

902
01:14:23,690 --> 01:14:29,310
And you'll see us working hard to live that aspirational, where we want to be.

903
01:14:29,310 --> 01:14:39,330
say those high targets and hoping we can hit those and kind of that shift in how we talk about things because we've been locked into as most districts have been what was the impact of the past, right?

904
01:14:39,850 --> 01:14:46,310
So I hope that makes sense, but I think that's also going to resonate well with our stakeholders as well. They want to move forward with us.

905
01:14:47,030 --> 01:14:51,470
I hope that's fair Peter. Maybe that's a question I should have asked you, but I think that's kind of what you've found from some of the state.

906
01:14:51,470 --> 01:14:57,370
Certainly especially from the statewide server that I've been presenting to MSPA and C&AMSD.

907
01:14:58,410 --> 01:14:59,970
I mean, there's a general concern about the...

908
01:15:00,000 --> 01:15:09,120
Quality of education, and I think it's in the minds of residents, they're passed across the state of Minnesota, their past excuses, and they want solutions.

909
01:15:10,280 --> 01:15:17,200
They don't want to understand that they know why, but how are we going to fix it?

910
01:15:17,740 --> 01:15:24,200
In like I mentioned, from that survey, there's that concerning shift from good to only fair that you don't have here.

911
01:15:26,160 --> 01:15:30,980
So, it's harder to do that conversion process, but I can't help, but look at the thing,

912
01:15:31,260 --> 01:15:35,160
but now at this point, because if it stays in place for five or six years, it's going

913
01:15:35,160 --> 01:15:38,820
to be set at the stone in public opinion if things don't start to shift.

914
01:15:41,150 --> 01:15:45,850
Well, and I'd like to remind this board that, you know, we got caught up in the pandemic

915
01:15:45,850 --> 01:15:55,550
like everybody else, but our board has had a focus and on literacy long before it became, you

916
01:15:55,550 --> 01:15:58,210
So just reflecting on that, too.

917
01:15:58,510 --> 01:16:01,350
Maybe we didn't get that going quick enough or fast enough.

918
01:16:01,890 --> 01:16:05,990
But that conversation started here quite a while ago.

919
01:16:06,930 --> 01:16:12,010
So I'm excited that we have statewide now support, and we're really getting into that, too,

920
01:16:12,030 --> 01:16:12,530
so.

921
01:16:14,250 --> 01:16:14,470
Okay.

922
01:16:14,790 --> 01:16:15,590
Thank you, Peter.

923
01:16:15,930 --> 01:16:18,690
And we appreciate your work, and we'll see you again.

924
01:16:23,950 --> 01:16:29,430
Okay, it looks like we are going to talk about or do a mental health supports update.

925
01:16:29,910 --> 01:16:33,950
Ms. Broder, and I will let you introduce your colleagues.

926
01:16:35,790 --> 01:16:35,930
Welcome.

927
01:16:47,820 --> 01:16:52,600
Good evening, Chair Anderson. Members of the board, Superintendent McIntyre. I'm here tonight

928
01:16:52,600 --> 01:16:57,780
with Nate Minane, Director of Student Services in Julia Messenger, Assistant Director of Student

929
01:16:57,780 --> 01:17:03,040
Services with Responsibilities for Mental Health. We are here tonight to provide you and

930
01:17:03,040 --> 01:17:08,840
review of the student support model in an Okennaven schools, and specifically, we'll focus

931
01:17:08,840 --> 01:17:14,040
on how the district supports mental health and well-being of our students. We'll also provide

932
01:17:14,040 --> 01:17:18,940
you with an update regarding the school-based mental health therapist contracts. The district

933
01:17:18,940 --> 01:17:23,340
has held and what our plans are moving forward. Mr. Minine.

934
01:17:28,380 --> 01:17:33,940
Thank you. In pursuit of our ongoing district medicine to educate each student or success,

935
01:17:33,940 --> 01:17:39,300
and no hand can provide a number of support to students to enable academic and school achievement.

936
01:17:40,380 --> 01:17:46,480
These evidence-based supports are selected for the single purpose of empowering each student to access the education

937
01:17:46,480 --> 01:17:52,660
through improving systems of support, teaching skills, and removing barriers to achieving success.

938
01:17:53,500 --> 01:17:57,020
The district's works to build capacity of teachers and staff to respond effectively

939
01:17:57,020 --> 01:17:59,660
to a range of student mental health needs

940
01:17:59,660 --> 01:18:04,060
We'll also working with qualified community partners to meet unique needs of each student.

941
01:18:06,840 --> 01:18:08,880
We have a variety of different supports for our staff.

942
01:18:09,140 --> 01:18:12,960
Our three pillars of mental health PD surround staff relationship,

943
01:18:13,460 --> 01:18:15,000
so they're based on teacher relationship requirements,

944
01:18:16,060 --> 01:18:20,060
presenting needs of students through staff and support referral,

945
01:18:20,860 --> 01:18:24,000
and then supports and interventions through our MTSS process.

946
01:18:27,740 --> 01:18:30,420
We have a variety of supports for our students within the school model.

947
01:18:30,780 --> 01:18:32,960
In addition to teaching staff, paraprofessionals,

948
01:18:32,960 --> 01:18:36,420
there are a number of other staff who directly connect with students each day.

949
01:18:36,660 --> 01:18:40,860
This involves multi-lingual teachers, our special education staff, general education teachers,

950
01:18:41,540 --> 01:18:44,940
and our support model includes all of these different connections with students throughout the

951
01:18:44,940 --> 01:18:45,060
day.

952
01:18:45,180 --> 01:18:46,780
They have access to a variety of individuals.

953
01:18:51,720 --> 01:18:54,940
K-12, we have students who access individualized education plans.

954
01:18:55,540 --> 01:18:59,700
Those students also receive support from case managers, and sometimes our school psychologist

955
01:18:59,700 --> 01:19:00,680
as well.

956
01:19:00,920 --> 01:19:05,020
Secondary students also have student achievement advisors, and they support elementary schools as

957
01:19:05,020 --> 01:19:09,780
And we also have American Indian advisors who support academic and cultural

958
01:19:09,780 --> 01:19:10,060
advisory.

959
01:19:15,990 --> 01:19:19,150
Additionally, we have a supplemental model that supports our MTSS

960
01:19:19,150 --> 01:19:21,330
three tiered model for our school-based mental health

961
01:19:21,330 --> 01:19:21,830
therapists.

962
01:19:22,850 --> 01:19:25,570
Anoka Hennepin has established partnerships with community agencies

963
01:19:25,570 --> 01:19:29,110
for therapy to be provided to students on-site by a mental health

964
01:19:29,110 --> 01:19:30,250
professional or practitioner.

965
01:19:31,510 --> 01:19:34,010
This makes it more accessible for families to reduce barriers

966
01:19:34,010 --> 01:19:36,730
and help those youth to receive mental health care on-site.

967
01:19:42,320 --> 01:19:43,880
Anoka Hennepin has had these contracts

968
01:19:43,880 --> 01:19:49,900
dating back as far as 1994. We've done a lot of refinements and reviewed kind of how these

969
01:19:49,900 --> 01:19:53,980
relationships are established and what our student needs are to best support that.

970
01:19:54,260 --> 01:19:59,480
More recently, this board prioritized expanding that model in 2018 in hopes that every school

971
01:19:59,480 --> 01:19:59,920
K-12.

972
01:20:00,000 --> 01:20:05,120
Would have at least one mental health therapist on their site. We determined this based on our highest

973
01:20:05,120 --> 01:20:11,160
need schools, including multiple factors, such as students ratios who are homeless or in foster

974
01:20:11,160 --> 01:20:16,580
care. We prioritized students who are receiving special education services. And we noted that

975
01:20:16,580 --> 01:20:20,100
there were a lot of risk factors, such as poverty that contributed to our students' mental

976
01:20:20,100 --> 01:20:23,780
health problems within the inorganic and school district. This is why that school-based model

977
01:20:23,780 --> 01:20:28,720
is so important to the group to link that right within the school site as an additional service

978
01:20:28,720 --> 01:20:29,960
that students might access.

979
01:20:36,130 --> 01:20:40,050
During our 22 and 23 school year, the numbers that you see before you

980
01:20:40,050 --> 01:20:42,090
are our Uable Mental Health staffing.

981
01:20:43,210 --> 01:20:47,010
Uable emotional health was hired to support 28 of our sites.

982
01:20:47,290 --> 01:20:50,010
However, only 36% of those positions were filled.

983
01:20:51,030 --> 01:20:53,170
People incorporated another site that we utilized

984
01:20:53,170 --> 01:20:56,270
had 11 out of 11 site staffed last year.

985
01:20:57,210 --> 01:20:58,870
Several schools, well, they did have a therapist

986
01:20:58,870 --> 01:21:01,150
through Uable emotional health, also

987
01:21:01,150 --> 01:21:02,910
saw a high turnover from those therapists

988
01:21:02,910 --> 01:21:06,830
and inconsistency with staffing models to support those students.

989
01:21:08,110 --> 01:21:12,910
Additionally, a typical school-based mental health case load serves about 20 to 25 students at each site,

990
01:21:13,210 --> 01:21:15,770
and those students typically carry over for future years.

991
01:21:15,970 --> 01:21:20,310
So that case load remains at about 20 or 25 with the same students.

992
01:21:25,630 --> 01:21:33,550
This past school year, we shifted the contract to support with Uable emotional health to support 25 mental health therapists at 24 sites.

993
01:21:34,350 --> 01:21:38,510
Anokanopin was known to fight in late July that you were both unable to fulfill that contract.

994
01:21:39,410 --> 01:21:42,470
At that time, there were only 10 of 25 positions hired.

995
01:21:44,010 --> 01:21:47,190
Anokanopin has worked diligently to expand that school-based mental health partnership.

996
01:21:47,710 --> 01:21:51,210
We know that school-based mental health therapy is a great resource for our district.

997
01:21:51,670 --> 01:21:54,790
However, it alone cannot address all of the mental health needs of our students.

998
01:22:00,820 --> 01:22:05,680
Our partnership with people incorporated continues to strengthen as our supervisors and on-site therapists

999
01:22:05,680 --> 01:22:08,280
We're closely with building level multidisciplinary teams.

1000
01:22:08,880 --> 01:22:11,540
We have an additional partnership with American Indian Family Center.

1001
01:22:11,640 --> 01:22:13,240
This is your two of that partnership.

1002
01:22:13,940 --> 01:22:17,020
And they are supporting students who are in our American Indian education program.

1003
01:22:22,920 --> 01:22:27,460
We will continue to utilize the funding sources of state grants and safe schools funding

1004
01:22:27,460 --> 01:22:29,680
as we pursue our next steps with contracts.

1005
01:22:32,960 --> 01:22:36,720
And our next steps with contracts will be working with new partnerships.

1006
01:22:36,920 --> 01:22:38,900
We're exploring them right now through district process.

1007
01:22:39,520 --> 01:22:41,880
And then those school-based therapists will be placed in schools,

1008
01:22:41,880 --> 01:22:43,580
as soon as the contracts are established.

1009
01:22:47,920 --> 01:22:50,400
Anorganic and staff proactively prevent

1010
01:22:50,400 --> 01:22:52,780
identify and support students and families experiencing

1011
01:22:52,780 --> 01:22:54,380
acute and chronic crisis,

1012
01:22:55,040 --> 01:22:56,820
mitigate the impacts and maximize learning

1013
01:22:56,820 --> 01:22:58,240
and access to their education.

1014
01:22:59,240 --> 01:23:01,100
So the things that we've seen before you today

1015
01:23:01,100 --> 01:23:04,260
are pieces of components that presenting mental health needs

1016
01:23:04,260 --> 01:23:07,560
for anorganic and families also need to be supported

1017
01:23:07,560 --> 01:23:10,300
by our student services staff that we mentioned.

1018
01:23:10,820 --> 01:23:12,740
Using evidence-based intervention work

1019
01:23:12,740 --> 01:23:17,220
We're strengthening staff capacity as well as student self-determination and goal-setting

1020
01:23:17,220 --> 01:23:22,060
to continue this work. In addition, we continue to strengthen community partnerships with faith

1021
01:23:22,060 --> 01:23:27,220
partners, YMCA, county departments, local hospitals and chemical and mental health treatment facilities.

1022
01:23:32,340 --> 01:23:37,480
We will continue our continuous improvement process, refining and revising the mental health

1023
01:23:37,480 --> 01:23:41,840
model for students, continuing to assess and analyze it and then bring it back to the board

1024
01:23:41,840 --> 01:23:42,980
to present any updates?

1025
01:23:49,640 --> 01:23:50,440
Questions or comments?

1026
01:23:50,960 --> 01:23:53,060
Board members, any questions or comments

1027
01:23:53,060 --> 01:23:54,460
for our presenters, Mr. Audout?

1028
01:23:55,360 --> 01:23:56,100
Thank you, Chair Anderson.

1029
01:23:56,140 --> 01:23:58,240
I had a question about the grants

1030
01:23:58,240 --> 01:24:02,220
that are funding the mental health therapist contracts.

1031
01:24:02,860 --> 01:24:05,160
Well, it's a state grants created in partnership

1032
01:24:05,160 --> 01:24:06,340
with community agencies.

1033
01:24:06,460 --> 01:24:08,600
Can you speak to more about it?

1034
01:24:08,880 --> 01:24:12,740
Well, I'm not familiar with the grants or who funds them,

1035
01:24:13,360 --> 01:24:14,420
but I'd like to know more.

1036
01:24:14,700 --> 01:24:16,680
Yeah, so there's school linked mental health grants

1037
01:24:16,680 --> 01:24:20,040
specifically, that outside agencies can apply for in partnership.

1038
01:24:20,320 --> 01:24:22,880
So right now, for example, with people incorporated or you

1039
01:24:22,880 --> 01:24:26,320
will help, we work together to talk about specifically how many students

1040
01:24:26,320 --> 01:24:30,660
would be served, what the model looks like, what those services are

1041
01:24:30,660 --> 01:24:32,820
during the school day, and then they provide.

1042
01:24:32,960 --> 01:24:36,180
They apply for the grant themselves the outside agency and just work with us

1043
01:24:36,180 --> 01:24:37,780
on what our expectations are.

1044
01:24:38,280 --> 01:24:41,500
But like, who provides the grant?

1045
01:24:41,700 --> 01:24:42,340
The state of Minnesota.

1046
01:24:42,340 --> 01:24:46,360
It's state money and if they just the agency has to access it from them.

1047
01:24:47,300 --> 01:24:48,360
Thank you.

1048
01:24:49,720 --> 01:24:49,980
Okay.

1049
01:24:50,600 --> 01:24:51,220
Mr. Simon?

1050
01:24:52,040 --> 01:24:52,360
Thank you, Chair.

1051
01:24:52,460 --> 01:24:52,640
I understand.

1052
01:24:52,700 --> 01:24:53,540
Thank you for the presentation.

1053
01:24:54,040 --> 01:24:54,480
Two questions.

1054
01:24:54,620 --> 01:24:55,260
One of the billing.

1055
01:24:57,160 --> 01:24:59,040
With the contracts.

1056
01:24:59,440 --> 01:24:59,960
Don't we all.

1057
01:25:00,000 --> 01:25:04,020
Also use third-party insurance billing for portions of that also.

1058
01:25:04,820 --> 01:25:09,060
So, they bill through a typical diagnostic assessment and then the process of insurance building.

1059
01:25:09,500 --> 01:25:13,400
And billing, and then for under insured, we also work with grant partnership as well.

1060
01:25:13,580 --> 01:25:14,440
Got it, that's what I thought.

1061
01:25:15,100 --> 01:25:23,920
And then my last question, so on your second, I guess, last slide, it talks about assessing and analyzing how it works.

1062
01:25:24,100 --> 01:25:29,300
And what I've seen in the past is how many students we've served, data like that, right?

1063
01:25:29,300 --> 01:25:31,240
how many students we serve and things like that.

1064
01:25:31,360 --> 01:25:33,660
I'm just curious, as you build out your model,

1065
01:25:33,800 --> 01:25:36,100
I know you're doing a lot of work to fill positions

1066
01:25:36,100 --> 01:25:38,120
and things like that to understandable.

1067
01:25:38,280 --> 01:25:39,680
It's not just having a no-can event

1068
01:25:39,680 --> 01:25:42,100
happening everywhere, and not just in education

1069
01:25:43,380 --> 01:25:44,760
and the nation.

1070
01:25:45,440 --> 01:25:47,920
But as you think about the assessment

1071
01:25:47,920 --> 01:25:49,680
and analyzing if it's working,

1072
01:25:50,220 --> 01:25:52,960
I'm wondering if somehow we can also put

1073
01:25:53,600 --> 01:25:57,180
how we are helping students who need this help

1074
01:25:57,180 --> 01:26:00,320
towards our mission, which is educating them for success.

1075
01:26:01,040 --> 01:26:04,320
So academically and things like that, graduation, race,

1076
01:26:04,660 --> 01:26:08,160
however we decide to do it, it would be great to find out

1077
01:26:08,160 --> 01:26:12,020
if once we have a full model, if that model is actually

1078
01:26:13,300 --> 01:26:16,000
helping our mission statement. Does that make sense?

1079
01:26:16,500 --> 01:26:17,820
Okay, thank you very much.

1080
01:26:20,930 --> 01:26:23,870
This here's my cardle. Thank you, Terri Anderson.

1081
01:26:25,730 --> 01:26:28,990
So when we're looking at how many we need and how many therapists

1082
01:26:28,990 --> 01:26:30,910
we're trying to get, and of course, there's always a shortage.

1083
01:26:31,990 --> 01:26:35,170
Do we have an idea of how many more students

1084
01:26:35,170 --> 01:26:39,090
like haven't even really gotten on that list yet?

1085
01:26:40,130 --> 01:26:42,310
Like how many students are receiving services?

1086
01:26:42,450 --> 01:26:45,110
How many we know need them, but aren't getting them yet?

1087
01:26:45,490 --> 01:26:46,970
And what we have coming down the pipeline

1088
01:26:48,210 --> 01:26:49,690
is there, do you know what percentage

1089
01:26:49,690 --> 01:26:52,030
are actually getting services at this point?

1090
01:26:53,880 --> 01:26:56,920
Well, the percentage that are actually getting services

1091
01:26:56,920 --> 01:26:59,900
for the students that we provided, documentation for them

1092
01:26:59,900 --> 01:27:03,580
community resources and other providers when the contract is continued.

1093
01:27:04,120 --> 01:27:07,900
I think a big piece of our partnership is that we use school-based

1094
01:27:07,900 --> 01:27:11,680
mall health therapists but we also are connecting our kids to community agencies and

1095
01:27:11,680 --> 01:27:16,060
partnerships and proactive preventative care to, right, emotional wellness care

1096
01:27:16,960 --> 01:27:21,400
for those different individuals. So we don't have per se awaiting list or that

1097
01:27:21,400 --> 01:27:25,500
information but we shared referrals and other information and partnership with

1098
01:27:25,500 --> 01:27:28,760
youable when students were discharged from their services.

1099
01:27:28,760 --> 01:27:29,520
And

1100
01:27:32,840 --> 01:27:34,580
the other comments or questions,

1101
01:27:36,840 --> 01:27:44,240
I just, I appreciate the structure, I understand we have a great plan, we have great supports, I think this board is invested.

1102
01:27:45,560 --> 01:27:48,160
It's just really hard to produce the people, right?

1103
01:27:48,580 --> 01:27:56,580
And that's the real tough thing, and like Jeff said, you know, it's not just school districts, it's industry, it's nation wide.

1104
01:27:57,380 --> 01:28:07,060
So it's probably going to be a while before we really, you know, realize a fully staffed model and can maybe do that return on investment.

1105
01:28:08,280 --> 01:28:09,720
But we'll still want that information.

1106
01:28:10,680 --> 01:28:12,360
Superintendent, did you want to add any comments?

1107
01:28:12,700 --> 01:28:16,200
Yeah, board members, please know how hard this team's working to fill those gaps.

1108
01:28:16,720 --> 01:28:21,160
We know we have needs that are unmet and I have seen firsthand in my short time here.

1109
01:28:21,340 --> 01:28:22,940
How hard they're working to find solutions.

1110
01:28:22,940 --> 01:28:29,780
creative solutions, how to grow capacity in our own system, the grants are designed in a way for

1111
01:28:29,780 --> 01:28:34,600
those community partnerships, but how do we continue to invest in our own employees that provide

1112
01:28:34,600 --> 01:28:39,800
supports that were mentioned earlier and there's some shortage areas there too. So many are

1113
01:28:39,800 --> 01:28:46,500
taking on more than we would like them to and only because they did this really strong staff. So

1114
01:28:46,500 --> 01:28:50,200
this team is working hard to find solutions and we want to be transparent about it. We want to

1115
01:28:50,200 --> 01:28:55,900
make sure people are aware of the gaps we have and where we're trying to go and helps

1116
01:28:55,900 --> 01:28:57,560
of meeting those needs at a higher level.

1117
01:28:58,400 --> 01:29:03,280
I think this was an annual presentation for a while and we may have shifted from not

1118
01:29:03,280 --> 01:29:06,200
a bit so we thought we'd bring this back to so you have a sense for where our new baseline

1119
01:29:07,560 --> 01:29:07,920
is.

1120
01:29:08,040 --> 01:29:13,200
Ms. Hase, thank you, Chair Anderson and thank you, Chester, three of you and your teams as

1121
01:29:13,200 --> 01:29:13,740
well.

1122
01:29:13,900 --> 01:29:14,860
This is hard work.

1123
01:29:14,860 --> 01:29:24,920
I just wanted to go back to slides five and six and just the acknowledgement of not that

1124
01:29:24,920 --> 01:29:30,720
other staff can take the place of a licensed mental health therapist, but that the resources

1125
01:29:30,720 --> 01:29:39,840
available to students in the schools are vast and wide, and for some students it's about connecting

1126
01:29:39,840 --> 01:29:46,660
with a trusted individual in the building, and that might be a social worker, it might

1127
01:29:46,660 --> 01:29:51,220
be their Indian Ed advisor, it might be the student achievement advisor, it also might

1128
01:29:51,220 --> 01:29:59,800
be a coach, it might be a custodian, it might be a bus parah. So to keep building up.

1129
01:30:00,000 --> 01:30:21,860
That that importance in that role of the relationships that all of our staff have that opportunity with students, and again, not to not to even try to imply that that replaces the work of a training mental health therapist, that is, that is going to work with a student and family for diagnostic needs.

1130
01:30:21,860 --> 01:30:31,940
But, as we look at our MTSS model in the tier one intervention of having every child have a successful place to be at school and to start their day,

1131
01:30:32,100 --> 01:30:36,720
maybe helps alleviate some of the needs at the levels three and four.

1132
01:30:37,220 --> 01:30:43,240
So, I just appreciated the inclusion and those two slides of all of the other staff,

1133
01:30:43,240 --> 01:30:49,280
And just as a reminder to our parents and families too, that if they feel that their child is needing

1134
01:30:49,280 --> 01:30:58,780
a little extra support, another adult to connect to a safe and trusted person, here's a list of people to consider if they haven't thought beyond the classroom.

1135
01:30:59,600 --> 01:31:00,580
Thank you.

1136
01:31:01,200 --> 01:31:03,420
I'm just going to throw out one more thing too.

1137
01:31:03,620 --> 01:31:08,440
And this also just reminds me with some of our unmet needs.

1138
01:31:08,440 --> 01:31:14,160
you know we have kids that are again struggling and yet we're also looking at test scores

1139
01:31:14,160 --> 01:31:18,400
and wondering about achievement and this is just a really good reminder that if

1140
01:31:18,400 --> 01:31:23,040
if these needs aren't mapped it's harder for kids to achieve at a higher level so you know we all

1141
01:31:23,040 --> 01:31:30,100
need to kind of keep that in balance as we think about what we're doing so okay oh Nate go ahead

1142
01:31:30,100 --> 01:31:34,620
yeah just building on what super mac and time super tend to mac and time was sharing and I appreciate

1143
01:31:34,620 --> 01:31:42,580
you getting to it, but I get it wrong. Again, no. It's like the fifth time this week.

1144
01:31:43,680 --> 01:31:49,420
Apologies. A lot of the work that the Student Services Department has been doing is thinking

1145
01:31:49,420 --> 01:31:54,300
about that exact piece of relationship is paramount to our students, right? And being able to

1146
01:31:54,300 --> 01:31:59,200
go to school and say, that's a safe place where I can touch base with a safe adult who's going

1147
01:31:59,200 --> 01:32:04,340
to see me and support me. Whatever that role is, continues to be our effort as we think about

1148
01:32:04,340 --> 01:32:07,700
here at supports, in addition to that,

1149
01:32:07,860 --> 01:32:09,580
that evidence-based practices.

1150
01:32:09,880 --> 01:32:11,100
We've talked about a number of times

1151
01:32:11,100 --> 01:32:14,340
in thinking about what is research show us,

1152
01:32:14,520 --> 01:32:16,260
works for kids, and then what is our data telling us

1153
01:32:16,260 --> 01:32:18,880
kids most need, and mirroring those two pieces

1154
01:32:18,880 --> 01:32:20,280
as being part of our work.

1155
01:32:21,540 --> 01:32:22,200
Thank you guys.

1156
01:32:22,260 --> 01:32:23,220
We appreciate the update.

1157
01:32:23,660 --> 01:32:25,220
And again, this isn't updated to the board,

1158
01:32:25,720 --> 01:32:26,980
like the superintendent said,

1159
01:32:27,000 --> 01:32:29,080
so there is no action required for us tonight.

1160
01:32:29,920 --> 01:32:30,440
Thank you.

1161
01:32:30,600 --> 01:32:31,200
Thank you.

1162
01:32:37,180 --> 01:32:45,940
Okay, it looks like our next agenda item is our preliminary tax certification for taxes payable in 2024, Ms. Vargas.

1163
01:32:51,920 --> 01:32:55,680
Good evening, Chair Anderson, Superintendent McIntyre members of the board.

1164
01:32:56,160 --> 01:33:01,840
Tonight, I am here to present our preliminary tax certification for our taxes payable in 2024.

1165
01:33:02,740 --> 01:33:05,580
This will be for funding for fiscal year 25.

1166
01:33:06,580 --> 01:33:09,220
Tonight, pretty much starts our whole tax calendar.

1167
01:33:09,220 --> 01:33:15,160
The Minnesota Department of Education in early September kicked out our first report showing

1168
01:33:15,160 --> 01:33:18,140
all of the calculations based on law and voter approval.

1169
01:33:18,700 --> 01:33:20,500
Tonight I have the proposed lobby.

1170
01:33:20,780 --> 01:33:25,740
We'll set the initial tax lobby, so that we'll set tax rates that will go out in the November

1171
01:33:25,740 --> 01:33:26,540
mailings.

1172
01:33:27,100 --> 01:33:30,740
There is an election day, we do not have anything on the election for money.

1173
01:33:31,500 --> 01:33:35,180
There is a school board election, but not a tax election at this point.

1174
01:33:35,180 --> 01:33:39,920
And, in November, the county will mail out proposed property tax statements to every

1175
01:33:39,920 --> 01:33:45,000
parcel, with those estimates on there, and then on December 11th, that is our truth

1176
01:33:45,000 --> 01:33:46,460
in taxation hearing night.

1177
01:33:46,820 --> 01:33:51,380
It will be held as part of our regular board meeting, 630 p.m.

1178
01:33:51,580 --> 01:33:56,320
Within the board meeting, you need to have the public as a chance to respond after we do the

1179
01:33:56,320 --> 01:34:00,880
presentation, then within the same meeting, we can approve the levee that night.

1180
01:34:03,150 --> 01:34:06,110
So, for the proposed tax lobby for 2024,

1181
01:34:06,410 --> 01:34:09,130
I love the authority that is granted to a school district.

1182
01:34:09,510 --> 01:34:12,910
We're leveraging for referendums, the local optional

1183
01:34:12,910 --> 01:34:16,890
levy, lease levy, for our facilities that we use,

1184
01:34:17,190 --> 01:34:19,390
operating capital, achievement integration,

1185
01:34:19,790 --> 01:34:22,090
career and technology, long-term facilities,

1186
01:34:22,830 --> 01:34:25,570
safe schools, levy, alternative teacher compensation,

1187
01:34:25,990 --> 01:34:27,670
community education, and debt.

1188
01:34:28,310 --> 01:34:32,730
All of these levy limits for each category are either set by state law,

1189
01:34:32,730 --> 01:34:34,130
our voter approved.

1190
01:34:38,140 --> 01:34:42,620
So the proposed tax lobby that we're looking at currently is a 4.1 million

1191
01:34:42,620 --> 01:34:50,680
increase or 3%. We will then look at just major categories of changes on future slides that

1192
01:34:50,680 --> 01:34:54,780
are explained and then buy funds. So as you can see, our general fund the largest portion is

1193
01:34:54,780 --> 01:34:59,960
going up 4 million dollars or 3.47%. Our community service is a slide.

1194
01:35:00,050 --> 01:35:09,970
Decrease of $1,000, and then our debt service to the regular debt service in our OPEB debt service are about $57,000 increase.

1195
01:35:12,440 --> 01:35:21,720
This next slide, the pinks are the items that are spread on your referendum market value and that's kind of everybody's just the same.

1196
01:35:21,860 --> 01:35:28,040
There's not different class rates. It's your actual value versus the blue or your net tax capacity.

1197
01:35:28,040 --> 01:35:31,140
So our voter approved referendum and the equity and trends.

1198
01:35:31,540 --> 01:35:34,100
Positioned levees are based on referendum market value.

1199
01:35:34,640 --> 01:35:38,620
As you look at this, you can see there's just a few large categories that we'll talk about.

1200
01:35:38,840 --> 01:35:45,460
Referendum levee and the local optional levee areas where those increases are that are over $2 million.

1201
01:35:46,520 --> 01:35:51,140
Overall, and then we'll look at just the changes in prior year adjustments and how that effect.

1202
01:35:51,140 --> 01:35:53,340
There was a big change last year.

1203
01:35:53,420 --> 01:35:56,040
Increase because of the inflationary if you recall.

1204
01:35:56,040 --> 01:35:58,440
And then this year, that doesn't reoccur.

1205
01:35:58,760 --> 01:36:02,380
So overall, we have a small increase of 3%

1206
01:36:02,380 --> 01:36:03,740
4 million dollars.

1207
01:36:04,060 --> 01:36:06,200
And we're going to look at each category

1208
01:36:06,200 --> 01:36:10,540
that are a large change for this.

1209
01:36:11,180 --> 01:36:13,640
Before we go into that, just to kind of give you

1210
01:36:13,640 --> 01:36:16,020
an idea of what causes some of these changes.

1211
01:36:16,380 --> 01:36:20,540
Most of the equalization calculations are based on

1212
01:36:20,540 --> 01:36:21,640
your tax capacity.

1213
01:36:21,780 --> 01:36:24,660
So if your tax capacity goes up your tax space,

1214
01:36:24,660 --> 01:36:26,220
Generally, your aid goes down.

1215
01:36:26,580 --> 01:36:28,900
They haven't changed these factors in many years.

1216
01:36:29,060 --> 01:36:30,880
It's going to only talk about equalization

1217
01:36:30,880 --> 01:36:32,440
and as we're going down to the legislature.

1218
01:36:33,040 --> 01:36:35,240
These are these items where you can see it.

1219
01:36:35,520 --> 01:36:38,000
So as we look at this, I adjusted net tax capacity,

1220
01:36:38,120 --> 01:36:40,880
which those were all those blue ones on the previous slide.

1221
01:36:41,520 --> 01:36:44,820
That has increased our value by 19%.

1222
01:36:44,820 --> 01:36:49,500
So the adjusted net tax capacity per pupil unit is one up considerably.

1223
01:36:50,040 --> 01:36:53,220
So when you get those type of changes that you're

1224
01:36:53,220 --> 01:36:57,760
really losing aid on that. On the referendum side, which were the pink ones on the previous

1225
01:36:57,760 --> 01:37:05,920
one, our referendum market value is a 21% increase. And just to give you an idea, what

1226
01:37:05,920 --> 01:37:11,840
we're seeing and what we saw from a Noka County as our home county, the majority is there's

1227
01:37:11,840 --> 01:37:16,300
a catch-up that happens with the apartments in the commercial industrial. So they were seeing

1228
01:37:16,300 --> 01:37:23,000
25 to 30% increase average. Our home values were overall residential was about a 3%

1229
01:37:23,000 --> 01:37:30,900
So, where the other years, it was homes, homes, homes, we're seeing their values go up, now with commercial industrials caught up.

1230
01:37:31,100 --> 01:37:39,780
So, even though we're seeing a 20% increase on our tax space, the average on residential property was 3% average.

1231
01:37:39,780 --> 01:37:43,000
It doesn't mean it's going to happen, there's the ups and the downs.

1232
01:37:43,440 --> 01:37:47,820
But what that does change is that changes your equalization factor and just to give you an idea.

1233
01:37:47,820 --> 01:37:50,280
So, for our lobby, we get zero aid.

1234
01:37:50,980 --> 01:37:53,900
We are over the tier one, which is your higher.

1235
01:37:53,980 --> 01:37:56,500
One, that's a $567,000.

1236
01:37:57,140 --> 01:37:59,940
So, you can see last year, we got zero aid on that one too,

1237
01:37:59,980 --> 01:38:01,320
because we are $594.

1238
01:38:01,480 --> 01:38:04,660
Now, we're at 713, we're pretty high above that.

1239
01:38:05,100 --> 01:38:09,740
On your local optional, the tier one is 880,000.

1240
01:38:09,740 --> 01:38:10,980
So, we're still under it.

1241
01:38:11,100 --> 01:38:14,800
We're getting some aid at that 713,000.

1242
01:38:14,800 --> 01:38:22,540
But when you look at all of our revenue between the two, we have over 70, almost 78 million

1243
01:38:22,540 --> 01:38:30,120
between our referendum and our LOR, in total aid, we receive just 2.4 million, which is only

1244
01:38:30,120 --> 01:38:31,360
about 3%.

1245
01:38:31,360 --> 01:38:35,700
That's where we're getting for our equalization on that, we're getting from our taxpayers

1246
01:38:35,700 --> 01:38:43,400
for the voter, approved in the LOR, which is not a voter approved, that's a state one.

1247
01:38:43,960 --> 01:38:50,020
So I just wanted to give you that kind of background that sets some of these where when we talk about it that we

1248
01:38:50,020 --> 01:38:54,840
it shifted from aid to levy and that's because of those equalization factors in the changes.

1249
01:38:55,360 --> 01:38:59,400
So our first major category is referendum and local optional levy.

1250
01:39:00,300 --> 01:39:06,560
Our referendum is $1,128. The local optional 724. That doesn't change.

1251
01:39:07,000 --> 01:39:11,180
We've tried to get it to change through legislation, but that is just a fixed amount at this point.

1252
01:39:11,180 --> 01:39:19,040
So the change that we see with that for the 3.1 million has to do with an increase on the referendum,

1253
01:39:19,680 --> 01:39:24,340
which is estimated for inflationary increase that was voter approved 2.57%.

1254
01:39:24,340 --> 01:39:31,600
And then the increase in pupil units from what was estimated last year to this year is 157 pupil units.

1255
01:39:31,600 --> 01:39:35,800
Net revenue change overall is 2.6 million but we have more

1256
01:39:35,800 --> 01:39:39,160
levy of 3.1 million and that's that shift from the

1257
01:39:39,160 --> 01:39:42,680
L.O.R. on the increased property value from aid to now levy

1258
01:39:42,680 --> 01:39:44,040
because we're getting less aid.

1259
01:39:47,350 --> 01:39:49,310
The next major one is our prior year.

1260
01:39:49,430 --> 01:39:54,090
Just last year we had that large 5 million dollar catch up on

1261
01:39:54,090 --> 01:39:56,370
the inflationary on our referendum.

1262
01:39:56,910 --> 01:39:59,670
It doesn't re-accurre this year so we're seeing a decrease.

1263
01:40:00,000 --> 01:40:17,940
And our general fund adjustments compared to last year because that 5.3 million. We still have a referendum adjustment for inflation for FY22. What happens is it's kind of every year. Last year was fiscal year 23 and 21. This year they go back for 24 that we're in in 22.

1264
01:40:18,560 --> 01:40:29,260
So fiscal year 22, the adjustment is now that they're catching up, which is only 2.2 million, not 5.3 million. So that's why we're seeing a negative adjustment with all the miscellaneous adjustments.

1265
01:40:30,180 --> 01:40:36,900
You can see that local optional is adjustment for our pupil unit, our re-employing insurance and

1266
01:40:36,900 --> 01:40:41,360
justments minus 429,000 we estimated in the mountain it was last.

1267
01:40:41,580 --> 01:40:46,060
That's always something that you just estimate what you think you're going to have for actual

1268
01:40:46,060 --> 01:40:49,000
expenditures because our unemployment's actual expenditures.

1269
01:40:50,760 --> 01:40:55,960
Our capital project's levy, so that net tax capacity that we saw that 19% increase,

1270
01:40:55,960 --> 01:41:00,120
Our capital project's levee is based on that tax capacity.

1271
01:41:00,380 --> 01:41:03,320
It's 1.55% of your net tax capacity.

1272
01:41:03,580 --> 01:41:08,280
So that is going up 19% to 971,000.

1273
01:41:08,340 --> 01:41:12,560
So it's 5.05, almost 6 million dollars next year.

1274
01:41:15,800 --> 01:41:19,800
Our operating capital is a change of 667,000.

1275
01:41:20,100 --> 01:41:24,660
We're seeing a net revenue increase of 124,000.

1276
01:41:24,680 --> 01:41:28,400
Part of that has to do with the $2 in the

1277
01:41:28,400 --> 01:41:31,560
was the aid for the menstrual products and that that was added.

1278
01:41:32,060 --> 01:41:35,420
The other part is just the shift that we're seeing.

1279
01:41:35,540 --> 01:41:37,640
And increased people units and then now we're seeing the shift.

1280
01:41:37,760 --> 01:41:44,660
As you can see, our levy ratio was 33.6% last year and 43.4%.

1281
01:41:44,660 --> 01:41:47,420
So I'm just a 10% increase just because of that,

1282
01:41:47,540 --> 01:41:52,140
the equalization has changed that much in causing the levy factor to change.

1283
01:41:54,880 --> 01:41:55,760
School-aged care.

1284
01:41:55,900 --> 01:41:59,580
So this is our after school care in adventurous plus faric kids

1285
01:41:59,580 --> 01:42:04,900
disabilities. That amount is based on your actual expenses and we estimate those we've

1286
01:42:04,900 --> 01:42:10,440
had some large ketchup amounts. We're looking at last year we love you to 1.5 million

1287
01:42:10,440 --> 01:42:16,220
we've increased to 1.75 million based on the trend and where we were last year. So that's

1288
01:42:16,220 --> 01:42:17,860
the 250,000 increase.

1289
01:42:19,900 --> 01:42:24,280
This slide shows those major ones we just talked about. The difference

1290
01:42:24,280 --> 01:42:25,680
So you can see the difference.

1291
01:42:26,440 --> 01:42:30,500
Our actual change in that revenue is that gray bar.

1292
01:42:31,000 --> 01:42:32,580
The orange is your levy.

1293
01:42:32,860 --> 01:42:35,900
So you can see in our referendum and local optional,

1294
01:42:36,520 --> 01:42:38,760
our ADCries by 1.6 million.

1295
01:42:39,360 --> 01:42:41,620
Our levy went up by 3.2 million.

1296
01:42:42,060 --> 01:42:45,840
We netted new revenue at 2.6 million.

1297
01:42:46,960 --> 01:42:47,400
Same thing.

1298
01:42:47,760 --> 01:42:50,040
The technology levy is 100% levy.

1299
01:42:50,040 --> 01:42:57,160
So it just shows new revenue, new levee 917,000 operating capital, the one that we talked about

1300
01:42:57,160 --> 01:43:04,360
$542,000 decrease in our aid, $667,000 increase in the levee, but we're really only

1301
01:43:04,360 --> 01:43:06,900
have new revenue of 124,000.

1302
01:43:11,070 --> 01:43:16,230
So looking at our total school levee history, this is just kind of going back to 2018, and

1303
01:43:16,230 --> 01:43:23,090
you can see that our amount that we've went up, the dollar amount you can see are 139 million

1304
01:43:23,090 --> 01:43:30,970
that we're looking at for this year, for pay 2020 for school year 2425, is a 3% increase.

1305
01:43:31,470 --> 01:43:37,090
In the past few years, it's kind of been a gradual up. We did have that percentage increase

1306
01:43:37,090 --> 01:43:45,830
of 1.9% and then 4.96.7%, 3%. I always look at other districts and I can tell you that

1307
01:43:45,830 --> 01:43:49,770
some of our surrounding districts are seeing much higher increases than we are.

1308
01:43:50,890 --> 01:44:07,110
So, it, if solid depends on your, your property tax and the shifts, unless you've, you've got some increases and, you know, you have people in an increases or something, but I would say most of the districts around a certain similar position that we are property wise, we're mostly residential.

1309
01:44:08,170 --> 01:44:15,330
We don't have a lot of businesses, so the changes in that and just not getting the factors up and when you know what home values are at so.

1310
01:44:17,670 --> 01:44:26,310
So, at the preliminary, we approved the maximum, so that if there are any changes, there was a change at 5 o'clock today.

1311
01:44:26,770 --> 01:44:28,510
That reduced to by about $10,000.

1312
01:44:29,430 --> 01:44:32,230
So, I wasn't able to change everything at that time.

1313
01:44:32,530 --> 01:44:38,470
But, certifying this maximum, they're just doing their last minute to each space on information from the county.

1314
01:44:39,210 --> 01:44:46,950
So, what I have presented for you is to certify the maximum, what we're looking at is about a 3% or 2.99.

1315
01:44:46,950 --> 01:44:54,690
as a five o'clock when you're looking at it for a home value of looking at an average home value

1316
01:44:54,690 --> 01:44:58,850
now in an Oconi 350,000. Looking at that.

1317
01:45:00,000 --> 01:45:07,940
If they went out 3%, there's still going to see a decrease, which is the average of about $35 annually.

1318
01:45:08,560 --> 01:45:15,660
If they went up 6% they're going to be about flat. So you could still have a 6% increase.

1319
01:45:16,100 --> 01:45:23,880
That's using my estimates, using what we had for fiscal disparities last year and kind of rolling that forward in the percentage of the increases.

1320
01:45:23,880 --> 01:45:27,440
but what's seen most of the commercial industrial

1321
01:45:27,440 --> 01:45:31,300
as driving that increase more than likely,

1322
01:45:31,360 --> 01:45:33,880
most homeowners is going to see a flat tax,

1323
01:45:34,640 --> 01:45:36,680
unless they're over that 6% increase,

1324
01:45:37,280 --> 01:45:38,580
which on average it was only 3.

1325
01:45:38,800 --> 01:45:40,040
So they'll be some in there,

1326
01:45:40,180 --> 01:45:43,460
but that's about what I would estimate for tax impact at this point.

1327
01:45:43,760 --> 01:45:45,100
So I'll leave it open for questions,

1328
01:45:45,200 --> 01:45:47,620
and I'm looking for approval of our preliminary tax

1329
01:45:47,620 --> 01:45:49,380
levy at the maximum amount.

1330
01:45:50,480 --> 01:45:53,260
Are there any questions for Ms. Vargas,

1331
01:45:56,500 --> 01:45:57,180
Mr. Simon?

1332
01:45:58,560 --> 01:46:00,700
Thanks, Sharon, and thank you, Michelle.

1333
01:46:01,640 --> 01:46:04,980
So all of this aid equals, it all gets very confusing, right?

1334
01:46:04,980 --> 01:46:09,940
So I want your help in explaining this or understanding

1335
01:46:09,940 --> 01:46:11,660
that our move is explaining for the public.

1336
01:46:12,200 --> 01:46:21,600
So when you talk about equalization, that is state aid to help even out

1337
01:46:21,600 --> 01:46:24,820
what homeowners are paying for education, right?

1338
01:46:25,240 --> 01:46:27,980
So a property rich district that might have a lot

1339
01:46:27,980 --> 01:46:30,840
of big businesses, or things like that.

1340
01:46:32,040 --> 01:46:35,100
Their homeowners, if they're getting taxes from that big business

1341
01:46:35,100 --> 01:46:39,560
base, their homeowners may be paying less than a nook ahead of them

1342
01:46:39,560 --> 01:46:42,660
that doesn't necessarily have really large businesses.

1343
01:46:43,440 --> 01:46:46,020
Therefore, our homeowners are going to pay more

1344
01:46:46,660 --> 01:46:49,080
for education on their property taxes.

1345
01:46:49,080 --> 01:46:52,460
Is that, is that a way to say that?

1346
01:46:52,740 --> 01:46:58,060
Not necessarily more the percentage of the property tax they bear more.

1347
01:46:58,480 --> 01:47:04,300
So 80 percent of ours, so 80 percent of our parcels are residential.

1348
01:47:05,860 --> 01:47:14,420
So depending on the percentage of the actual tax space, if you were in a district,

1349
01:47:14,640 --> 01:47:16,160
we're 50 percent of our homeowners, yes.

1350
01:47:16,160 --> 01:47:21,920
And we had a hundred million, they had a hundred million, they're going to pay less from that.

1351
01:47:22,360 --> 01:47:26,620
But in less those districts are collecting a lot more money than they might pay the same,

1352
01:47:26,720 --> 01:47:30,100
but then they would have additional dollars for their district.

1353
01:47:30,240 --> 01:47:35,780
And so I don't know who winners are bearing more of that from because we don't have the commercial industrial.

1354
01:47:36,800 --> 01:47:43,400
And then a higher, the more value that you have per student, if you have that high tax space,

1355
01:47:43,400 --> 01:47:49,240
They've probably been out of equalization much longer than us now just getting into it as a problem.

1356
01:47:49,500 --> 01:47:54,860
I mean, we've been considered more of a property poor district for quite some time.

1357
01:47:54,960 --> 01:47:59,220
We just don't have the commercial property from that standpoint.

1358
01:48:00,440 --> 01:48:03,820
So it's been over the last few years that we've lost that aid.

1359
01:48:04,080 --> 01:48:10,600
And that is to equal it all between the higher value districts and a lower property value,

1360
01:48:10,600 --> 01:48:15,220
but because there's been such a growth in home values

1361
01:48:15,220 --> 01:48:18,960
and we're 80% of it, we're knocked out of that place.

1362
01:48:19,260 --> 01:48:22,160
Now of the equalization and those factors just haven't changed.

1363
01:48:22,560 --> 01:48:25,160
There's not an inflationary increase on those

1364
01:48:25,160 --> 01:48:28,400
that would kind of tie it to it if they tried to keep that

1365
01:48:28,400 --> 01:48:29,580
as you're seen and go.

1366
01:48:29,640 --> 01:48:31,300
So that's kind of been part of your platform.

1367
01:48:31,700 --> 01:48:35,320
And the reason for that in order to continue to get that

1368
01:48:35,320 --> 01:48:37,420
for homeowners and that.

1369
01:48:37,560 --> 01:48:38,720
But yes, that's good.

1370
01:48:39,340 --> 01:48:44,540
Yes. Yes and no. I think that discussion might help a little bit for folks to understand.

1371
01:48:44,700 --> 01:48:50,820
I mean, in some districts that are in a great position that their property rich will call it.

1372
01:48:51,400 --> 01:48:56,480
I have an opportunity to have additional funding to do additional things.

1373
01:48:57,380 --> 01:49:01,240
Whereas, Anoka Hennepin being not in that position.

1374
01:49:01,980 --> 01:49:04,720
Really, we've done more with the last, really,

1375
01:49:04,740 --> 01:49:09,920
and we've been very fiscally conservative and making sure

1376
01:49:09,920 --> 01:49:12,360
we limit property taxes for our homeowners too.

1377
01:49:12,800 --> 01:49:13,820
So thank you for that.

1378
01:49:13,920 --> 01:49:16,920
One last question, I just want to make sure I understand this.

1379
01:49:17,440 --> 01:49:22,940
So you're saying that with this, if this is approved at this level,

1380
01:49:23,540 --> 01:49:27,840
and it is, I guess, one clarification.

1381
01:49:27,840 --> 01:49:35,760
Once we get to the point where we actually get to the point of funding, it doesn't mean we have to fund all of this.

1382
01:49:35,920 --> 01:49:37,980
We can change that if we want to at that time correct.

1383
01:49:38,540 --> 01:49:38,980
Correct.

1384
01:49:39,900 --> 01:49:40,160
Click something.

1385
01:49:40,320 --> 01:49:40,400
Yes.

1386
01:49:40,440 --> 01:49:43,360
At the December, I always at the December approval.

1387
01:49:43,700 --> 01:49:46,640
You have the option to line item items off.

1388
01:49:47,040 --> 01:49:47,940
If you so choose.

1389
01:49:47,960 --> 01:49:53,100
If it's an item that has an aid component to it, it will also reduce the aid from that standpoint.

1390
01:49:53,460 --> 01:49:53,760
But yes.

1391
01:49:53,960 --> 01:49:55,340
And we have done that before too.

1392
01:49:55,600 --> 01:49:55,980
I recall.

1393
01:49:56,740 --> 01:49:59,980
So, I know on an average homecast in New York.

1394
01:50:00,000 --> 01:50:09,720
You said, now, it's 350,000. If their homes go up the average rate of 3%, their home values

1395
01:50:09,720 --> 01:50:17,380
go up, they're going to see, did you say, a decrease on how much they're paying for...

1396
01:50:17,380 --> 01:50:21,720
If fiscal disparities come in the same and that's kind of the shared of the seven-county

1397
01:50:21,720 --> 01:50:29,980
metro area of the business, new business taxes, if we receive about the same amount, I would

1398
01:50:29,980 --> 01:50:31,920
about a $35 increase annually.

1399
01:50:32,520 --> 01:50:33,620
$35 decrease.

1400
01:50:33,780 --> 01:50:36,020
So it's actually a dollar decrease, not a percent.

1401
01:50:36,340 --> 01:50:39,880
And then, so if a home increase is 6%,

1402
01:50:39,880 --> 01:50:44,680
which is double what homes are according to your according

1403
01:50:44,680 --> 01:50:48,200
to yours, they would be pretty flat with our school

1404
01:50:48,200 --> 01:50:48,700
to access.

1405
01:50:49,500 --> 01:50:53,300
I'm looking at about a dollar increase based on some

1406
01:50:53,300 --> 01:50:55,020
or fiscal disparities, yes.

1407
01:50:55,440 --> 01:50:59,700
So I would say thinking of it that way, you are, thank you.

1408
01:50:59,700 --> 01:51:04,440
And we as a district, if we go in this direction, are still thinking about our property

1409
01:51:04,440 --> 01:51:10,680
tax, our homeowners, and making sure we limit or really hopefully don't give a dollar

1410
01:51:10,680 --> 01:51:14,420
increase to them in the property taxes they're paying in this proposal.

1411
01:51:15,360 --> 01:51:15,380
Correct?

1412
01:51:15,820 --> 01:51:16,680
That's, yes.

1413
01:51:17,040 --> 01:51:17,980
Thank you.

1414
01:51:19,100 --> 01:51:19,240
Okay.

1415
01:51:19,480 --> 01:51:20,100
Mr. Outout.

1416
01:51:21,120 --> 01:51:21,980
Thanks, Chair Anderson.

1417
01:51:21,980 --> 01:51:32,280
I had a question a little bit related to your major change in analysis, where it shows that

1418
01:51:32,280 --> 01:51:42,300
aid on both the referendum and local option revenue and the operating capital is falling,

1419
01:51:42,500 --> 01:51:48,340
which I think you have said or you have explained many times that is based on this net

1420
01:51:49,020 --> 01:51:55,380
capacity. The formula is changed based on that. So I guess I get to my question which is

1421
01:51:55,380 --> 01:52:00,700
the certifying the maximum. To the formula is that the state uses to calculate all that

1422
01:52:00,700 --> 01:52:07,900
do they assume that you would certify the maximum amount when they sort of change up the way

1423
01:52:07,900 --> 01:52:08,980
that the aid works.

1424
01:52:09,900 --> 01:52:15,540
Well, they don't, the aid is not really changing the factors that are state the same. It's just

1425
01:52:15,540 --> 01:52:22,160
tax values as is presented from the counties. It's causing that. They assume that you do

1426
01:52:22,160 --> 01:52:25,900
the maximum just because they're still final credits from the state, from the county

1427
01:52:25,900 --> 01:52:31,440
auditors, so that you don't for those changes to go through. So they recommend, yes,

1428
01:52:31,500 --> 01:52:38,080
that you, that's kind of what I mean. If you didn't, if you do a dollar amount and they

1429
01:52:38,080 --> 01:52:44,960
changed, then if we did the dollar amount that I had as of last Friday, we would then lose

1430
01:52:44,960 --> 01:52:49,940
that $10,000 credit unless you went in and took it off on a December that type of thing.

1431
01:52:50,360 --> 01:52:57,140
Or if it went up a slightly due to an adjustment because there was an error from the county you wouldn't get that amount.

1432
01:52:57,640 --> 01:53:04,980
So that's where they recommends, because there's still, there's so many moving targets that I haven't seen a change to be honest.

1433
01:53:05,540 --> 01:53:11,700
From the time from our maximum, they've just been really having some problems with their system loading.

1434
01:53:11,700 --> 01:53:25,820
I've never had this late for the last update for that, but I haven't seen a change in all my years from what we certified to what the December one was unless there was an election that got approved.

1435
01:53:26,460 --> 01:53:26,540
Okay.

1436
01:53:27,240 --> 01:53:27,900
Thank you.

1437
01:53:30,260 --> 01:53:30,860
Okay, members.

1438
01:53:31,040 --> 01:53:32,760
Any other questions for Ms. Vargas?

1439
01:53:34,380 --> 01:53:42,100
Otherwise before us, I would entertain a motion to approve the preliminary tax certification for taxes payable as presented.

1440
01:53:42,100 --> 01:53:45,600
is there a motion? So moved. Thank you, Mr. Simon, is there a second?

1441
01:53:48,140 --> 01:53:48,620
Thank you, Mr.

1442
01:53:48,620 --> 01:53:50,600
is my cardal. Is there any discussion?

1443
01:53:52,100 --> 01:53:58,040
They're none. All those in favor signify by saying aye. Aye. Any opposed? So you know?

1444
01:53:58,480 --> 01:54:03,000
Six in favor and zero opposed. That motion is proved. Thank you. Thank you.

1445
01:54:06,760 --> 01:54:08,020
Okay, it looks like

1446
01:54:08,020 --> 01:54:13,260
we're going to be doing some policy work. Mr. Palmetir?

1447
01:54:15,990 --> 01:54:17,590
Welcome. Thank you.

1448
01:54:22,770 --> 01:54:22,930
Thank you. Thank you.

1449
01:54:22,930 --> 01:54:29,330
chair Anderson Superintendent and McIntyre in school board. One of the efforts of the school

1450
01:54:29,330 --> 01:54:34,730
board policy committee this year has been to revise policies to reflect a number of changes

1451
01:54:34,730 --> 01:54:41,090
that were made to Minnesota Statue from this last legislative session. So we have before

1452
01:54:41,090 --> 01:54:47,170
you two policies today and Miss Anderson. It's okay with you. I'll take them one at a time,

1453
01:54:47,330 --> 01:54:51,990
entertain questions in between if that's all right. I think that's best. Yes. All right. Thank

1454
01:54:51,990 --> 01:54:59,430
So, the first policy for your consideration is policy 413, this pertains to harassment, violence, and discrimination.

1455
01:55:00,000 --> 01:55:07,980
This policy is required by Minnesota statute. It was last revised two years ago in September of 2021. So coming

1456
01:55:07,980 --> 01:55:13,860
forward with proposed reservations from the last policy committee, we are looking at the following.

1457
01:55:14,280 --> 01:55:19,640
And I'm obviously, there's quite a bit of detail in here, so I'll entertain specific questions. I'm giving kind of an overview.

1458
01:55:20,740 --> 01:55:26,120
First of all, the proposed draft policy reflects updated forming and expectations from district policy.

1459
01:55:26,120 --> 01:55:36,580
For example, we put certain headings such as purpose of policy and general policy requirements also reflect certain naming conventions that we are trying to apply consistently amongst our policies.

1460
01:55:37,600 --> 01:55:45,660
The proposed draft policy now includes specific prohibition against malicious and sadistic conduct, which is required by the recent legislative session.

1461
01:55:46,560 --> 01:55:54,340
It also includes several newer revised definitions that ensure consistency with the Minnesota Human Rights Act.

1462
01:55:54,340 --> 01:56:02,060
And then finally, the new policy really addresses prohibition against discrimination that's associated with one's race.

1463
01:56:02,480 --> 01:56:07,780
This is referred to kind of as the Crown Act issues related to hairstyle and that sort of thing.

1464
01:56:08,280 --> 01:56:15,780
So those kind of reflected some of the more significant changes in the reflected in the proposed visions to the policy.

1465
01:56:16,160 --> 01:56:17,560
So I'll entertain any questions at the time.

1466
01:56:20,260 --> 01:56:23,300
Members, do we have any questions for general consult?

1467
01:56:23,300 --> 01:56:24,180
Mr. Outdeck.

1468
01:56:24,820 --> 01:56:25,340
Thanks, Mr. Anderson.

1469
01:56:25,520 --> 01:56:26,280
I had a couple.

1470
01:56:27,280 --> 01:56:33,600
The first question I had was related to, I guess it's going to be number, it's going

1471
01:56:33,600 --> 01:56:34,240
to be number five.

1472
01:56:34,860 --> 01:56:42,260
It's the definition of gender identity and I'm just interested in knowing where that definition

1473
01:56:42,260 --> 01:56:43,580
came from.

1474
01:56:45,660 --> 01:56:50,600
So, in this last legislative session, there were certain changes to the Minnesota Human Rights Act,

1475
01:56:50,600 --> 01:56:57,260
specifically, gender identity was added amongst those protected status categories, and the statute

1476
01:56:57,260 --> 01:57:02,260
also gave us a working definition that's applied here in this particular proposed policy.

1477
01:57:03,600 --> 01:57:05,920
So this is the direct from statute.

1478
01:57:06,080 --> 01:57:07,060
That's correct.

1479
01:57:09,880 --> 01:57:12,320
Is there a reason we wouldn't include that?

1480
01:57:12,600 --> 01:57:14,500
The fact that it is direct from statute?

1481
01:57:15,640 --> 01:57:15,960
In there?

1482
01:57:16,560 --> 01:57:19,260
I'm sorry, just to indicate that it's a statutory requirement?

1483
01:57:19,260 --> 01:57:27,520
Yeah, that state statute, whatever it is, defines gender identity as, and then the way it's defined.

1484
01:57:28,620 --> 01:57:34,120
You know, we certainly could. A number of the recommendations, or the number of the components of this policy,

1485
01:57:34,420 --> 01:57:37,540
all of us already reflected those kind of required components.

1486
01:57:38,880 --> 01:57:48,500
One thing I'll note is, is that oftentimes the policy itself will have provisions in it

1487
01:57:48,500 --> 01:57:51,300
that actually state where the requirements are from statute.

1488
01:57:52,060 --> 01:57:55,960
This particular policy does not have that in it.

1489
01:57:57,020 --> 01:57:58,660
I certainly could add it.

1490
01:57:59,760 --> 01:58:00,840
That's something I think we probably

1491
01:58:00,840 --> 01:58:03,280
want to be consistently in terms of our policies.

1492
01:58:03,400 --> 01:58:07,580
The source of authority where persons can go look at the policy

1493
01:58:07,580 --> 01:58:08,860
reference back to statute.

1494
01:58:09,320 --> 01:58:13,360
Well, and the reason I asked him in it, it's a board policy.

1495
01:58:14,500 --> 01:58:17,400
However, we've chosen to include a definition that's

1496
01:58:17,400 --> 01:58:22,120
directly out of statute. So it's not really our definition per se. It's the state's definition.

1497
01:58:22,800 --> 01:58:28,300
It's the statutory definition. So to me, it makes some sense to identify it that way,

1498
01:58:28,820 --> 01:58:36,180
especially just given the nature of what it is. It just makes sense to me to include it that way.

1499
01:58:36,560 --> 01:58:42,820
So I guess it's a suggestion that I have to do that.

1500
01:58:42,820 --> 01:58:47,380
Okay. Hang on for one second. So yeah, hold on. That's yep. So Mr.

1501
01:58:47,460 --> 01:58:51,220
Pometheus, what page are we on? Because I'm struggling to find it too.

1502
01:58:51,940 --> 01:58:57,380
The definition of gender identity is in the page

1503
01:59:00,700 --> 01:59:09,300
four section D paragraph five.

1504
01:59:10,890 --> 01:59:16,070
Okay, wait a minute. So we're on the student discipline policy?

1505
01:59:16,830 --> 01:59:19,190
No, I'm in policy 413, right?

1506
01:59:19,530 --> 01:59:21,050
That's, I think there's the problem.

1507
01:59:21,730 --> 01:59:27,190
So in our agenda, the student discipline policy was first.

1508
01:59:27,190 --> 01:59:30,530
So I was, of course, grabbing the first one.

1509
01:59:31,010 --> 01:59:31,230
So.

1510
01:59:31,270 --> 01:59:32,370
I didn't mean to throw that at you.

1511
01:59:32,510 --> 01:59:32,790
I'm sorry.

1512
01:59:33,170 --> 01:59:34,930
Well, I just went and see quenchable numbers.

1513
01:59:35,030 --> 01:59:36,010
Quenchable orders, so.

1514
01:59:36,310 --> 01:59:37,230
Okay. Well, okay.

1515
01:59:37,450 --> 01:59:40,070
So then that's on page four.

1516
01:59:41,290 --> 01:59:44,970
And I just, just from, I know a couple other board members want to speak.

1517
01:59:44,970 --> 01:59:48,050
But in our previous policy work,

1518
01:59:48,070 --> 01:59:50,790
I think we made it kind of a concerted effort

1519
01:59:50,790 --> 01:59:53,250
to scrub out state statutes,

1520
01:59:54,250 --> 01:59:58,130
because of the intensive work to change those.

1521
01:59:58,670 --> 01:59:59,970
Now, again, we've got-

1522
02:00:00,720 --> 02:00:11,140
We've got changing board, you know, policy members, but I just wanted that historical perspective too and now I, Aaron, did you want to speak?

1523
02:00:12,480 --> 02:00:16,440
I have some—I'm sorry Matt, I'm—do I—I had another question.

1524
02:00:16,720 --> 02:00:20,820
Oh I'm—okay. I, I guess we can go back and forth on it too. But I do have another question—I'm sorry.

1525
02:00:21,000 --> 02:00:22,440
Sorry. I'm sorry. I'm sorry.

1526
02:00:22,440 --> 02:00:22,800
Sorry.

1527
02:00:23,480 --> 02:00:24,020
It's okay.

1528
02:00:25,200 --> 02:00:33,060
So my next question is about the definition of sexual orientation in the policy and it's

1529
02:00:33,060 --> 02:00:33,960
really the same question.

1530
02:00:34,220 --> 02:00:35,720
What's the source of that definition?

1531
02:00:37,120 --> 02:00:42,800
Once again, the definition of sexual orientation was modified by the recent changes to the

1532
02:00:42,800 --> 02:00:43,860
Minnesota Human Rights Act.

1533
02:00:44,600 --> 02:00:48,760
So which language is going to be, there's a red line scratching it through and then the

1534
02:00:48,760 --> 02:00:52,640
So which language is going to survive?

1535
02:00:53,680 --> 02:00:59,500
The bolded language to whom someone is or perceived as being went out from there.

1536
02:01:01,410 --> 02:01:03,450
And that's in the statute now?

1537
02:01:04,690 --> 02:01:06,230
All of it after that?

1538
02:01:07,610 --> 02:01:08,890
I believe so, yes.

1539
02:01:10,250 --> 02:01:11,270
I have it.

1540
02:01:11,390 --> 02:01:14,810
I have the statute and here's let me read what it says.

1541
02:01:16,530 --> 02:01:18,170
And this is based on the reviser.

1542
02:01:18,690 --> 02:01:25,570
So, you can I just, just a second though, because I'm not sure if it's actually, is that from the bill or is it from the current?

1543
02:01:26,010 --> 02:01:31,470
Because the, the statutes that you might find online don't necessarily reflect all the recent changes.

1544
02:01:35,070 --> 02:01:40,610
I'm not sure, I'm not sure which I, which I have, this was from the bill.

1545
02:01:40,610 --> 02:01:43,870
Okay, age 16, 55,

1546
02:01:46,010 --> 02:01:50,450
and it defines sexually orientation means having or being perceived as having an emotional,

1547
02:01:51,050 --> 02:01:55,650
physical or sexual attachment to another person without regard to the sex of that person,

1548
02:01:56,470 --> 02:02:02,030
or having or being perceived as having an orientation for such attachment, and that's the end of it.

1549
02:02:02,310 --> 02:02:03,150
Which, to me,

1550
02:02:05,480 --> 02:02:11,340
seemed to be in line with that first definition you had in there, that got redlined, at least part of it.

1551
02:02:11,340 --> 02:02:17,920
I think I, I mean, I can certainly check with you offline because the revised or the

1552
02:02:17,920 --> 02:02:22,820
revised or changes don't necessarily get in from the recent bill changes, so you have to go

1553
02:02:22,820 --> 02:02:25,440
and check in the statute, but I can follow up with you on that.

1554
02:02:25,540 --> 02:02:29,300
So the intent though is to have the definition there be word for word.

1555
02:02:29,720 --> 02:02:30,720
What it was in the statute.

1556
02:02:30,860 --> 02:02:31,120
Correct.

1557
02:02:31,340 --> 02:02:31,660
Okay.

1558
02:02:32,000 --> 02:02:33,560
Thank you.

1559
02:02:33,800 --> 02:02:34,040
Okay.

1560
02:02:34,860 --> 02:02:36,140
And did that occur?

1561
02:02:36,360 --> 02:02:36,820
I don't want to.

1562
02:02:36,820 --> 02:02:37,220
Yeah.

1563
02:02:37,520 --> 02:02:37,920
That's it.

1564
02:02:38,120 --> 02:02:38,400
Okay.

1565
02:02:38,660 --> 02:02:41,320
Thank you.

1566
02:02:41,900 --> 02:02:43,080
Thank you, Chair Anderson.

1567
02:02:43,840 --> 02:02:48,480
The point you made last time about scrubbing the statute numbers from there.

1568
02:02:48,680 --> 02:02:54,620
I remember we had a very specific conversation about that because it made the work later on harder when those were changed.

1569
02:02:56,000 --> 02:02:57,220
Yes, I do remember that too.

1570
02:02:57,520 --> 02:02:58,560
Thank you.

1571
02:02:59,080 --> 02:02:59,720
Ms. Hase.

1572
02:03:02,030 --> 02:03:02,770
Thank you, Chair Anderson.

1573
02:03:02,790 --> 02:03:03,350
No question.

1574
02:03:03,590 --> 02:03:07,390
I was just lost because I was looking at 506, not 413.

1575
02:03:07,830 --> 02:03:08,330
I apologize.

1576
02:03:08,550 --> 02:03:09,530
No, no apology.

1577
02:03:09,730 --> 02:03:10,310
Thank you.

1578
02:03:10,310 --> 02:03:13,930
Okay, I was just focused on getting the superintendent's last name correct.

1579
02:03:15,410 --> 02:03:17,610
Mr. Shane, thank you, Chair Anderson.

1580
02:03:18,270 --> 02:03:23,230
I just wanted to point out in the attachments on the very first paragraph of the purpose.

1581
02:03:23,730 --> 02:03:30,130
It does say the purpose of this policy, et cetera, and lists out some of the areas that we have defined.

1582
02:03:30,230 --> 02:03:37,290
And it does say as defined by the Minnesota Human Rights Act or other applicable state or federal laws at the top of the policy.

1583
02:03:37,290 --> 02:03:47,190
So that is, let's already there, and I do have the Revisor Chapter 52 changes, amendment

1584
02:03:47,190 --> 02:03:50,530
up right now, and it matches what you have included in the policy.

1585
02:03:50,950 --> 02:03:51,830
Thank you.

1586
02:03:54,080 --> 02:03:54,620
Mr. Simon.

1587
02:03:55,800 --> 02:03:56,180
Thank you.

1588
02:03:56,780 --> 02:04:02,240
So I remember when we had that discussion about pulling those out of there, now we haven't

1589
02:04:02,240 --> 02:04:06,160
pulled them out of there in every place though, so even on the next policy we're going

1590
02:04:06,160 --> 02:04:13,060
review we do talk about Minnesota statute and we do talk as KC talked about in the beginning

1591
02:04:13,060 --> 02:04:17,380
of its statement of philosophy on the next one we talked about pursuant to the Minnesota

1592
02:04:17,380 --> 02:04:24,000
education code so personally I'm we do it in other policies I'm not opposed to it if it

1593
02:04:24,000 --> 02:04:32,040
helps to define things to put maybe a broader thing that you know as definition per Minnesota

1594
02:04:32,040 --> 02:04:33,820
or whatever, I'm not opposed to that personally.

1595
02:04:34,220 --> 02:04:34,900
Thank you.

1596
02:04:36,920 --> 02:04:39,620
Any other, Superintendent McIntyre?

1597
02:04:40,060 --> 02:04:42,940
Thanks, Chair Anderson, and also just to point out

1598
02:04:42,940 --> 02:04:45,540
for our public that all the statutory references

1599
02:04:45,540 --> 02:04:48,180
are listed at the end of each policy

1600
02:04:48,180 --> 02:04:50,440
so that AES and kind of referencing.

1601
02:04:50,920 --> 02:04:53,700
And then just to acknowledge, thank you to the policy committee.

1602
02:04:54,460 --> 02:04:56,000
You had extensive conversation

1603
02:04:56,000 --> 02:04:57,780
about this at the committee level.

1604
02:04:58,240 --> 02:04:59,960
This is the whole board is aware of.

1605
02:05:01,500 --> 02:05:06,260
The thoughtful analysis that went on at the policy committee level before coming here tonight.

1606
02:05:10,290 --> 02:05:21,070
Okay, any other comments or questions? Okay, so this is a first read and so it will come back to us.

1607
02:05:22,210 --> 02:05:24,670
For a second reader, will that come on the consent agenda?

1608
02:05:24,870 --> 02:05:25,370
What were you thinking?

1609
02:05:25,370 --> 02:05:30,430
As I understand historically, they have come back to the board on the consent agenda.

1610
02:05:31,450 --> 02:05:39,350
I will be honest, I'm still kind of learning certain aspects of the process, but that's been consistent with why there's that practice has been.

1611
02:05:39,750 --> 02:05:55,930
Okay. Well, I think I heard a couple like recommended or recommendations for changes or an edit, so you know, if we would have to have some kind of nod or whatever if people are okay with those changes or if we feel like the policy is sufficiently.

1612
02:05:57,430 --> 02:05:59,650
Yeah, go ahead and miss Hazel.

1613
02:06:00,950 --> 02:06:02,370
Chanderson, finish your sentence.

1614
02:06:02,830 --> 02:06:04,250
No, I'm getting a little tired.

1615
02:06:06,070 --> 02:06:06,830
Thank you, Chanderson.

1616
02:06:07,230 --> 02:06:12,290
I think it is important that at the beginning of each of these policies, we do have that

1617
02:06:12,290 --> 02:06:17,870
purpose statement, and that's where it can be clearly identified, you know, the purpose

1618
02:06:17,870 --> 02:06:23,690
of the policy, whether it's pursuant to state statute or anokahant, whatever it is.

1619
02:06:23,690 --> 02:06:26,410
So I appreciate that that's in there.

1620
02:06:26,970 --> 02:06:29,650
I also think at the end of each of our policies,

1621
02:06:29,910 --> 02:06:34,590
where we note the update, I think is another indicator

1622
02:06:34,590 --> 02:06:37,830
to someone that is interested in the policy development

1623
02:06:37,830 --> 02:06:41,750
or work, what transpired to create a change

1624
02:06:41,750 --> 02:06:45,390
in the policy language, and that would be reflected there

1625
02:06:45,390 --> 02:06:47,190
as well with the update of date.

1626
02:06:48,230 --> 02:06:51,930
So I think it's most important that our policies

1627
02:06:51,930 --> 02:06:59,550
are consistent and clear. I would be concerned about us trying to consistently have a reference

1628
02:06:59,550 --> 02:07:06,570
to a specific statute across the board in our 300 plus pages of policies, but I do think

1629
02:07:06,570 --> 02:07:12,450
it is important to have that statement in that first paragraph that you have bolded here.

1630
02:07:14,490 --> 02:07:17,650
Okay, any other comments or questions?

1631
02:07:18,570 --> 02:07:24,370
And I would just say, I like clear and consistent policies too.

1632
02:07:24,410 --> 02:07:30,090
I know when we first started this work and this was reviewing policies was on my list

1633
02:07:30,090 --> 02:07:36,570
of things to do probably for six or seven years before we finally got to it because of some

1634
02:07:36,570 --> 02:07:42,430
of the outdated statutes and stuff or reference, you know, that part of it becomes more

1635
02:07:42,430 --> 02:07:48,530
of a workload issue, and I would defer that to our superintendent, because it's not as

1636
02:07:48,530 --> 02:07:50,190
board members that are going to be doing that work.

1637
02:07:50,770 --> 02:07:58,330
What our main objective is, I believe, is clear so our community understands what our policy

1638
02:07:58,330 --> 02:07:58,910
is.

1639
02:07:59,210 --> 02:08:06,370
And then the management of that, I think, in my personal opinion, you know, go to you.

1640
02:08:06,830 --> 02:08:14,410
Chairperson, I just reiterated again the work of the policy committee and that the recommendation came here with the support of the committee.

1641
02:08:15,930 --> 02:08:24,390
So it's come forward with the professional, you know, work of the general council's office and the policy committee's work.

1642
02:08:24,530 --> 02:08:33,490
But that's why we're doing the first reading and that's why we buy a little time between the set now and the second reading to give you time to think about that make recommendations as we bring forward a final version.

1643
02:08:34,370 --> 02:08:39,090
And if it's got substantial changes, then it can be not on the consent week, and I was

1644
02:08:39,090 --> 02:08:41,810
bringing that up for a different kind of approval.

1645
02:08:42,510 --> 02:08:46,090
You just see substantive changes that don't have Timmy, I speak to that.

1646
02:08:47,370 --> 02:08:49,410
Yeah, if I, if I may, Chair and Senator.

1647
02:08:50,810 --> 02:08:56,350
I will tell you that as a school attorney, I do have a lean and a preference towards actually

1648
02:08:56,350 --> 02:09:00,190
having some sort of citation back to statute.

1649
02:09:00,190 --> 02:09:09,750
It's obviously up to us to make sure that we update the statutory references, sometimes statutory numbers change, and all sorts of things can happen.

1650
02:09:11,110 --> 02:09:19,070
But it does actually give myself, but it also gives others who are really interested in the issue to kind of examine why. Maybe something isn't statute.

1651
02:09:20,190 --> 02:09:27,930
We start with what, when our policy, we start with what statutory requirements are, then we work within certain discretion that the school board has.

1652
02:09:27,930 --> 02:09:35,550
So that's kind of my lean, but I think it is something we can continue to explore in policy if that works for the members of the policy committee.

1653
02:09:36,490 --> 02:09:48,550
Okay, so what I think I'm hearing is this particular policy may come back with a statute reference, and then I think we would be okay if it goes on the consent decree as long as there isn't major substantive changes.

1654
02:09:49,150 --> 02:09:51,250
Is that what I'm kind of seeing?

1655
02:09:51,250 --> 02:09:58,610
Okay. In the, yeah. Or wherever you think it best, the lies. And I might add one caveat.

1656
02:10:00,000 --> 02:10:11,560
Moving this under the understanding that the federal government is actually going to be re-issue in Title IX regulations, apparently in October, it was supposed to be in May. We just don't know.

1657
02:10:11,980 --> 02:10:19,600
So this is a policy that's absolutely going to come back to the school board, but I'm trying to get at least some of the statutory changes in effect as soon as possible.

1658
02:10:19,600 --> 02:10:19,880
Sorry.

1659
02:10:21,920 --> 02:10:27,600
Okay. Excellent. Thank you. Next policy. Thank you, Chair Anderson. The next policy

1660
02:10:27,600 --> 02:10:32,800
for your consideration is policy 506. This concerns student discipline. This policy is

1661
02:10:32,800 --> 02:10:36,980
required by Minnesota statute. It was last revised three years ago in September of 2020.

1662
02:10:38,180 --> 02:10:46,840
The proposed revisions to this policy first reflects some of the updated formatting changes that I

1663
02:10:46,840 --> 02:10:52,360
has dragged here includes a requirement related to non-exclusionary disciplinary practices.

1664
02:10:52,860 --> 02:10:59,020
This is a requirement that comes out of Minnesota's statute, and really is a requirement

1665
02:10:59,020 --> 02:11:04,480
any time the school wants to move forward with any form of dismissal, so under the pupil

1666
02:11:04,480 --> 02:11:07,880
for a dismissal like to dismissal of the suspension and expulsion.

1667
02:11:09,380 --> 02:11:14,920
The policy adopts language from MSBA concerning student attire and personal agreement.

1668
02:11:14,920 --> 02:11:20,760
there was some conversation of the policy committee and follow-up amongst members to reflect

1669
02:11:20,760 --> 02:11:22,260
some changes in that regard.

1670
02:11:22,740 --> 02:11:27,060
The new policy eliminates provisions that reference planned use of conditional procedures.

1671
02:11:27,240 --> 02:11:30,560
This is actually an outdated provision that still maintained in our policy.

1672
02:11:31,540 --> 02:11:35,880
We actually called those restrictive procedures right now, and they're only allowed or

1673
02:11:35,880 --> 02:11:39,400
to be used in emergency situations, so that provision needed to come out.

1674
02:11:39,400 --> 02:11:52,820
The new policy incorporates statutory requirements that obligate the provision of alternative educational services to suspended students, namely that those services need to begin on the sixth day of any consecutive suspension.

1675
02:11:54,000 --> 02:11:59,460
The new policy also limits use of suspension for students in kindergarten through third grade.

1676
02:12:00,140 --> 02:12:07,980
It limits the use of recessed detention for students to those situations where the student causes or is likely to cause serious physical harm.

1677
02:12:07,980 --> 02:12:15,200
And lastly, consistent with some of the comments that we actually heard earlier, the new

1678
02:12:15,200 --> 02:12:19,120
policy adopts a complaint process that allows for individual's complaint and seek

1679
02:12:19,120 --> 02:12:24,040
corrective action when the school discipline policy is not being followed or is being

1680
02:12:24,040 --> 02:12:25,100
discriminantly applied.

1681
02:12:25,240 --> 02:12:28,060
And again, that was a requirement that came out of the last slide, just like a session.

1682
02:12:29,200 --> 02:12:30,840
So I'll entertain any questions at this time.

1683
02:12:31,720 --> 02:12:34,560
Members, any questions from this momentary, Mr. Audit?

1684
02:12:39,900 --> 02:12:57,780
I guess my first question we took out in under the statement of philosophy under B, we struck the word school, it's as schools, and then we struck have a responsibility to parents and students, and then from there goes on to do it.

1685
02:12:57,780 --> 02:13:04,920
But I'm just, I wasn't in the discussion, so I'm curious why we're removing the responsibility

1686
02:13:04,920 --> 02:13:08,600
to parents and students related to a safe environment.

1687
02:13:10,860 --> 02:13:14,560
Are you talking about Section 2B in that?

1688
02:13:15,120 --> 02:13:19,200
Okay, and that talks about have a responsibility to parents and students, which goes beyond

1689
02:13:19,200 --> 02:13:20,140
the educational program?

1690
02:13:20,320 --> 02:13:20,640
Yes.

1691
02:13:22,360 --> 02:13:28,960
I will say from a legal perspective, one of my goals would be to eliminate any kind of

1692
02:13:32,300 --> 02:13:36,220
I think we obviously recognize that we have a responsibility

1693
02:13:36,220 --> 02:13:38,300
to parents and students.

1694
02:13:39,120 --> 02:13:41,280
Those come from the educational program.

1695
02:13:41,560 --> 02:13:45,380
To me, the statement actually is somewhat broad,

1696
02:13:45,540 --> 02:13:47,840
and it doesn't necessarily reflect anything from statute.

1697
02:13:49,240 --> 02:13:52,300
There are, again, even if you see the section A statement

1698
02:13:52,300 --> 02:13:54,420
of philosophy on conduct and discipline.

1699
02:13:55,120 --> 02:13:58,780
I think talking about philosophy and school board policy

1700
02:13:58,780 --> 02:14:00,740
isn't necessarily something that you want to do either.

1701
02:14:00,800 --> 02:14:04,160
You really want to just stay with the parameters, aren't you?

1702
02:14:04,720 --> 02:14:04,780
Yeah.

1703
02:14:05,260 --> 02:14:11,040
I think that, I mean, when I read it, I don't think that the word educational program

1704
02:14:11,040 --> 02:14:17,040
in there is probably what broadens it, you know, if you had it say schools have a responsibility

1705
02:14:17,040 --> 02:14:22,360
to parents and students to provide students with a suitable environment while on the school

1706
02:14:22,360 --> 02:14:22,780
premises.

1707
02:14:22,780 --> 02:14:29,940
to me, it seemed that the intent really was just talking about the responsibility that the

1708
02:14:29,940 --> 02:14:35,880
schools have to the community to specifically to the parents and their children to provide

1709
02:14:35,880 --> 02:14:40,880
them with a safe suitable environment, et cetera. So I felt like it actually added something.

1710
02:14:41,060 --> 02:14:47,640
I liked the idea of saying this school district has a responsibility to parents and I'd prefer

1711
02:14:47,640 --> 02:14:52,360
personally prefer not to remove it for that reason.

1712
02:14:57,900 --> 02:14:59,980
So I guess I just put that out for...

1713
02:15:01,540 --> 02:15:29,340
Discussion. Then, Section E, which was added, and we say the school board values, this part about efforts to prevent dismissal severely detection of problems, and it kind of is joined together, I think, maybe not really, but in thought, with F, which talks about these non-exclusionary disciplinary policies and practices, what's the genesis of the F, the non-exclusionary?

1714
02:15:29,340 --> 02:15:31,500
Where is that coming from?

1715
02:15:31,740 --> 02:15:45,000
Again, it's a definition that was added in the last legislative session, and you'll also see in the people for a dismissal act, it says before you dismiss a student, you must attempt non-exclusionary disciplinary policies and practices.

1716
02:15:45,000 --> 02:15:49,880
Yeah. So, it is a requirement. I will say as a matter of practice,

1717
02:15:50,800 --> 02:15:55,040
happily the school district really does that in pretty much 99% of the cases.

1718
02:15:55,040 --> 02:15:59,580
If you look at the definition of non-exclusionary discipline policies and practices,

1719
02:16:00,040 --> 02:16:03,280
many things that we're already doing in most pretty much all of our schools.

1720
02:16:03,860 --> 02:16:12,100
Yeah. So, but the change to the law, especially with regard to K through three,

1721
02:16:12,100 --> 02:16:13,320
I did a few things, right?

1722
02:16:13,380 --> 02:16:20,660
First it said, it really limited the ability to suspend the student.

1723
02:16:21,820 --> 02:16:25,160
And then it added in that before you could, you had to do that.

1724
02:16:25,160 --> 02:16:30,500
I think it said at least one, I don't remember exactly how I was worded from that discussion,

1725
02:16:32,100 --> 02:16:38,720
but you had to do some, it said, I don't think you were required to do all these things,

1726
02:16:39,100 --> 02:16:39,260
right?

1727
02:16:39,420 --> 02:16:39,900
That's correct.

1728
02:16:40,100 --> 02:16:42,640
This is sort of a menu of things you could choose from.

1729
02:16:42,640 --> 02:16:49,180
that's fair. And when our administration brought forward the changes to the policy, they were pretty

1730
02:16:49,180 --> 02:16:54,390
concerned with those changes. It was difficult. It was going to limit the ability to

1731
02:16:55,960 --> 02:17:02,020
suspend a child who, you know, I don't remember. There was something like 600 cases that we had

1732
02:17:02,020 --> 02:17:06,500
that had happened in the previous year that now would not be able to be suspended.

1733
02:17:07,760 --> 02:17:08,240
So,

1734
02:17:11,210 --> 02:17:15,450
on the one hand, I like the idea of saying the board values efforts to prevent dismissal

1735
02:17:15,450 --> 02:17:16,030
for students.

1736
02:17:16,130 --> 02:17:16,830
Clearly we do.

1737
02:17:17,010 --> 02:17:22,490
It would be the best thing if we could have students behave in such a way keep them

1738
02:17:22,490 --> 02:17:23,790
in school that would be great.

1739
02:17:24,370 --> 02:17:29,430
And then when you kind of connect that into this next one that talks about the non-exclusionary

1740
02:17:29,430 --> 02:17:36,230
disciplinary policies and practices and then the subsequent impact to the ability to discipline

1741
02:17:36,230 --> 02:17:38,790
or to suspend K through three.

1742
02:17:39,130 --> 02:17:41,170
Now that all to me feels like it rolls together

1743
02:17:41,170 --> 02:17:42,270
and it says, well, this is something

1744
02:17:42,270 --> 02:17:43,930
that board really wanted to do.

1745
02:17:44,290 --> 02:17:46,070
Board was really interested in doing that,

1746
02:17:46,070 --> 02:17:48,470
we're really interested in promoting

1747
02:17:48,470 --> 02:17:50,890
the non-exclusionary practices, et cetera.

1748
02:17:52,430 --> 02:17:57,070
And I can't really think of how to sail that differently.

1749
02:17:57,870 --> 02:18:02,510
But I wonder if the language in E and F are those,

1750
02:18:02,690 --> 02:18:05,430
are you viewing those to be required

1751
02:18:05,430 --> 02:18:11,970
in order to reflect the new statute or are they there for a different purpose?

1752
02:18:13,350 --> 02:18:19,410
Well, clearly again, provisions concerning non-exclusion or disciplining practices are moving

1753
02:18:19,410 --> 02:18:20,970
it forward from the statute.

1754
02:18:22,510 --> 02:18:28,010
I will tell you as a matter of, it's a reality that we face, not just, you know, can

1755
02:18:28,010 --> 02:18:34,350
have been schools, but 1.40 plus schools were brought in to an effort through the Department

1756
02:18:34,350 --> 02:18:37,670
of human rights to modify discipline policies.

1757
02:18:37,930 --> 02:18:41,530
We know that the MDE is constantly looking at student dismissals.

1758
02:18:42,190 --> 02:18:48,470
And it is an area where schools are under considerable pressure as it relates to that.

1759
02:18:48,510 --> 02:18:56,990
And I also realize, and you made a reference to this, we have, you know, we have some

1760
02:18:56,990 --> 02:19:03,930
serious situations where the staff and the administration needs time to take an opportunity

1761
02:19:03,930 --> 02:19:07,930
to plan for a student discipline oftentimes isn't used for

1762
02:19:09,350 --> 02:19:14,190
consequences used for planning, for an opportunity to teach

1763
02:19:14,190 --> 02:19:17,650
pro-social behaviors and work on it, you know, proactively.

1764
02:19:18,750 --> 02:19:20,830
So I don't know if I'm answering your question.

1765
02:19:21,070 --> 02:19:30,490
I certainly appreciate the notion of recognizing that maybe

1766
02:19:30,490 --> 02:19:32,650
the legislature goes in a particular direction

1767
02:19:32,650 --> 02:19:40,610
that we have to kind of kind of get in line with, but also maybe make some challenges present

1768
02:19:40,610 --> 02:19:41,850
some challenges for us for sharing.

1769
02:19:42,490 --> 02:19:47,930
Yeah, well, and you raised another issue, which was this whole thing from the Minnesota Department

1770
02:19:47,930 --> 02:19:52,850
of Human Rights and the pressure they put on schools to change their disciplinary practices,

1771
02:19:53,490 --> 02:19:55,970
which I don't agree with.

1772
02:19:58,010 --> 02:19:59,970
And so now they've come out.

1773
02:20:00,880 --> 02:20:27,620
And they've sort of, you know, you said heavily influenced, put a lot of pressure on, acted outside a statute to put that pressure on, and now we're coming with changes to the policy that, to me, again, when people look at the policy, I don't think they can always tell the difference between what statutory or what is just actual board policy, and especially when we add in a statement that says, you know, the board value is the efforts to do it.

1774
02:20:28,340 --> 02:20:33,560
And again, I do, I don't want to suspend kids for any particular reason, but if it's

1775
02:20:33,560 --> 02:20:40,100
if our administrators deem it's necessary, then I think it's worth looking at it.

1776
02:20:40,960 --> 02:20:44,160
So it's kind of like the totality of what we're doing here.

1777
02:20:44,460 --> 02:20:51,000
Seems to imply these are more heavily waived by the board, or included on it, it's sort

1778
02:20:51,000 --> 02:20:56,340
of our behest, and they're really not, they're included, because the state required it

1779
02:20:56,340 --> 02:21:02,560
again. And that's the substance of how I feel about that. And so I was just curious to understand

1780
02:21:02,560 --> 02:21:10,900
how we landed on those couple of things. And I think you have explained it. So I appreciate

1781
02:21:11,580 --> 02:21:12,100
that.

1782
02:21:12,800 --> 02:21:14,440
Thank you.

1783
02:21:17,580 --> 02:21:26,020
Next when we get into a few of the things where it relates to the authority, who's got the authority

1784
02:21:26,020 --> 02:21:32,020
to implement the policy and we're changing the words generally from the resting with the building

1785
02:21:32,020 --> 02:21:38,540
principle and changing it more broadly to school administration. Then my read on that is you

1786
02:21:38,540 --> 02:21:45,860
go from one specific person who's got responsibility that be in the principle and you change it

1787
02:21:45,860 --> 02:21:52,820
to school administration. Suddenly there isn't a specific person anymore and so I'm curious why

1788
02:21:53,600 --> 02:22:07,640
I think it's just a broadly reflected, at least in the schools, in many situations you have involvement of certain administrators and disciplinary consequences acting on decision to suspend, for example.

1789
02:22:08,480 --> 02:22:14,080
I think it just reflects our reality quite honestly, in terms of how it rolls out, the principal may not always be involved.

1790
02:22:15,580 --> 02:22:19,600
They are through, they've delegated that authority, though, have they not?

1791
02:22:20,440 --> 02:22:24,920
Fair, yeah, I mean, but someone needs to be present when a decision is made, for example, on a suspension.

1792
02:22:25,960 --> 02:22:29,280
So the principle might not be automatically or immediately involved in that.

1793
02:22:29,520 --> 02:22:31,240
No, but I would say there's still responsible.

1794
02:22:32,060 --> 02:22:32,380
They're accountable.

1795
02:22:32,400 --> 02:22:33,520
I don't, I don't disagree.

1796
02:22:33,900 --> 02:22:36,800
I think that the notion with respect to the policy, though, I think,

1797
02:22:37,000 --> 02:22:40,900
was to broadly recognize that it's not just always sitting with the principle.

1798
02:22:42,500 --> 02:22:44,180
Okay, thank you.

1799
02:22:47,770 --> 02:22:48,550
Hold on.

1800
02:22:50,590 --> 02:22:52,630
You have to ask your question, Herr?

1801
02:22:52,970 --> 02:22:57,310
No, I mean, is that a point of clarification, Mr. Audit?

1802
02:22:58,250 --> 02:22:58,850
Sure.

1803
02:22:59,410 --> 02:22:59,790
Yeah, there we go.

1804
02:23:00,270 --> 02:23:01,610
Chair Anderson, thank you.

1805
02:23:01,850 --> 02:23:05,610
Could part of that relate to in some of our sites,

1806
02:23:06,190 --> 02:23:08,290
we have an administrative lead,

1807
02:23:08,350 --> 02:23:10,470
who does not have the title of principle.

1808
02:23:11,490 --> 02:23:13,890
So we have had a couple sites,

1809
02:23:13,890 --> 02:23:21,790
the lead person is director of something, and yet our policy needs to be consistent across all

1810
02:23:21,790 --> 02:23:26,570
education sites. So would that be an example of why we maybe would say administration

1811
02:23:26,570 --> 02:23:32,970
versus a title such as principal? Yes. I do believe that was some of the conversation.

1812
02:23:34,010 --> 02:23:40,290
Yeah, and that makes sense. I guess I, how I see it all, to me, okay, the principal is, they're running the school.

1813
02:23:40,290 --> 02:23:42,730
So they have the overall responsibility, no matter what.

1814
02:23:43,170 --> 02:23:45,630
Any, any authority that they delegate

1815
02:23:45,630 --> 02:23:48,790
didn't beneath them still falls under them.

1816
02:23:49,170 --> 02:23:51,170
So that's the way that red before now

1817
02:23:51,170 --> 02:23:53,590
it says something called school administration,

1818
02:23:54,150 --> 02:23:55,690
which we don't know who that is anymore,

1819
02:23:55,910 --> 02:23:57,330
who had the authority to do that.

1820
02:23:57,990 --> 02:23:58,950
But I don't know.

1821
02:23:59,510 --> 02:24:01,270
It didn't seem to strengthen it to me.

1822
02:24:01,470 --> 02:24:03,530
Yeah, I broaden it in the sense that other people

1823
02:24:03,530 --> 02:24:04,670
might be involved, I think they always

1824
02:24:04,670 --> 02:24:05,390
could have been involved.

1825
02:24:05,990 --> 02:24:09,750
It just based on the principles of ability to delegate it.

1826
02:24:09,750 --> 02:24:20,390
It's the same thing here with the superintendent being overall responsible for everything can delegate to other administrators under them and certainly does, but never not the responsible person.

1827
02:24:20,690 --> 02:24:27,910
I think that not what's saying those remarks are certainly was no intent to soften the principles involved in a responsibility.

1828
02:24:28,350 --> 02:24:34,050
I think it was just reflecting what is the reality in many of our buildings.

1829
02:24:34,050 --> 02:24:34,610
Okay,

1830
02:24:38,280 --> 02:24:57,340
and then I had a question about under the implementation of the policy on weapons, and you added in under number one, and it's that language consistent with state law, the board may modify the requirement case by case, etc.

1831
02:24:57,840 --> 02:24:59,960
What is, could you, could you talk to that?

1832
02:25:00,000 --> 02:25:04,860
What is that? What is the state law allowing and why?

1833
02:25:05,480 --> 02:25:12,160
Yeah, I mean, it's interesting. So if you look at the gun free schools act, the federal law, which

1834
02:25:12,160 --> 02:25:18,000
has certain requirements, and you look at Minnesota statute, it basically says the school will expel

1835
02:25:19,280 --> 02:25:28,160
for possession of a firearm in particular, and then it goes on to say the board can exercise discretion to

1836
02:25:28,160 --> 02:25:41,900
to basically deviate. So, this is, this is indicative of what the, again, the language of the statute would say and it's just adding that on to be consistent.

1837
02:25:42,340 --> 02:25:48,960
I think that the other thing that I, that, I mean, I can tell you at least from a, um, a practitioner standpoint.

1838
02:25:52,070 --> 02:25:58,530
Some of the stuff that actually came out of the time period when we were talking in zero tolerance policies.

1839
02:25:59,010 --> 02:26:07,590
We had an occasional situation of a student rings a little attached pocket knife to a keychain that's not intended to do it cause any harm.

1840
02:26:08,110 --> 02:26:11,590
We had some school boards in the state that were moving for expulsions in those situations.

1841
02:26:11,890 --> 02:26:19,350
Clearly give some discretion, not just for administration, I think, on some level, but also for the school board to look at and say,

1842
02:26:19,350 --> 02:26:21,010
Not to come in and say, our hands are tied.

1843
02:26:21,070 --> 02:26:23,610
Policy dictates us to have the South come.

1844
02:26:24,190 --> 02:26:28,170
You might entertain some understanding of that student

1845
02:26:28,170 --> 02:26:28,810
circumstances.

1846
02:26:30,350 --> 02:26:31,730
And that makes sense, of course.

1847
02:26:32,470 --> 02:26:35,230
It says the board has to do it on a case by case basis.

1848
02:26:37,310 --> 02:26:44,690
So what I assume that if a student brought a firearm or whatever,

1849
02:26:45,150 --> 02:26:48,770
I guess, is it, by the way, is this specific

1850
02:26:48,770 --> 02:26:54,390
to an actual firearm, or it also refers to replicas, or any of that, is are they all in scope

1851
02:26:54,390 --> 02:26:55,530
for that federal law?

1852
02:26:55,730 --> 02:26:56,050
I don't know that.

1853
02:26:56,050 --> 02:27:02,050
Yeah, federal law, if I'm recalling correctly, I think the federal law actually dealt with

1854
02:27:02,050 --> 02:27:07,050
the definition of firearm, that was a federal definition that wasn't necessarily going

1855
02:27:07,050 --> 02:27:07,930
to pertain to local eggs.

1856
02:27:07,970 --> 02:27:12,510
I think this school policy, and this is consistent with how MSBAs rolled out in a lot of

1857
02:27:12,510 --> 02:27:17,890
school boards, there's a broader recognition of weapons in general to have a prohibition.

1858
02:27:18,810 --> 02:27:27,790
I get, I mean, my question is, I'm aware of right examples in the past year where a student

1859
02:27:27,790 --> 02:27:31,830
has either brought a firearm, a replica firearm, a toy or something in between.

1860
02:27:32,570 --> 02:27:38,150
But I don't recall having case by case discussions on that at the board level, so I'm trying

1861
02:27:38,150 --> 02:27:44,650
to understand why we have not or if we should be based upon this.

1862
02:27:44,650 --> 02:27:53,730
I think the reality is, in many situations, through our district level, principles that deal

1863
02:27:53,730 --> 02:27:57,810
with discipline issues, oftentimes they're looking to find solutions, they're working

1864
02:27:57,810 --> 02:28:05,190
with parents and kids to provide kind of a reasonable response to a violation of the

1865
02:28:05,190 --> 02:28:05,490
policy.

1866
02:28:06,170 --> 02:28:09,690
So it's not surprising that it wouldn't come forward to the board in a lot of those situations.

1867
02:28:09,690 --> 02:28:14,610
At least that's my understanding of how it's kind of rolled out more recently.

1868
02:28:14,950 --> 02:28:22,690
But if a student brought a weapon, and the law says they shall be shall be expelled,

1869
02:28:22,850 --> 02:28:24,050
which means they must.

1870
02:28:25,310 --> 02:28:29,070
And then we say however the board can modify this on a case by case basis.

1871
02:28:29,070 --> 02:28:33,650
I can't see how that wouldn't always come before the board.

1872
02:28:34,790 --> 02:28:38,590
So, Tim, can I just, okay, so let me just weigh in a little bit.

1873
02:28:38,590 --> 02:28:44,810
We have, and I don't remember the name of the document off the top of my head, but we through

1874
02:28:44,810 --> 02:28:52,750
previous superintendent, they've delegated certain authorities down to the principal level,

1875
02:28:53,290 --> 02:29:01,650
and Jeff, if you can help me remember, there's a lot of remediation or whatever other things

1876
02:29:01,650 --> 02:29:07,330
that go on, but there are certain circumstances that would be elevated to the board.

1877
02:29:07,330 --> 02:29:14,070
We might have just pulled that out and dust that off, and just, because off the top of my head, I don't remember, it's been a while.

1878
02:29:17,050 --> 02:29:18,930
So, Mr. Simon, yeah, if you,

1879
02:29:23,170 --> 02:29:27,830
I might have, I might have wanted to hear yours first, because I might have built it off at that.

1880
02:29:27,990 --> 02:29:37,770
In general, if an expulsion comes to the board, which we, we do not get many of those anymore, because we have an egg.

1881
02:29:37,770 --> 02:29:40,770
What do we call it? The expulsion.

1882
02:29:42,070 --> 02:29:42,750
I forget.

1883
02:29:43,170 --> 02:29:44,730
I can't remember the name, yes.

1884
02:29:45,270 --> 02:29:46,310
So we have consequences.

1885
02:29:48,350 --> 02:29:48,890
Our, our,

1886
02:29:50,330 --> 02:29:51,590
given for many things,

1887
02:29:51,730 --> 02:29:54,310
but it is down to a level,

1888
02:29:55,190 --> 02:29:56,190
principle level.

1889
02:29:56,550 --> 02:29:58,790
I guess probably superintendent level,

1890
02:29:59,270 --> 02:29:59,950
but when we do it.

1891
02:30:00,000 --> 02:30:07,280
We have an expulsion that comes to the board, which we do not have that many anymore. There is flexibility

1892
02:30:07,280 --> 02:30:11,600
for the board to do this. So, we'll now use to have a different process. Many expulsions

1893
02:30:11,600 --> 02:30:17,180
would come to the board. And we did have these discussions about how, you know, like for example,

1894
02:30:17,300 --> 02:30:27,300
I'll remember one. A hunting knife was left into a backpack after a kid went hunting with his

1895
02:30:27,300 --> 02:30:33,140
types of situations may be differently than something being brought to school with intent

1896
02:30:33,140 --> 02:30:34,180
for example.

1897
02:30:34,980 --> 02:30:37,100
So I don't know if that probably doesn't clarify anything.

1898
02:30:38,620 --> 02:30:41,020
Well, and I think we've, oh, go ahead, Casey.

1899
02:30:41,740 --> 02:30:46,420
I just think before we continue debating it, too, it's probably important for us to read the exact words

1900
02:30:46,420 --> 02:30:52,560
that are here in item E that consistent with state law, the school board may modify this

1901
02:30:52,560 --> 02:30:57,320
requirement on a case by case basis. And also the recommendations for expulsion have to be consistent

1902
02:30:57,320 --> 02:31:03,300
with limitations imposed by state and federal special ed and disability laws. So that is likely

1903
02:31:03,300 --> 02:31:09,220
why you haven't seen case by case items coming because we may do that, but we must not

1904
02:31:09,220 --> 02:31:18,180
in all situations. So, Chair Anderson, however, the modification is to the federal requirement

1905
02:31:18,180 --> 02:31:23,640
that a student who brings a weapon to school shall be expelled, and the shell has very specific

1906
02:31:23,640 --> 02:31:29,560
meaning, which means what it says they shall. So then if the school board is going to modify,

1907
02:31:30,580 --> 02:31:38,640
on a case-by-case basis, and we've got the legal mind here, but I feel that what that is saying is

1908
02:31:38,640 --> 02:31:45,980
we have to, that authority can't be delegated, that has to that has to rest right here in the school board.

1909
02:31:47,580 --> 02:31:54,520
Well, I think these are good questions, and obviously we might have to do another legal review

1910
02:31:54,520 --> 02:31:57,220
of that potential, eh?

1911
02:31:57,880 --> 02:31:59,200
Just to circle up on that.

1912
02:31:59,700 --> 02:32:02,320
Yeah, I certainly, we can certainly do that, Chair Anderson.

1913
02:32:02,760 --> 02:32:06,820
I will say, I mean, and I think it's fair point.

1914
02:32:06,900 --> 02:32:12,980
I mean, the policy incorporates what the statutory requirements say, and practice the way

1915
02:32:12,980 --> 02:32:16,860
that it's worked in near every school district in the state,

1916
02:32:17,480 --> 02:32:20,540
has been that there's a fairly broad delegation of authority

1917
02:32:20,540 --> 02:32:23,420
to administration at least in terms of discipline.

1918
02:32:23,560 --> 02:32:25,120
Expectations are set by the board,

1919
02:32:27,400 --> 02:32:29,380
and then within this context,

1920
02:32:29,460 --> 02:32:31,000
at least in this school district, many others,

1921
02:32:31,700 --> 02:32:33,900
then administration will work on those individual circumstances

1922
02:32:33,900 --> 02:32:37,020
necessarily before the issue arises to the board.

1923
02:32:38,260 --> 02:32:45,060
But I think it's, I understand the, the remarks of director Adat.

1924
02:32:46,690 --> 02:32:48,650
Thank you.

1925
02:32:49,070 --> 02:32:51,310
Hang on, he's, Matt, do you still have more questions?

1926
02:32:51,330 --> 02:32:56,130
I just, my last question relates to all of the change we made in the complaint procedure,

1927
02:32:56,650 --> 02:33:00,850
and I want to make sure I understand it because we've introduced to me some new terms.

1928
02:33:00,850 --> 02:33:06,970
there are titles, the print, the, let's see here.

1929
02:33:07,190 --> 02:33:10,130
The principal elementary student conduct?

1930
02:33:10,270 --> 02:33:13,250
I think it should be of, so that is a,

1931
02:33:13,410 --> 02:33:15,030
first of all that is a position, right?

1932
02:33:15,470 --> 02:33:18,650
We have a principle of elementary student conduct,

1933
02:33:18,710 --> 02:33:23,390
and we have a principal of secondary student conduct, is that, right?

1934
02:33:27,130 --> 02:33:30,590
And we struck some language related to the Compass program,

1935
02:33:30,590 --> 02:33:35,950
So I'm assuming that we're talking about the principle of that program, is that right?

1936
02:33:36,290 --> 02:33:36,730
That's correct.

1937
02:33:40,550 --> 02:33:47,490
So is this the portion of our process that you were referring to previously about this

1938
02:33:47,490 --> 02:33:55,810
delegation, is that the effect of this, is this describing that specific thing where we

1939
02:33:55,810 --> 02:34:03,970
delegated authority for that person to rather than, I guess, recommend a student for

1940
02:34:03,970 --> 02:34:08,370
exposed and to come up with some alternative. Is that what this is?

1941
02:34:08,370 --> 02:34:15,050
You know, I, not, no, it's not. It's actually pertaining to a new requirement that

1942
02:34:15,050 --> 02:34:20,430
on its way to the statute that said that we needed to have a complaint process for

1943
02:34:20,430 --> 02:34:35,890
And basically individuals could be a student who's maybe alleged person to have engaged in the misconduct, it could be the student or their family who thinks that the consequence wasn't sufficient.

1944
02:34:36,250 --> 02:34:38,510
It could include a staff member.

1945
02:34:39,390 --> 02:34:44,050
So this basically says, you know, school district doubt shall have a complaint process for that type of information.

1946
02:34:44,050 --> 02:34:45,870
So this is all about the complaint.

1947
02:34:46,130 --> 02:34:49,550
We've included that because that's specific to how we're operating.

1948
02:34:49,550 --> 02:34:54,790
that's correct and I will tell you that this is one area where the statute didn't

1949
02:34:54,790 --> 02:34:59,790
say exactly what that complaint process needed to look like, so we develop this one.

1950
02:35:00,000 --> 02:35:04,400
After looking at other policies and MSB policy. Thank you.

1951
02:35:05,420 --> 02:35:15,490
Thank you, Chanderson. Going back to the previous discussion on letter E, the implementation of the policy on weapons.

1952
02:35:16,310 --> 02:35:25,190
And then item 1, the two sentences seeming to possibly contradict each other. If I was understanding Mr. Audette's questions correctly.

1953
02:35:25,190 --> 02:35:34,390
I am curious or wondering if the intent of the second sentence, which says the school board

1954
02:35:34,390 --> 02:35:42,410
may modify this requirement, if the this is referring to our implementation of the policy on

1955
02:35:42,410 --> 02:35:50,110
weapons and not that the this is specific to the federal gun free schools act of 1994.

1956
02:35:50,110 --> 02:36:04,770
And the reason I'm curious on that is thinking back to previous cases, either Minnesota or statewide and I'm thinking of the one that involved a student who had a box cutter from work in the car, I mean that was in all of the news.

1957
02:36:05,250 --> 02:36:17,430
So that that would be a case by case recommendation that a board might consider, but that's related to weapons, not necessarily related to the gun free schools act.

1958
02:36:17,430 --> 02:36:24,610
So, I don't know if part of my interpretation of this is making it more complicated or less,

1959
02:36:24,610 --> 02:36:32,850
but it seems like that second sentence of E1 is related to our policy on weapons, not necessarily

1960
02:36:32,850 --> 02:36:40,150
specifically related to the federal law which is cited in the sentence above it.

1961
02:36:42,010 --> 02:36:42,890
Yeah,

1962
02:36:45,170 --> 02:36:51,370
that might be a fair read quite honestly as I'm sitting here right now, and I'm thinking back to what the statute says the statute.

1963
02:36:52,950 --> 02:37:01,210
Again, that uses the word shell as referencing specifically to a firearm, so this might be consistent with what you're saying here.

1964
02:37:02,390 --> 02:37:10,230
Although, as again, I'm sitting night on the statute in front of me, I believe that that's the very same statute that does a forward and exception.

1965
02:37:14,520 --> 02:37:19,360
So there's kind of a pullback, it's like you shall do this, but you know, and have to do this.

1966
02:37:19,380 --> 02:37:22,460
It's a very odd way of the way the statute's written quite honestly.

1967
02:37:23,660 --> 02:37:23,780
Okay.

1968
02:37:25,520 --> 02:37:30,980
Well, I think the conversation, I think it's a good one to take a quick look at that.

1969
02:37:31,400 --> 02:37:35,440
And hopefully we have a nod, you know, from the rest of the board of the council.

1970
02:37:35,640 --> 02:37:37,040
Mr. Simon has another comment?

1971
02:37:37,920 --> 02:37:39,300
Not another. This is my first.

1972
02:37:39,300 --> 02:37:43,480
Okay, I'm going to comment on others, this is all right, but Mr. Simon has a comment.

1973
02:37:43,800 --> 02:37:45,820
Thank you very much, Chair Anderson.

1974
02:37:47,380 --> 02:37:55,180
So I guess just coming on what we talked about a little bit, when we, on the first one

1975
02:37:55,180 --> 02:38:02,960
where it took the line of parents out and met you asked about, you know, I don't know how

1976
02:38:02,960 --> 02:38:05,860
this discussion goes or how these, how this comes about.

1977
02:38:05,860 --> 02:38:12,720
So much of this is modified by legal counsel and recommendations, right?

1978
02:38:13,080 --> 02:38:22,960
So they'll cross out things to clarify, to update state statute, and then the policy committee just reviews that and we have questions if we have concerns, things like that.

1979
02:38:24,060 --> 02:38:35,840
That, that one I just want to make sure that people understand and that the community understands there is there is no intent to take the parents out of the equation for

1980
02:38:35,840 --> 02:38:41,840
education, specifically on our very first policy that we have, which is our mission of our school district 104.

1981
02:38:42,300 --> 02:38:47,500
It acknowledges parents role as their children's primary educator and partnering with them to increase student achievement.

1982
02:38:48,080 --> 02:38:53,500
So there's no intent upon that whatsoever out of a 506 district student policy.

1983
02:38:53,960 --> 02:39:01,580
I do think that on the weapons, I think that's a really fair legal question to go back and look at if that's contradicting.

1984
02:39:01,580 --> 02:39:09,080
And specifically, the procedures that we're using for expulsion right now are expulsion exclusion,

1985
02:39:09,080 --> 02:39:16,340
I think we call it, if that is following what we, that following legal, right?

1986
02:39:16,620 --> 02:39:21,160
If it's in the school board's hands, are we doing that correctly specifically for weapons and

1987
02:39:21,160 --> 02:39:21,980
maybe for other things?

1988
02:39:21,980 --> 02:39:26,400
I think that's a very fair legal question that I would like to hear about also.

1989
02:39:26,400 --> 02:39:34,580
I did have one question that we did not go over, that Tim, you and I actually talked about

1990
02:39:34,580 --> 02:39:43,180
offline out of the committee, but that is on page 5, 12, talking about student attire and

1991
02:39:43,180 --> 02:39:45,320
the change that we made there.

1992
02:39:46,300 --> 02:39:52,300
And the question that I still have, and it would have been with our current policy, or with

1993
02:39:52,300 --> 02:39:59,620
wording of this new policy, or maybe any recommendation we would make is, who's judgment?

1994
02:40:00,000 --> 02:40:18,040
Do we use or what judgment do we use to find out if a shirt or clothing article is vulgar, obscene, has what words are injectable to people and who, like, what do we use to determine that?

1995
02:40:18,780 --> 02:40:26,360
Because, you know, in the national media, you hear a lot of things about students' expel for this or that or what have you whether that's true or not.

1996
02:40:26,360 --> 02:40:30,740
And I just want to make sure that we're not too broad here, and that at least our practice

1997
02:40:30,740 --> 02:40:35,780
is using something consistent and rational and logical coming to those decisions.

1998
02:40:36,240 --> 02:40:39,400
So, you've not talked about this, you gave me a great answer before, so I just wanted

1999
02:40:39,400 --> 02:40:41,500
you to be able to give that to the public also.

2000
02:40:42,200 --> 02:40:42,300
Sure.

2001
02:40:42,300 --> 02:40:47,320
And some of the interest in some of the conversation that came up in the policy committee

2002
02:40:47,320 --> 02:40:52,320
was around potentially addressing hate groups that might operate.

2003
02:40:52,320 --> 02:40:59,020
And so, when we were looking at that issue and having some conversation, we went back and looked at MSBA policy.

2004
02:41:00,120 --> 02:41:03,680
And that is where this language comes from specifically.

2005
02:41:04,380 --> 02:41:11,120
What I will say to your specific question, director Simon's is the, our Simon.

2006
02:41:12,640 --> 02:41:17,420
I'm sorry, actually. I am changing school boards and that was an honest mistake.

2007
02:41:19,280 --> 02:41:23,840
Nevertheless, is really, it's always going to be context specific, right?

2008
02:41:24,020 --> 02:41:31,960
So there are, there are details in which we're going to want to recognize that certain symbols

2009
02:41:31,960 --> 02:41:41,100
on someone's shirt could be worn and utilized in a manner which is intended to actually,

2010
02:41:41,840 --> 02:41:49,100
Almost in terms of almost pure speech, it really communicates a message, if I use the example

2011
02:41:49,100 --> 02:41:55,200
of if if if if if if a sure said KKK on it and represented clearly a message which has

2012
02:41:55,200 --> 02:42:04,100
a long tortured history related to not just discrimination but dehumanization, it would

2013
02:42:04,100 --> 02:42:09,060
be something where it's pretty easy sign. Are there subtle in between's, I would say that

2014
02:42:09,060 --> 02:42:10,760
probably are going to be some subtle in between.

2015
02:42:10,980 --> 02:42:17,220
It may be a student just unknowingly has a shirt that communicates a particular message

2016
02:42:17,220 --> 02:42:19,120
and no one's offended by it.

2017
02:42:19,200 --> 02:42:24,040
So the idea is not to go around and to identify students wearing articles of clothing

2018
02:42:24,040 --> 02:42:27,780
which the principal might deem potentially offensive.

2019
02:42:27,800 --> 02:42:33,160
I think there's going to be some consideration about whether or not there's a context

2020
02:42:33,160 --> 02:42:37,320
here where someone is being directly impacted by that message.

2021
02:42:39,900 --> 02:42:46,340
Mister Simon I think one other detail you gave me and tell me if this is correct that I didn't get all the details

2022
02:42:46,340 --> 02:42:48,340
I'm sorry. No, that's okay. Is that

2023
02:42:49,380 --> 02:42:54,940
Case loss sets a lot of this to a right so case law in the past that have already

2024
02:42:54,940 --> 02:43:05,820
Have already gone through this and said that this specific symbol or this specific thing through case law that's already gone through minute Minnesota could set some of this.

2025
02:43:05,820 --> 02:43:06,560
So, is that true?

2026
02:43:06,760 --> 02:43:07,520
It is true.

2027
02:43:07,600 --> 02:43:11,740
I mean, I think maybe the perfect example can be Confederate flag cases.

2028
02:43:11,860 --> 02:43:16,940
So there have been a number of cases where the courts have looked at that type of message

2029
02:43:16,940 --> 02:43:27,520
and certainly understood that that message conveys something unique and historical and prohibitions

2030
02:43:27,520 --> 02:43:33,220
against that type of shirt would certainly be something that the school would have an interest

2031
02:43:33,220 --> 02:43:34,000
in.

2032
02:43:34,200 --> 02:43:35,720
School administration would have an interest in.

2033
02:43:35,720 --> 02:43:40,060
So yes, the answer is there are some, there's some case law and then there's always going to be some context.

2034
02:43:44,860 --> 02:43:47,780
Okay. Any other questions, comments?

2035
02:43:49,320 --> 02:43:52,280
Otherwise, we have a little bit more work to do on these, right?

2036
02:43:52,980 --> 02:43:54,940
Yep. Okay. Thank you.

2037
02:43:54,980 --> 02:43:55,600
All right. Thank you.

2038
02:43:59,710 --> 02:44:04,750
We are to almost our last agenda item, board correspondence and communication.

2039
02:44:05,010 --> 02:44:11,790
Members, this is your opportunity to share happenings in your community, report and committee assignments or other items of interest.

2040
02:44:13,390 --> 02:44:20,470
Mr. Shane, thank you, Chair Anderson, just a quick note about the Baptist School and the

2041
02:44:20,470 --> 02:44:21,410
start of the school year.

2042
02:44:21,630 --> 02:44:26,070
I think what I specifically wanted to point out is that I know a lot of our parent teacher

2043
02:44:26,070 --> 02:44:30,410
organizations are super active this time of year, and especially with some of the boundary

2044
02:44:30,410 --> 02:44:32,510
changes that we have had.

2045
02:44:32,510 --> 02:44:37,930
I've seen a ton of reach out and pulling in of the new school communities, and I just

2046
02:44:37,930 --> 02:44:41,770
really wanted to commend that and say thank you to those parent groups for doing that.

2047
02:44:41,770 --> 02:44:46,610
I think it's really making a huge difference to a really good and welcoming start to the

2048
02:44:46,610 --> 02:44:47,370
school year.

2049
02:44:47,610 --> 02:44:51,810
And also for our community members, if you've got neighborhood kids or you've got nieces

2050
02:44:51,810 --> 02:44:55,950
nephews, your own kids, grandchildren, anybody really that you're connected to, there

2051
02:44:55,950 --> 02:44:59,530
are a ton of community events in the fall at all of our local schools.

2052
02:45:00,000 --> 02:45:12,820
Some of them are fundraisers, some of them are just to get to know the school community. I'd really encourage you to reach out and ask and just participate so that you can see and share in that joy and that sense of belonging that everyone has in our school communities.

2053
02:45:14,020 --> 02:45:16,820
Great. Anybody else?

2054
02:45:18,960 --> 02:45:20,480
Thank you, Chair Anderson.

2055
02:45:21,840 --> 02:45:26,040
I was invited last Friday to link an elementary by Principal Zimmerman

2056
02:45:27,960 --> 02:45:30,360
to, I didn't take part in the fun run.

2057
02:45:30,500 --> 02:45:34,140
I'm not really running these days, but to be there for it

2058
02:45:34,140 --> 02:45:37,600
and also to see the homecoming parade, which I had never seen before

2059
02:45:37,600 --> 02:45:40,720
I didn't realize that parts of the band and some of the students

2060
02:45:40,720 --> 02:45:42,080
actually went through the hallways.

2061
02:45:42,800 --> 02:45:45,300
The best part of it was seeing them make two loops

2062
02:45:45,300 --> 02:45:48,800
through Lincoln and trying to decide who was having more fun.

2063
02:45:49,360 --> 02:45:51,040
The high schoolers who were going through

2064
02:45:51,040 --> 02:45:54,200
are the elementary students who were getting to watch it,

2065
02:45:54,520 --> 02:45:56,340
but it was fun all the way around.

2066
02:45:56,940 --> 02:45:59,520
So I really appreciate it being able to do that.

2067
02:46:00,800 --> 02:46:01,440
Mr. Simon.

2068
02:46:02,260 --> 02:46:09,660
So I heard from at least a few that the new model for high school,

2069
02:46:09,660 --> 02:46:13,780
ninth grade orientation was very, very positive

2070
02:46:13,780 --> 02:46:21,460
and helped schools set the atmosphere and the really set the expectations for the new students

2071
02:46:21,460 --> 02:46:26,700
coming in there. So I just wanted to give that feedback that I've heard that a lot and from

2072
02:46:26,700 --> 02:46:32,220
teachers and from principals and that's something that was really well received and they believe

2073
02:46:32,220 --> 02:46:37,800
helps the culture of their schools. Nice. Nice. Mr. Oda. Oh, thanks.

2074
02:46:39,860 --> 02:46:41,100
I a piggyback on that a little bit.

2075
02:46:41,100 --> 02:46:42,420
I heard similar.

2076
02:46:43,100 --> 02:46:51,060
I also heard that possibly doing that in middle school for sixth grade would be beneficial

2077
02:46:51,060 --> 02:46:56,040
to students as well and we haven't looked at it that I recall since I've been here, but

2078
02:46:56,040 --> 02:46:56,760
maybe it has been.

2079
02:46:56,860 --> 02:47:02,720
I suppose it has in the past, but for similar reasons I thought that might make sense.

2080
02:47:03,460 --> 02:47:08,620
And then a different issue that I was wondering about, because I heard from quite a few people

2081
02:47:08,620 --> 02:47:15,640
about the cell phone policy changes that we've made, and actually, you know, I would say

2082
02:47:16,140 --> 02:47:23,040
a lot of very positive responses to what we did, and I am just curious how you can maybe

2083
02:47:23,040 --> 02:47:26,740
update us at a different time about how that's going, you know, how the implementation

2084
02:47:26,740 --> 02:47:30,920
in schools, you know, what's it really look like on the ground, you know, how did it look

2085
02:47:30,920 --> 02:47:36,560
like the first week versus the second week and the third week where, you know, a favorite

2086
02:47:36,560 --> 02:47:39,460
The phones are students favorite device, right?

2087
02:47:40,360 --> 02:47:43,140
So day one, probably easy to get it out of their hands,

2088
02:47:43,300 --> 02:47:46,900
but curious how it's going on day 15 and 20.

2089
02:47:47,500 --> 02:47:49,240
And maybe you could do something with that.

2090
02:47:49,280 --> 02:47:52,480
Because I know a lot of people, we're interested in that.

2091
02:47:53,460 --> 02:47:54,420
OK, interesting.

2092
02:47:56,380 --> 02:47:57,180
Anybody else?

2093
02:47:58,540 --> 02:48:02,100
OK, well, we do not have a close session tonight.

2094
02:48:02,240 --> 02:48:05,420
So I would entertain motion to adjourn.

2095
02:48:05,580 --> 02:48:06,180
Thank you, Ms. Hase.

2096
02:48:06,180 --> 02:48:07,160
This is our second.

2097
02:48:07,960 --> 02:48:08,620
Thank you.

2098
02:48:08,720 --> 02:48:09,420
Ms. Here's my cardinal.

2099
02:48:09,560 --> 02:48:10,000
Any discussion?

2100
02:48:10,960 --> 02:48:11,380
Hearing none.

2101
02:48:11,600 --> 02:48:14,080
All those in favor signify by saying aye.

2102
02:48:14,580 --> 02:48:14,840
Aye.

2103
02:48:14,960 --> 02:48:16,320
Any opposed say no?

2104
02:48:16,880 --> 02:48:18,340
The six in favor and zero opposed.

2105
02:48:18,560 --> 02:48:19,280
We are adjourned.