[2:12] Order of business is agenda approval. Do I have a motion to approve tonight's agenda?

[2:19] So moved. Is there a second? Second.

[2:24] All right, we'll vote by roll call to approve tonight's agenda.

[2:31] And Director Allenburg, we're going to have, while they work on your sound, we're just going to have to have you give us a thumbs up.

[2:37] Okay,

[2:45] here comes up,

[2:51] I, I, I, I, all right, but vote of seven to zero, the motion passes and tonight agenda is approved.

[3:04] The first item on our agenda tonight is we are have an excellence in action that features e-dina high schools concert band and their talented director Paul Kyle.

[3:14] And so tonight's speakers include Senior Brook,

[3:19] Put Long, Senior Writhwick,

[3:22] Canch, Canch, Contraella, Senior Sophie Nason,

[3:28] Senior Ethan Trailer, and sophomore

[3:30] Eliana, Listen, and Director Paul Kyle.

[3:34] Welcome, and thank you for joining us this evening.

[3:37] Good evening, and thank you so much

[3:38] for the opportunity to be here tonight to visit with you.

[3:41] As you know, my name is Paul Kyle director of

[3:43] I did in high school, and I have wonderful students with me.

[3:47] We just wanted to take a moment and share with you a few of the very exciting things going on in the band program.

[3:54] We recognize you are as busy people as we are.

[3:58] And sometimes don't have the opportunity to attend band events or

[4:01] might not even be aware of all the things that are going on.

[4:04] Because it feels like there's always so many moving parts in our band program.

[4:08] So we thought we'd come tonight and highlight just a few of those things.

[4:13] Before we share some of what we have been up to, I would be remiss in this opportunity

[4:18] if I didn't share with you that what we do in the band program every day is grounded

[4:24] in building the durable skills that prepare young people for life, or what we might refer

[4:29] to here in Edina as the portrait of a well-rounded graduate.

[4:33] The reason I mention this is because these are not just skills the students simply learn about,

[4:38] but actually practice day in and day out through their participation in band.

[4:43] Whether it's expressing creativity, thinking, innovatively being effective communicators and

[4:48] collaborators, we're simply operating in a responsible and engaged way.

[4:52] These are durable skills that we practice every day simply because we have to in order to

[4:58] make the band class work.

[5:00] And it excites me that the same skills that we use to make band class work will set these

[5:05] students up for success later in life.

[5:07] And they also just happened to fulfill Eidine's mission of producing well-rounded graduates.

[5:15] So, it has been incredibly busy for the band program this year, but it's all been good and wildly exciting.

[5:21] I first wanted to share with you an event that we did way back in November when the Eidine Jazz won collaborated with the Concerto Dance Company

[5:28] and performed in their dance series at the Bloomington Arts Center.

[5:32] The band performed music from the famous Duke Ellington swing and not cracker sweet and we were in the pit in the performing arts center providing the live music for the dancers.

[5:43] I could tell you more because it was really an excited but instead I'm going to have one of our jazz members that was in the pit share with you her thoughts Sophie.

[5:54] Hi everyone, I'm Sophie and I play trumpet in jazz one playing with the Bloomington art center was so fun because we got to bring our band to the real world and make a lasting memory.

[6:02] It surprised me how many dancers and members of the audience came up to us after us and told us how amazing it was to have live music.

[6:09] Playing in a pit was a great experience and I'm so happy we had the opportunity to share music and love for the arts.

[6:14] Thank you.

[6:19] Shortly after that, the Edina concert band went to Chicago and performed at the world's most famous gathering of bands and band educators.

[6:27] the Midwest clinic. Now I should share with you the last time the

[6:31] Dynoban was at Midwest was 1960 under the band legend Butler Idol. We

[6:37] presented a session with Dr. Timothy Mar, who is the conductor emeritus of

[6:41] St. Olaf College, playing several of his works to a packed house. People from

[6:46] all over the United States and the world were in attendance and it was both an

[6:50] honor and a pleasure to present on that global stage representing Dynoban. Again,

[6:55] I could tell you more about this event,

[6:56] but I have two students who performed at Midwest

[6:58] here to give you their perspectives on this historic event.

[7:02] First, we'll be with Writwick and then Ethan.

[7:07] Hello, as you guys heard, my name's Writwick

[7:10] and I play Trombone and during that presentation,

[7:14] it was incredible to meet all these people

[7:17] from in an international space, is huge

[7:21] and having all these eyes on you.

[7:23] It kind of builds that pressure,

[7:24] but it also teaches you to really listen to yourself

[7:27] and see what other people would be listening to it.

[7:30] As well. Apart from the presentation,

[7:37] it was just a completely different way of working with music. Normally for concerts, we're just playing song and song and song.

[7:45] But this was a completely new way to work with music because we were working with Timothy Mar and how he flows and trying to incorporate ourselves into his flow, which I think is a really important skill to learn as a band student.

[7:57] And now, apart from the presentation, the whole clinic itself was really awesome.

[8:04] We got to listen to a band from Forty High School, who are down in Texas, who have an incredible

[8:09] music program.

[8:12] And they played music that our program can play, but they played it in a way with incredible

[8:17] intonation.

[8:18] And that just taught me a lot because anyone could play the music, but to have that listening,

[8:24] the power to just listen to each other and have that concise, same equal tone is changed the entire way

[8:31] that whole band sounded and it was just like changing.

[8:38] You know what I'm talking about the trombones?

[8:39] Oh, okay.

[8:43] At the clinic, there is a huge section for different manufacturers to advertise their instruments.

[8:50] And I got to try a bunch of trombones. I've never heard of a wrath trombone before.

[8:54] And I just immediately fell in love with it.

[8:57] It felt amazing, you sounded amazing on it,

[9:01] and you just felt, it was great.

[9:04] But the price wasn't great, but just to know that.

[9:08] Just to know how important instruments are as well,

[9:12] and just to get to try things you never get to try

[9:15] normally by just going to Schmidt back in Bloomington.

[9:21] My name's Ethan, I play clarinet in concert band.

[9:24] And for me, Midwest showed me how expansive and immersive

[9:29] conducting and playing the world can be.

[9:32] And I actually entered a raffle and managed to win a free piece of music

[9:35] for my band, which will be playing in the spring.

[9:39] It was an amazing experience and I would absolutely do it again.

[9:47] We then turned our attention to presenting at the 2026 Minnesota Music Educators Conference

[9:52] as we were selected through a rigorous audition to be able to perform.

[9:56] Being selected to perform is an honor in and of itself, and it would have been amazing to have performed,

[10:02] but it'll last the in-person conference was cancelled.

[10:05] Despite being cancelled, the band poured their hearts and souls into some absolutely amazing music

[10:11] and to tell you more about it is one of our concert band members Brooke.

[10:17] Hi, I'm Brooke. I'm a clarinet and concert band.

[10:20] So yes, I was cancelled this year, but the preparation for the music taught my classmates and I a great deal.

[10:27] I personally have private lessons with Karen Muffert Nelson, and she was doing a solo with us for that concert.

[10:34] So I got to play alongside her and learn the solo with her, which was kind of fun.

[10:39] But I think MMEA would have connected our concert band to amazing professional players, just like Karen.

[10:46] We're going to play some exciting pieces, Roma, Crescent Moon Dance La Forza, and then what would have been the world premiere of Tiny Abstract Paintings.

[10:55] I think Chris and Moon Dance would have been a really great piece of play and the audience would have enjoyed it.

[11:00] It followed a TV show with a girl who is also preparing for her concert band performances, which I think is really unique.

[11:09] Fortunately, we did get to play for, like, conference bands for the last time, which is really nice.

[11:14] And then the last week, I think Donna Donaldson, who I've added to the call of conference

[11:19] by Mason.

[11:20] You've never been heard before.

[11:21] Or by signing any abstracting things, over all of us in the internet that we didn't

[11:26] have played.

[11:26] And then again, about preparation, we're learning, experiencing health and I'm really

[11:31] really glad you're doing this.

[11:38] And just so you don't think that it's only the concert band or the top level bands that

[11:43] do all this stuff.

[11:45] Tomorrow night, the 10th grade band will take this stage for their March music and our

[11:49] school's month concert and give the world premiere of a brand new piece by composer Joanne Harris

[11:55] called Portages of Time. In the process the piece was actually inspired by words and videos

[12:01] from our students that gave Joanne the impetus for the piece so to hear to tell you about that

[12:07] experience is Iliana.

[12:11] Hello, my name is Eliana and I play clarinet also in the 10th grade band

[12:16] and I think I can speak from the entire 10th grade band when I say that working on this new piece

[12:20] of time has been like an amazing process.

[12:24] Every one of the band students in the 10th grade band

[12:26] got to share their ideas on what they think the piece

[12:30] should be about.

[12:31] And honestly, it just makes saying this piece so much more

[12:34] meaningful and cool.

[12:36] And the fact that us as 10th graders can produce like this

[12:40] to play this world premiering piece is just so cool

[12:43] in such an amazing opportunity.

[12:47] I think we have all grown and learned so much as musicians

[12:49] sharing this work. It is hard and I think we all worked so hard and I'm so proud of all of us.

[12:56] And here's so excited to share this piece, not only with our audience tomorrow night,

[13:00] but with every band across the world that does this piece in the future.

[13:10] And the most important part of tonight's visit, however, is the opportunity for me to personally

[13:15] say thank you to all of you for everything you do to support our Adina Band program. I know I

[13:21] should be coming more frequently and saying thank you a lot more often, but I'm just

[13:25] been a little busy this year with all these things going on. But we are truly truly

[13:30] grateful for all the support and in turn we try to do everything we can do to exemplify

[13:36] excellence in our band program whether at our locally dina concerts on a state level like

[13:41] MMA or on a national or international level. In fact next year we'll flex our muscles a

[13:47] little bit more internationally as it is a concert band two year and we look forward to being

[13:51] ambassadors for Minnesota, any Diana. So on behalf of these students and the entire band program,

[13:57] we wanted to say thank you by giving you a stand-in elevation on your feet.

[14:08] Well thank you and I will turn it over to board members to see if they have any questions but I know

[14:12] there's an important other member of your band community that's stuck in there behind you with Miss Lungred.

[14:19] Do you want to introduce her in her role?

[14:21] This is our hero pro and we use the pro word not lightly. She's our band paraprofessional

[14:28] in the band office and what I call essential nervous system of the band program.

[14:37] All right, band members or board members. Sorry, I wish we didn't have, I wish we were a band.

[14:43] Board members, what questions do you have for our musicians?

[14:49] I have a quick one.

[14:50] So when you meet all these wonderful people from outside the state of Minnesota,

[14:54] How do you educate them on how to say Eidana?

[15:00] That is a serious question. We have been mispronounced so many times. Yeah, and we try to do it without invoking any shame, which is this, we call it e-dinos versus e-dina, where the other permutations that come. Yeah, especially in Europe, e-dinos come up a lot.

[15:18] Well, and you were very gracious to think us, but he's know that it's really the other way around that, you know, when you talk about looking after the excellence that we want to have any dino.

[15:28] I mean, look at the band program and we look at all students and how we want to make them live up to their potential and exceed that potential of possible.

[15:36] What a portion of a graduate looks like and so on and so forth.

[15:39] Everything you guys just did in this presentation demonstrates all of that because you're well spoken, you're well fought through your emotion about what you're also speaking on just on your behalf.

[15:47] But on behalf of all of your other members of the band who are not here tonight to do that, you represent them quite well.

[15:53] So really, it's thank you from us to you for doing such a wonderful job in taking this great opportunity.

[15:58] that is before you and running with it,

[16:01] so it's full extent.

[16:02] So thank you to all of you at Mr. Cal.

[16:04] It's always, thank you.

[16:09] Yes, thank you for coming this evening,

[16:11] and thank you for all you do.

[16:12] Music is such a heart of what we do here in Dinah,

[16:14] and some any time we get to hear about what you're up to.

[16:19] It's always a treat.

[16:20] Director Alan Burke, did you want to say something

[16:22] or were you just waving?

[16:24] Can you ask hear me?

[16:26] Not really.

[16:30] She says, thank you.

[16:31] I'm impressed. As a band, as a band parent, I love it and I was in Chicago with you, right, Erika?

[16:40] All right. Thank you. Would you, would you do us the honor of having your picture taken with us?

[16:45] Would love to, yeah.

[18:16] Okay. Okay. Next up on our agenda is hearing from members of the public,

[18:21] and this evening we do not have anyone that has registered to speak to us, so we will continue to move on.

[18:27] Before I get to the consent agenda, I want to, Dr. Bootman, is there anything that you would like to mention about the agenda?

[18:33] Yeah, I would recommend that we pull the information, particularly around the A&I programming and budget.

[18:40] The budget does not need to be approved by the school board at this time.

[18:44] And we will be bringing that back for various amendments throughout the year, perhaps just for your information.

[18:50] The committee of the group, the parents, the individuals,

[18:55] are actually meeting this week and some of the recommendations in

[19:00] pan and so we want to make sure that they have an opportunity to weigh in on

[19:03] that. So we would just ask that we bring that back at a

[19:05] later time. Great. So do because we've approved that I think I need to

[19:11] make a motion to remove that. All right board members can I get a

[19:15] motion to remove the A and I budget and report from tonight's board

[19:21] packet. So move. Is there a second? Second. We'll now vote by roll call to remove it from

[19:28] tonight's agenda.

[19:35] Erica, you approve it? Thank you. Aye. Aye.

[19:45] Motion passes and the ANI budget and plan

[19:48] a remove from tonight's agenda. We are moving on to our consent agenda. Is there anything

[19:53] anyone would like to remove from tonight's consent agenda.

[20:00] All right.

[20:01] Do we will now vote to approve the consent agenda?

[20:05] First of all, do I have a motion to approve the consent agenda?

[20:08] So move.

[20:08] Is there a second?

[20:10] Red men and men.

[20:12] Of.

[20:13] We will vote by roll call to approve tonight's consent agenda.

[20:19] Director Alan Burke.

[20:21] Hi.

[20:23] Hi.

[20:25] Hi.

[20:27] Hi.

[20:27] Right. The consent agenda has been approved. Moving on to our discussion items. Our first item for discussion tonight is a continuation of the conversation we had at last month's work session around our K-12 mathematics curriculum review process and we have a special guest this evening Mark Carlson, who is the district's K-12 math and science coordinator. Welcome Mr Carlson.

[20:54] Thank

[20:58] you for having me.

[21:00] Chair Gabler, Dr. Bitman, members of the board.

[21:03] Following our productive work session last month,

[21:06] we are pleased to return to present findings

[21:08] and recommendations for our comprehensive

[21:10] K-12 mathematics curriculum review.

[21:13] As we discussed previously, this review was driven

[21:16] by the 2022 Minnesota academic standards,

[21:19] which prioritized a balanced approach

[21:21] of conceptual understanding, procedural fluency,

[21:25] and real-world applications.

[21:26] Our goal tonight is to move these recommendations forward to ensure each and every

[21:31] dentist student has the tools to become a confident, critical, thinker, and problem-solver

[21:37] with a strong foundation in mathematics.

[21:41] Grounded in our court belief of professional excellence, this process involved two distinct

[21:45] design teams of educators who conducted a thorough audit of our current reality, studied

[21:51] the latest research-based best practices,

[21:55] explored curricula resources to meet the needs of the Dynastunce.

[21:59] Some key findings are review identified

[22:01] that while our students' proficiency remains strong,

[22:05] there's a need for resources that offer better scaffolding,

[22:08] student engagement, and vertical alignment across our system.

[22:12] To address these needs, we are recommending the following.

[22:15] At the elementary level, the adoption of amplified

[22:19] It is built on a research backed, illustrative mathematics, framework, and uses low-floor

[22:27] high-sealing tasks to engage all learners.

[22:30] At the secondary level, imagine I am, because this is also used in illustrative mathematics and ensures

[22:37] us see what's vertical alignment. Finally, instructional shifts, these resources move our classroom's

[22:45] fourth-day model, where students are active sense-makers and problem-solvers, rather than passive recipients of

[22:51] information. Implementation and budget, the timeline we planned to begin is a phased implementation

[22:58] with the 2627 school year, starting with early implemented teams at the

[23:02] elementary level on four core courses at the secondary level. From a budget

[23:07] period standpoint, we are still currently active in active negotiations with

[23:12] both Amplify and Imagine. The total anticipating capital expenditure is

[23:16] approximately $1.6 million, with additional funding for professional

[23:20] development and consumable materials over the next eight years. The

[23:25] recommendation in this report reflect a unified vision for rigorous and engaging mathematics instruction

[23:31] designed to meet the diverse needs of all of our students. Thank you, and I'm happy to take your

[23:36] questions at this time. Thank you, Mr. Carlson. Board members, what questions do you have?

[23:51] I had a couple. So some of these I brought up in the work session last week. Last month,

[23:56] so I just wanted to bring them here to our board meeting. I know we talked a lot about how literacy

[24:03] has been such a big push for our district, a big lift and we really have some great outcomes

[24:09] to show for that. And as we look at the opportunity to tackle these new state standards in

[24:15] math we talked about as a district really leaning into that and maybe having further conversations

[24:21] at the administrative level in terms of if there's additional resources and committing to that work

[24:28] supporting our teachers and our students. So I look forward to as we move through this maybe

[24:34] having some more of those conversations as a board.

[24:39] And then I think that was I think oh the

[24:45] other um the factors that you laid out in the current reality in your report are there responses

[24:52] or recommendations that you anticipate making beyond the new curriculum and the compacted

[24:59] algebra redesign that we've talked about.

[25:02] There were things in there, for instance,

[25:05] the teachers mentioned how much phones can become

[25:07] a distraction, especially for kids that are easily

[25:10] distractable, or maybe on the lower math

[25:13] isn't their thing, or you mentioned smaller time blocks

[25:16] for math in our middle school, where there are things that

[25:19] have kind of percolated for you that you see

[25:22] while we're taking this lift with math curriculum

[25:24] that we might also want to consider?

[25:27] I would say probably the the the biggest change from my vantage point and from the

[25:32] listening to our design team is at the middle level we are very squeezed on time.

[25:38] It's it's a very unusual situation to have as a little time as we do for core mathematics

[25:44] instruction at those levels I think we could really you know it's it's a big system

[25:50] change to do something like that because we know that we are trying to balance the

[25:54] the interest of being able to make elective choices and the benefits that come from that, along with the need for having strong core instruction over that period of time as well.

[26:09] So, that balance is always there and certainly is a place where we would love to see a little bit more time at that middle level.

[26:16] That being said, we really feel strongly that the engaging aspect of what we're choosing here is really going to have an impact for us.

[26:24] our students.

[26:26] Great.

[26:27] Thank you.

[26:29] Red members.

[26:32] Okay.

[26:33] Thank you so much.

[26:33] This will now come forward in our April meeting for approval.

[26:38] Great.

[26:38] Thank you.

[26:39] Thank you.

[26:41] Okay.

[26:42] Moving on and our next item up for discussion is a lining community priorities with our learning

[26:48] environments.

[26:49] And I welcome Dr. Dan Bitman.

[26:52] Madam Chair, members of the board, those in the audience, this is my opportunity to share a little bit about some of the work that we've been doing around our task forces, specifically and also an opportunity to share publicly and with the board and about our anticipated recommendations that are going to be coming forward.

[27:10] We are proud here in Eidina of having strong schools, an engaged community, and a long

[27:17] standing commitment to student safety, well-being, and academic excellence throughout the

[27:23] last several years, including this last year in 2526, the district has worked closely with

[27:30] students, staff, families, and community members that have engaged task forces throughout many

[27:37] the priorities that have come to us. Safety and security, which includes student and staff wellness,

[27:44] early learning, reimagining the high school experience, elementary talent development,

[27:51] Spanish dual language, and the condition and suitability of district facilities,

[27:55] at learning spaces. Across all of this work, a consistent conclusion has emerged. To meet

[28:02] her in expectation and future needs,

[28:05] e-dina public schools will require additional investment

[28:09] beyond the existing resources.

[28:12] The primary driver of that is safety and security.

[28:16] Our community has been very loud and clear

[28:19] about their expectations.

[28:22] It has been the most prominent theme in community feedback

[28:25] and will be the most significant reason.

[28:28] The district may need to seek additional financial support

[28:31] from our community.

[28:33] Our families and staff expect schools to be not only welcoming and inclusive, but also very well

[28:39] prepared, well coordinated and resilient.

[28:43] Experts at the state and national level consistently emphasize that effective school safety

[28:49] has built on layered systems, combining people, training, and infrastructure rather than isolated

[28:57] solutions.

[28:58] Based on our community, input and expertise, areas where additional investment may need to be dedicated safety and security staff to support prevention, monitoring and coordination,

[29:12] some additional personnel dedicated to student support and what staff, student and staff well-being,

[29:20] additional ongoing training and preparedness ensuring staff and systems work together effectively.

[29:26] Some updates related to district-wide safety and security technology infrastructure that connects all of our schools and our district systems, allowing for coordinated communication and quick response.

[29:41] Cameras and monitoring systems that support situational awareness and incident review and improve door access and building security, particularly in some of the older facilities that we have throughout our district.

[29:54] Experts note that technology alone does not create safe schools.

[30:01] Investments must be paired with train staff, clear protocols, and strong coordination with local public safety and emergency partners.

[30:11] While safety is the primary driver of this work, the district's engagement efforts have also reinforced the importance of modern well-designed learning environments.

[30:21] Someydina Public School Facilities, many of which were built decades ago, were not necessarily

[30:27] designed to support today's instructional practices, student needs, or safety expectations.

[30:33] In several cases, aging infrastructure limits both our physical and physical security

[30:40] improvements and the district's ability to deliver specialized programming effectively.

[30:45] So, updating facilities across the district would support improved safety and security, innovative instructional practices, accessibility and inclusion, and an efficient use of space to meet our student needs.

[31:00] For these facility investments are not separate from safety, they're an essential part of creating schools that are secure, functional, and supportive of learning.

[31:13] Community engagement and feedback has also highlighted the need for purpose-built spaces to support students who require specialized programming and services.

[31:23] One of the things that has come forward is the need for a dedicated learning center.

[31:28] Early learning center that could provide space designed, especially for our early learners.

[31:36] Our community and our families indicate the need for additional child care opportunities

[31:41] before, during, and after school.

[31:45] Innovative spaces for such things as talent development and dual language, immersion in both Spanish and French.

[31:51] Collaborative services that currently operate across multiple sites or spaces that are just not designed for the purpose that there are.

[32:00] Increase space for youth and adult programming and increased enrollment stability for e-dina residents.

[32:08] All of these things have come clear from our community.

[32:11] So looking ahead, you know that we have thousands of individuals who are involved in task forces this year.

[32:18] And in April may, at the end of the year, they will be bringing recommendations to the board about each of these areas.

[32:24] And I anticipate bringing some type of recommendation for the school board to consider that additional financial support from borders,

[32:32] which could happen as early as November.

[32:35] And so I wanted to continue to keep this at the table to continue to provide information and to share the feedback that we are receiving.

[32:42] In any recommendations, would be expected to focus primarily on safety and security.

[32:50] Again, that was the primary driver from our families, while also addressing some facility

[32:55] improvements and a dedicated early learning center to support student success and will well-being.

[33:02] If the board chooses to move this forward, a potential timeline could include, as I said, as early as asking voters in November,

[33:10] But it would also allow for continued thoughtful board deliberation, continued community engagement,

[33:18] transparency around priorities, scope and impact.

[33:22] Again, no decisions have been made at this time. We're still waiting for the recommendations.

[33:26] This summary is intended to ensure early awareness and support for informed discussion.

[33:32] Udana Public Schools remains committed to engaging the community openly and transparently,

[33:39] aligning investments with clearly identified needs and best practices, maintaining

[33:45] safe, welcoming and high quality learning environments and being responsible stewards

[33:50] of public resources.

[33:52] We are grateful for the partnership of our community and look forward to continuing this important

[33:57] conversation together.

[34:02] Great.

[34:02] Thank you for that.

[34:04] Director Alan Burke, would you try speaking?

[34:06] We've been working on your microphone.

[34:16] Now, we still can't hear you.

[34:19] OK, thank you for trying you guys.

[34:21] Board members, reactions, questions,

[34:25] to the report that you have in front of you.

[34:29] Director Barry.

[34:30] This is really exciting.

[34:32] And I just want to be clear with all the emphasis

[34:35] on safety and security that it be said

[34:38] Our schools are not unsafe currently.

[34:41] But with changing times and changing technology and changing needs,

[34:45] we would just like to be as up to date as possible, correct?

[34:49] Absolutely, and that's a really good point.

[34:52] We continue to be safe.

[34:54] We have many layered approaches.

[34:55] In fact, we've been commended by our state and national partners

[34:58] for the safety structures that we have in place.

[35:01] But as things change, as our world evolves,

[35:04] we want to make sure we maintain that excellence,

[35:06] and we continue to stay up with the time, so I appreciate the question.

[35:10] And as a parent with three kids in the school district, I greatly appreciate that, because it's not from mine, I think, for every parent and family.

[35:19] So as people follow along with this process, when do you think we could anticipate a solid plan?

[35:27] That's a very good question. So the timelines are pretty determined by statute, and so what will likely happen is the task forces, our community members, our families,

[35:36] will be bringing recommendations to you this spring. We would have to have some of those things

[35:42] ironed out and approved by the state in the middle of June. And so that would include very

[35:47] specific dollar amounts, very specific plans for an approved review and comment at the Department

[35:52] of Education in terms of language from the board level, that would not happen until later this summer.

[35:59] So we will want to continue those conversations and again we want to make sure that we're bringing

[36:03] people up to speed, and also the work and the feedback that we're giving is reflective of what

[36:09] our community has been asking.

[36:15] You're good?

[36:16] In outlining the different potential needs that we have, we have some capital needs in terms

[36:21] of facilities, physical assets and things like that, but there was also some mention about

[36:26] some staffing needs around certain security elements or whatever it is.

[36:30] Can you give a little bit of color to the difference between how you fund for a facility versus

[36:35] how you might operationally fund for staff and other ongoing expenses.

[36:40] It's a really good question.

[36:41] I'm glad that you asked it.

[36:42] There are a number of ways that we can do that.

[36:44] We already have a tech-level increase in place.

[36:48] And so a likely option for the board to consider would be a slight increase up to 1%

[36:53] perhaps of some additional dollars there to cover some of the staff and infrastructure-related

[36:59] things specific to safety and security.

[37:06] From a process standpoint, and this talks a little bit to what Director Barry was talking about.

[37:12] So you said, what needs to happen by June?

[37:15] So the application for a review and comment must be approved by the Department of Education at that time.

[37:22] And so right now, we are working with our task forces to identify and refine what they really feel is necessary.

[37:29] You might also...

[37:30] Also remember that some of our task forces, the safety and security, for example, is made up of folks

[37:35] throughout the state, experts as well as our local police, our fire, cyber security experts,

[37:40] and people from our Minnesota Crisis Center. So we are working hard to make sure that any

[37:45] proposal that comes forward, specifically addresses those needs. So you will continue to get more

[37:51] information and April in May and then in June.

[37:56] Great, because I just want to make sure that if we need to approve something, we have a good amount of time to kind of approve, and this is a great first step, and this is big picture.

[38:09] And I think we'll want to know a little bit more about to use the word that Director Burke and use color of what does this mean.

[38:16] Okay, great.

[38:19] Other questions, board members.

[38:24] All right, excellent. Thank you.

[38:26] Moving on to our policy discussion and our policy chair is remote and inaccessible, so is there a backup policy member?

[38:45] Okay. Excellent. Our assistant clerk is going to step in and also be policy chair. Thank you.

[38:57] Director Aero. All right. We have some policies to discuss this evening and so I will turn it over to Director Aerom to walk us through this conversation. Thank you.

[39:10] I'll bear with me.

[39:13] I'll pause for your review.

[39:15] I'll start with 614 assessment plan and that one.

[39:21] Thank you.

[39:22] I had to reboot for a while.

[39:25] Thank you.

[39:25] Yeah, thank you, Jody.

[39:27] Please just come up with a few views.

[39:29] You know, Director D. Sam Pueber.

[39:35] Thank you, Director Eram.

[39:37] Good evening, Chair Gabler and Superintendent Bitman and Board and Characters.

[39:41] I have a couple of policies here tonight.

[39:44] I am starting with WD side six, 14, sorry.

[39:49] Yes, okay, I think I got them on order when I came up here.

[39:52] So the assessment plan, this one, we discussed at policy committee,

[39:56] I'm prior to that discussion, I tagged a Greg Guswiler very intentionally,

[40:01] just to make sure that we reviewed statute, MSBA policy,

[40:05] and components of our assessment policy.

[40:07] And we feel really strong about what we have in policy

[40:10] and all of our practices that are aligning.

[40:14] And so you'll just see some really minor changes.

[40:17] One is specific to EL, English language learners,

[40:22] instead of multi-lingual learners,

[40:24] and then reverted in that same section

[40:27] that the assessment plan goes to the board every two years.

[40:30] We just reverted that differently,

[40:31] and then at the end, the elements of the plan,

[40:33] we added the assessment calendar there,

[40:35] and then there are other small edits throughout.

[40:37] Any questions on that?

[40:45] All right.

[40:46] I have a question.

[40:47] Oh, okay.

[40:47] Sure, give it.

[40:48] Yes, thank you.

[40:50] Under 3B.

[40:52] What is this district assessment committee?

[40:54] And we changed it from who would be on that committee.

[40:58] Administrators from each stratum of school of configurations.

[41:01] IE Elementary.

[41:02] It used to say elementary middle and high school.

[41:04] And it says elementary and secondary.

[41:06] Can you speak to that change?

[41:09] Yes, again.

[41:10] Thank you for pulling that out and asking that question.

[41:12] And as we were reviewing how our committee currently functions, we believe that we're pulling

[41:21] our principles a lot from the building in our administrative deans.

[41:25] And so when we have a secondary representation for the larger oversight kind of conversations

[41:30] that happen at committee, a secondary representation is more than enough.

[41:34] We do work directly with elementary middle school and high school deans when we're doing the

[41:40] administration of all the assessment, but in this committee focal point, it's good to have that secondary

[41:47] comprehensive representation. Thank you. That addresses my concern. And I would assume that the

[41:52] representatives of both at the high school and the middle school are comfortable with that. Yes. Yes.

[41:58] Yes.

[41:58] I think maybe even grateful.

[42:05] All right. Any additional questions?

[42:09] All right. Next one will be

[42:14] 621 literacy in the redact. Okay. I thought I could stay up here for this one and the next one as well.

[42:19] So the read act, you do see a lot of edits within the read act one.

[42:25] I will note that they are primarily direct relation to MSBA.

[42:30] So almost everything, the only two things I want to point out that committee, we had a good discussion,

[42:35] and actually Director Alan Berg had some good points with our purpose and general statement.

[42:40] We wanted to be really clear about how important literacy is.

[42:43] And you'd like to public schools under the purpose statement.

[42:45] and also then under the general statement of policy just wanted to be clear about how we're addressing the importance of it.

[42:53] Everything else throughout the entire rest of this longer policy that's added in blue or pressed out is directly from the updates in the MSBA policy.

[43:05] Not all of them but a lot of them are in alignment with now adding phase two of the professional development components for redact,

[43:13] which we'll be talking about in the Nobel-Bard medium.

[43:17] So that, I don't think there's anything else specific

[43:20] for me to call out unless you have questions.

[43:25] Four members of any questions on six, twenty-one.

[43:30] Chair Gailer.

[43:32] Are three D and three G.

[43:37] The same.

[43:41] I think they are.

[43:43] Yes, they are.

[43:45] Thank you.

[43:46] So we'll fix that.

[43:47] And we had a good discussion.

[43:48] And actually around that one, it must have been, we got it in other twice because it was important to keep.

[43:55] But we'll fix that for the next.

[43:57] And then under 10.

[43:59] Uh-huh.

[44:00] Wait down at the bottom.

[44:02] Um, is there?

[44:05] This was for my, my own understanding.

[44:07] See, the title says literacy incentive aid uses.

[44:12] But the paragraph says the school district will use its literacy.

[44:16] AID, an incentive has been crossed off.

[44:20] Is it one or the other?

[44:22] That's a good question.

[44:23] I'd have to follow up on that one.

[44:27] AID and Senate versus the lituracy.

[44:28] AIDL of X.

[44:30] Okay.

[44:30] AIDL of X.

[44:31] Okay.

[44:31] AIDL of X.

[44:32] AIDL of X.

[44:33] AIDL of X.

[44:48] AIDL of X.

[44:48] Okay.

[44:49] Thank you, Mayor.

[44:49] Thank you.

[44:50] Thank you, Village.

[44:52] And then my last question is, when it says, this is more from maybe Dr. Bim.

[45:00] When it says the local and comprehensive literacy plans, I know that we put those on our website, but I'm wondering because of our focus on literacy and should be valuable, if that is something that we can maybe flag for consent to board members, just so that it's fresh and on our minds.

[45:16] And we can see some of those outcomes that we're working towards.

[45:19] We would be happy to do that.

[45:20] All right. Thank you.

[45:24] Any other questions from board members?

[45:28] All right. Moving on. We're going through 633 research requests.

[45:32] Okay. Thank you. This last one here from Teaching and Learning was a team effort at the

[45:39] TNL policy or at the Policy Board Committee, specifically I'm just delineating and being

[45:45] clear about what the process is depending on who has the research request. So really, there's

[45:51] just a little bit of a different process for students that are in E-Dine of Public Schools versus

[45:57] non-district students and so that's where we have a lot of the updates and

[46:03] clarifications and specifically adjustments to the appendix as on that layer of

[46:09] things. Are there questions that I can answer about those?

[46:17] I don't remember seeing this policy in all of our years before I noticed I didn't pay

[46:21] it close enough attention to it. So I'm a little just for FYI purposes,

[46:25] Explain to me what are we're quite like what kind of how what what let's an example of a question would come in that would both include

[46:31] Students but also not to that covers in the language updates that you've made here absolutely can do that so

[46:37] The ones that I typically see are from

[46:41] Either a

[46:42] Dynate educator who's getting their doctor degree or even a master's degree and they have a research project

[46:49] They but they do along with that education and so then they fill out the appendix and all the layers to it

[46:55] So that is often one of the requests they get.

[46:58] Once in a while, we get requests from like an outside vendor that they want to partner with us and

[47:03] trying something new, maybe in WAA, wants to try something new within their assessment.

[47:08] So those would be outside requests, even the teacher.

[47:11] That's an E-Dynia teacher.

[47:13] I consider kind of an outside request because they're doing an collaboration with their university.

[47:17] Outside of their day-to-day dyno work.

[47:19] But it supports and enhances, or E-Dynno work, is what the hope is.

[47:23] And then really that's what we delineated with the students like students could be doing a simple research project for a class like we just had history day.

[47:33] So there could be some research that happens in the class during that history day project that the press is really is to manage that and the classroom as much as possible.

[47:44] And teachers would just reach out to me if there was something that needed to have a little more permission from parents or something outside of a classroom project.

[47:52] Great, thank you very much. I appreciate that. That's very helpful.

[47:57] Got your hobby?

[47:59] So research, was that mean?

[48:03] I saw in your reference to,

[48:06] think surveys,

[48:09] it's inclusive of like data.

[48:11] I'm just trying to understand what research actually means.

[48:15] Yep, scope of all that.

[48:17] I think you definitely hit it on the nose when you said data, right?

[48:21] So usually the outside requests that have gotten people are wanting to collect data, either

[48:26] observations of how students respond to an instructional practice or data that we might have

[48:33] based on some assessments. And so that's why it's really that in particular so careful

[48:38] that we follow a really careful process or data privacy for our students and follow the IRB

[48:43] processes with our universities. So it could be a variety of different data points, but I would connect

[48:50] research to gathering data. And then, in here in, he won, textbook, Guarantine, and an

[49:03] remedy, it's in the appendix. And then data privacy policies must be adhered to.

[49:11] Number one seems really beefy, like there's a lot there, and just a data privacy policies must be

[49:18] And then I looked up our data privacy policy, just to see what it was, and my question really specifically around data retention, what happens to the data once this thing is done.

[49:32] Just asking a little bit deeper about that piece of it.

[49:37] I can speak to that a little bit.

[49:38] We work with research boards in terms of their practices.

[49:43] And typically, it's not property of the school district

[49:46] because they're in partnership with the university.

[49:49] So it goes under the university pieces there

[49:51] in terms of the data.

[49:53] We hear any data public schools do their,

[49:55] we follow the state retention policies.

[49:58] So if there's property of our school district

[50:01] in particular, we would then follow that.

[50:04] So, we're sharing the data, but it's still our data.

[50:08] It is our data with an approval and confidentially agreements with the University or the organization

[50:17] we have a partnership with.

[50:19] Does that include the use of that data?

[50:21] It does.

[50:22] And we have to follow, even though we have policies in place, state statute is pretty clear on

[50:28] what we can and can that do in those areas.

[50:31] Yeah.

[50:33] about student name, for example.

[50:36] You don't allow personally identified information.

[50:38] It's more about student A, student B,

[50:41] and then the data that would be collected.

[50:43] So it's de-identified sort of data

[50:45] that can then be used in that purpose.

[50:47] Correct, got it.

[50:48] I know that my own children have had student teachers,

[50:51] and we had to sign a parent's had to sign something

[50:55] that said, yes, my child, and they didn't use their name.

[50:58] They were using the use IRB review process,

[51:01] but that would be another example and parents certainly were notified and had to sign off on having their child be used as part of their master's project.

[51:12] The research.

[51:15] Yeah, good example.

[51:19] Any other questions?

[51:23] Thank you.

[51:24] Thank you.

[51:25] Next up is Director Leeland with Community Education Services.

[51:45] Good evening.

[51:47] we'll start over. I have the pleasure to talk about policy 901. It is the community relations,

[51:57] community education policy, and it looks like there's so much that's been redone. But really,

[52:04] it's taking the same language throughout and just revising it and modernizing it. So,

[52:09] based on feedback from director Alan Berg.

[52:15] I really appreciated her because we're going to remove the bylaws.

[52:20] We'd like to remove the bylaws from this.

[52:24] We'd like to remove the appendix.

[52:26] But the piece that stood out to her, which I assume...

[52:30] I appreciate it, is under two General Statement of Policy and it reads the Community Education Program of the

[52:36] Diena Public Schools Strives to serve the entire Diena Community in responding to educational, recreational,

[52:42] cultural and social needs. It serves as a catalyst for developing individual potential, solving

[52:47] community problems, increasing a positive sense of community connecting community to the schools and improving

[52:52] community living. And then it goes on to listing all of the things that we do well. But what I appreciate

[52:59] about her suggestion to move that to the front of the document was how inclusive of a statement

[53:08] that is in how much it reflects our community so deeply. So thank you Director Allen Burke

[53:15] for making that suggestion and again throughout this document. It's pretty much what it was

[53:23] except we've just updated the language.

[53:26] So no significant changes, but we are suggesting

[53:29] that the appendix be removed.

[53:34] Or members any questions?

[53:39] Thank you.

[53:40] And are you staying for the next one too?

[53:41] Yeah, and I would like to direct your Edwards.

[53:43] Yeah, I'd love to invite Director Edwards

[53:48] up to the witness, what is this?

[53:51] The witness, the table.

[53:59] We have a couple

[54:08] of rounds of discussion about this policy. Really to summarize our recommendations, you'll notice we made reference to policy 902, which relates to organizations that use our facilities.

[54:24] We also added a disclaimer that will be required on any materials that would be distributed.

[54:33] And I should add that, in general, we really do not support outside organizations hosting materials that are building.

[54:42] It's not really a practice that we encourage.

[54:46] So the policy really covers us in the event that some other leaders come in and see that differently.

[54:55] We also recommended removing the appendix.

[54:58] I think that the approval process gives us coverage for any type of material.

[55:04] Be it campaign or otherwise.

[55:07] We also have a disclaimer that we require,

[55:11] which we also believe provides the district was sufficient coverage.

[55:15] Just one, one thing I'd like to add as well is, what did I want to add?

[55:26] The area where we don't allow anyone to really advertise on our buildings, but our district

[55:34] partners such as Ed Fund, I want to be transparent.

[55:37] Ed Fund to give and go the city, we do allow.

[55:40] And oftentimes they email me or reach out and say can we put this up and I say yes as long

[55:46] as you use green tape because our custodial team is really particular about the tape we use.

[55:52] So that is.

[55:53] That's true.

[55:54] Let's go ahead.

[55:58] Come and understand, when our facilities are used by outside parties, so a basketball tournament

[56:05] of volleyball tournament, something of that effect,

[56:09] do the same rules apply for that type

[56:12] of materials of their advertising or if they're putting up some sort of information or something

[56:17] or whatever.

[56:17] Does it fall into that activity as well?

[56:22] I added a note that this policy does not apply to persons or organizations permitted to use district facilities in accordance with policy 902.

[56:31] Okay, so it's really then outside parties who don't print and who then come and post things on our walls.

[56:37] I know we've had some protests sometimes here where that's been done.

[56:40] This is also given us the authority to then take those things down and have the right to do so on our own property.

[56:46] That's right.

[56:47] Okay.

[56:48] Thank you.

[56:52] Any additional questions?

[56:55] Thank you.

[56:56] Thank you.

[56:57] Thank you.

[56:57] These policies were all come back next month for a final review and potential approval.

[57:04] As always, as a former person on the policy committee who is happily not on there anymore,

[57:08] thank you to the leadership of Director Alan Bergen, all the members of the current policy committee.

[57:14] It is something I very much value.

[57:19] All right.

[57:20] We were moving on to the action portion of our meeting.

[57:22] do I have a motion to approve the agreement to construct and maintain a storm water facility?

[57:30] Is there a second? Second.

[57:34] I welcome up director of finance and facilities

[57:38] from our water to prevent the item. Leave me mad. I'm chair. Members of the school board.

[57:44] This item has been discussed numerous occasions beginning with our I believe September 8th

[57:49] school board meeting. We're an official from the city join me to introduce the topic.

[57:53] I won't get into the minute details, but just as a reminder, there is a

[57:59] a dirt-of-pervious surface remaining in the city of Udana, which is

[58:03] almost immediately built out. So whenever developments do occur that

[58:07] remove what is left, stormwater management treatments need to be installed so that

[58:11] we prevent flooding throughout the district and our neighbors. The Udana

[58:15] tennis court renovation project actually removed a little bit more of that

[58:19] So that we could join the two lower tennis courts with the array of tennis courts that are more towards the west.

[58:26] As part of that process, we were scheduled to install our own storm water management facility.

[58:32] However, the city, when we were approaching them for a permit, informed us that they had plans to design and construct a more regional solution that would serve the entire conquered neighborhood,

[58:42] which is only brought that forth to the school board.

[58:44] I'm the watershed and the city have been working closely with us to design an agreement to put that into place.

[58:50] That agreement was approved by the Minihaha Creek Waters Head District at their board meeting last month.

[58:56] City Council proved it as well, and it's now over to you guys to approve.

[59:01] So we can be agreement into place.

[59:03] Two key provisions were included in the agreement.

[59:06] Now one after 30 or within 30 days of receipt of the city's feasibility study, the district has the opportunity to remove themselves from the agreement and install its own storm water management facility for the tennis courts.

[59:21] Also, the city is required to bring back the facility to the condition which it is now or better and we're hoping to have a better facility after they're done constructing the facility.

[59:36] Would members any questions about this item?

[59:41] Yes, I have one really quick one.

[59:43] Can you use in the packet and then also we talked about it before about stormwater credits

[59:50] and what that would maybe be allows to do?

[59:53] Can you speak to that a little bit as far as previously in the past we had talked about

[59:56] maybe having some kind of addition to Concord?

[1:00:00] What would this allow us to, or could this allow us to more easily construct an addition to that facility?

[1:00:10] That's a great question, so the city is going to agree to pass those credits along to the school district.

[1:00:17] That addition at Conquer that you mentioned, of course, that's going to potentially remove more pervious surface, so we would have to install storm water management facilities on that campus.

[1:00:25] With this more regional solution, I think the ideas to have it be supersized to provide more stormwater management than necessary.

[1:00:33] So if we were to construct really anywhere on this campus, the need for us to expend taxpayer dollars to put in stormwater facilities would be negated.

[1:00:44] So there's definitely future potential benefit.

[1:00:46] In fact, the tennis court project, we had a $200,000 change order to the good, because we didn't install that facility at the time.

[1:00:56] Dr. Woodard, I really appreciate your work on this.

[1:00:59] Dr. Bittman's work on this.

[1:01:01] I know when this came to the board, it seemed like,

[1:01:03] oh, this should be pretty easy,

[1:01:05] but I really appreciate you working with us

[1:01:08] to make sure that our questions were answered,

[1:01:10] and I do feel like when we're approving it,

[1:01:13] that we have asked the right questions.

[1:01:14] I know there was a lot of concern around making sure

[1:01:17] we're making the right decision for this community

[1:01:19] for down the road, because it seems like a great short term,

[1:01:23] but we wanted to make sure it was a good long-term plan.

[1:01:24] So I really appreciate you working with us on that.

[1:01:29] You mentioned this already, but can we work together

[1:01:32] to make sure that as this project goes on

[1:01:34] that there's a periodic board updates,

[1:01:36] like for example, when there's certain milestones reached

[1:01:40] like the city receives the fat feasibility reports

[1:01:43] and some of those things, just so that we kind of,

[1:01:47] are brought along in the process?

[1:01:48] Absolutely, I'm sure Dr. Betmole

[1:01:50] update you through the various channels.

[1:01:52] Perfect, thank you.

[1:01:53] And I do appreciate that, I mean, no promises but there was some wording in there that said they're going to minimize, try to minimize the amount of road closure around this.

[1:02:06] So I appreciate you listening to that piece too.

[1:02:09] All right.

[1:02:10] If there is no other questions, we will vote to approve the agreement to construct and maintain a stormwater facility.

[1:02:17] I will ask for a roll call vote.

[1:02:21] Alan Burke.

[1:02:25] Hi.

[1:02:26] Hi.

[1:02:28] Hi.

[1:02:31] Hi.

[1:02:35] The agreement to construct and maintain a stormwater facility is approved.

[1:02:38] Thank you.

[1:02:40] Do I have a motion to approve policy 514 under quick review?

[1:02:44] It's removed.

[1:02:46] Is there a second?

[1:02:48] This is NERAMAN burden.

[1:02:51] We have assistant superintendent,

[1:02:54] And it's once in here to talk to us about policy 514.

[1:02:59] Madam Chair, members of the board and Dr. Bitman, just a couple of things about 514.

[1:03:05] Two minor changes.

[1:03:07] There is the removal of a cross reference from section 2I and then there is the parent or guardian

[1:03:21] being able to designate another individual in order to receive notifications about prohibited

[1:03:28] content. So again, two minor changes, which is why it's being proposed for a quick review.

[1:03:42] All right, we will now vote by roll call to approve policy 514. Director Allenburg.

[1:03:51] Aye.

[1:03:54] Aye.

[1:03:55] Aye.

[1:03:56] Aye.

[1:03:57] Aye.

[1:03:58] Policy 514 is approved.

[1:04:01] Do I have a motion to approve policies 20266717906 and 907?

[1:04:07] So moved.

[1:04:08] So moved.

[1:04:08] Is there a second?

[1:04:13] Assistant Clerk Garam.

[1:04:15] Would you, is there anything to talk to us about these policies?

[1:04:19] I don't believe there are significant changes from the previous months review of them,

[1:04:26] so

[1:04:26] there's a lot of feedback from them.

[1:04:28] I just have one very simple question on policy 202.

[1:04:33] We're talking about board officers.

[1:04:35] I just want to make sure that the current assistant treasurer satisfied with the definition

[1:04:39] for that role.

[1:04:41] That did come up in previous conversation.

[1:04:42] I just want to make sure that I have a part of affirmative on that.

[1:04:47] I don't know if we can truly sum up the role of the assistant treasure, but I think this

[1:04:53] does a great job as far as we can go.

[1:04:56] For board watchers at home, this is a running bit for many others, but I'm sure you all know

[1:05:02] that at home as you guys are well plugged in.

[1:05:05] I just want to make sure it's tonight kind of vote in the affirmative for it.

[1:05:09] Thank you.

[1:05:10] You know, many boards they just have three or four, but here in a dyno we want to make

[1:05:13] sure everybody has a title.

[1:05:15] Everyone feels valuable is everyone needs attention

[1:05:20] We'll now vote to approve policies 202 606 717 906 and 907

[1:05:28] Director Allenburg

[1:05:34] Hi

[1:05:36] Hi

[1:05:37] Hi

[1:05:39] Hi

[1:05:40] Policies 202 606 717 906 and 907 are approved

[1:05:47] Do any board members have leadership or committee updates?

[1:05:52] Director, Aaron?

[1:05:54] Just an update for the legislative action committee.

[1:05:57] We have our day at the Capitol on April 13th, the full day.

[1:06:02] The legislative session has gotten off to a pretty busy start for folks.

[1:06:08] So I know that some of the administration was down there today.

[1:06:12] doing some work and we've had students testify already at different committees and so we're

[1:06:18] looking forward to an active LIC season and we hope to have as many members of the community

[1:06:24] help support our platform. So thank you.

[1:06:30] Thank you for that and thank you for your work and

[1:06:32] Director Bridman's work on the LIC. Dr. Bitman, do you have any updates? Madam Chair,

[1:06:37] member at the board, a number of them but I was able to spend some time with the representatives

[1:06:42] And our legislative folks down at the Capitol all day today inspired by their commitment and their continued engagement, particularly here in Edina.

[1:06:51] In addition to our platform and the things that we've been engaging with them, we did talk about things like the blue with a commission that would have an impact on Edina public schools in 2028.

[1:07:02] And so we wanted to be thoughtful about that, as well as a number of other things that would

[1:07:07] have an impact.

[1:07:08] And we felt like they listened, they were had great conversation about that and as Director

[1:07:13] Airem pointed out, we will continue to have students, staff, families, and administrators

[1:07:18] down at the Capitol working with them and testifying.

[1:07:22] A lot to celebrate in terms of students, a lot of things happening.

[1:07:25] We were able to celebrate some of our music programs tonight, which was phenomenal.

[1:07:29] we know.

[1:07:30] We also had Minnesota student journalist of the year Lynn Clara Tune, who were excited to celebrate who will play a role in our communications and marketing department, as well as in a number of things with the Zephrus, and, of course, some of our local activities in athletics, boys, swim, being one who took home another state championships. So, grateful for the continued success of our students and families, as well as our coaches and our staff who just worked tirelessly to make great things happen. So, with that, I will turn it over to the wheelchair.

[1:08:01] Thank you for that.

[1:08:03] Do I have a motion to adjourn our meeting?

[1:08:08] Is there a second?

[1:08:09] Second.

[1:08:10] You'll now vote by a roll call to adjourn the meeting,

[1:08:13] Director Alan Burke.

[1:08:20] Aye.

[1:08:23] Aye.

[1:08:24] Aye.

[1:08:25] Aye.

[1:08:25] The motion has passed in the March 9th, 2020,

[1:08:28] six board meeting has adjourned.

Edina Public Schools - March 9th School Board Meeting

Transcript