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Second, independent school district, number 77, school board, meaning to order. Miss Bailey, will you please call roll?

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Mr. Baker. Mr. Kind.

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Here.

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Mr. Pratt, here. Mr. Rackliffe. Here.

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Mr. Roberts, here. Mr. Chuck, here. Mr. Sitting.

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Here.

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All right. When we've learned to item two, approval of the agenda, do we have any addendums?

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Yes. Board chair and members of the board. We have three adjustments to tonight.

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agenda. Number one is the typical

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Addendum under consent letter C personnel.

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We are also adding a letter D

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Under the consent agenda, which is the approval

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of the Pay Equity Implementation Report.

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And then finally, there will be an additional

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Information item that will put right at the top

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That will become the new A, which is the 2425-2526

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School Calendar Report.

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All right, do we have a motion?

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I'll make a motion with those three Addendums.

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All right.

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second? Second. Any further discussion or questions? No? All those of the

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favors say aye? Aye. Aye. All those opposed? All right. That is past. Moving along to item

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three, the maps staff spotlight. Thank you, Chair. Signing members of the board. Very

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happy to welcome and invite up to the board table, the principal of Washington Elementary

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School and Hagerty, who has with her tonight, a very special guest who is being honored

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as the maps staff spotlight.

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If you're Mike.

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All right. Again, thank you.

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and welcome. I'm here tonight to welcome and to honor Aaron Kruger who is the MLL teacher at Washington and it's a true honor to be here.

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Tonight I want to take a moment to express my deepest gratitude and admiration for the incredible work that you do as a multi-lingual language learner teacher.

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Your dedication and passion for your students shines through in every aspect of your teaching and your leadership amongst your colleagues in the MLL department,

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As evidenced by the professional development and initiatives you undertake is noticed and appreciated.

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And there are many when I think about that. She's a letters trainer. She's chair for MLL department.

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She's a leader in so many ways. Your commitment to meeting the unique new needs of each learner is unmatched.

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Your lesson planning is not just a routine, but a thoughtful and intentional process that caters to the diverse linguistic backgrounds

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grounds and individual strengths of your students.

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It is truly inspiring to witness the level of detail and care that you put into crafting

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lessons that go beyond the surface, reaching into the heart of each child's learning journey.

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Brittany Ward, who is the continuous improvement coach at Washington, and shares a room

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currently, so gets to witness first hand, says Erin does an amazing job of teaching explicit

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phonics and phonemic awareness to her students, as well as building oral language skills through

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teaching vocabulary and background to knowledge. What sets you apart is your diagnostic and

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approach to instruction. You have an innate ability to assess and understand the varied learning

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styles and levels within your school. This keen insight allows you to tailor your teaching methods

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to ensure that every student not only comprehends the material but thrives in the learning environment that you've created.

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Your classroom is a haven for multilingual learners, a space where they feel heard, valued and understood.

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And your efforts extend well beyond the curriculum, fostering an inclusive and supportive atmosphere that empowers each student to embrace their linguistic diversity and celebrate their unique identities.

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word goes on to say she believes students who speak languages other than English have

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assets not determinants she works hard to build a positive community in her

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classroom students in one group may speak four or five different languages and

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that is very much very much a very much a play this year but when they come

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together in her classroom you can feel the community everyone feels valued

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Amy Kane, colleague in friend of six years, and former roommate, classroommate, said it is very hard to write only a few sentences when describing Aaron.

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Kane says, Aaron is a driven, organized MLL teacher who develops inspiring relationships with her students and families.

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Erin is the MLL grade level representative for the elementary teachers.

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She works endlessly for her students and families to make sure they have the resources

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and what they need for a successful school experience.

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Erin displays dedication, commitment, and initiative, not just for her students,

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but for the families as well.

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In a world where education plays a pivotal role in shaping young minds,

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you stand out as a beacon of excellence.

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Your impact reaches far beyond the walls of your classroom,

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leaving an indelible mark on the futures of those you teach.

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Thank you for going above and beyond for being a source

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of inspiration and for making a lasting difference

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in the lives of your students.

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Your dedication is truly commendable

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and we're grateful to have you a part of our educational community.

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With heartfelt appreciation, this comes from the entire Washington

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community, families, students, and stuff.

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We really wanted student voice at the table as well, so we have a few cards from a few

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of your students.

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I have a short video clip, I'll show you tomorrow.

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And I have a quote from the liaison, also in my email.

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And those aren't just words, so she lives and breathes those every day, every day.

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Did you have anything you wanted to add at all? No? You're good, okay? I know. Yeah.

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I know. I know. I know. I'm not expecting.

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I think Mr. Kind of missed you.

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Might have you chat a question? Yeah, absolutely.

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Thank you for Principal Hagerty. That was fantastic.

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It's obvious that you have a great support system at your school.

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Thanks for what you do for connecting students to education,

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which obviously is hard work and if there are some things that go on during a normal

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day that you can see light bulbs go on above your students heads what would

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those be what are some of the things that you've experienced for all of a sudden you

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can tell that there's a better breakthrough there's been some progress well

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recently we've been working hard on writing and hearing the sounds that you write

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and just that moment when they realize that they can hear the sounds and they can

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the letters and it doesn't really matter this spelling, but they're getting across their

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message and that I can understand and their classmates can understand what they're writing.

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So big, aha moment this week.

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Thank you. Thank you. Thank you, Ms. Hagerty. That was amazing. This has quickly turned into probably one of my favorite parts of the boardwork that we could do is celebrating the amazing staff. And we've heard from a variety.

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I wish I could have you replay everything you said. It was so inspiring. And knowing you and seeing you in your career, blossom has been really awesome.

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I'm a firm believer of like pros and no and you ask the experts and I'm curious what you would say to

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a new teacher. We are constantly talking about just growing our own and building teachers within

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and creating that awareness within our own students of what a awesome profession this is.

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What would you tell what advice would you have to somebody new to the professional curious about it my advice would be to

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Try to be a pair of first. I was a pair of first and that got me into the classrooms and got me comfortable with them

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And I got to see all different types of teachers way beyond what I got to see with my student teaching and different ways of classroom management and just

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Help me feel comfortable in in the classroom setting

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That's a really cool answer.

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Congratulations.

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We would love to take a picture with you if we could be so fun.

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Can I add one thing?

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The other thing she does, that I think is good advice, and I mention it in here, is you

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no matter what, you see the strength, and I think somebody new to the profession is always easy

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to see the things that aren't strengths, but you see no matter what the strengths and the

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gifts and the assets that kids bring to the table.

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And I think you know you do that, but I get to witness it firsthand, you know, all the time.

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And that's a gift.

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So thank you.

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I think it helped I lived in Spain for a long time.

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So I just see that as such an asset to have multiple languages.

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And I think I convey that to my students that they are really lucky to know more than one language.

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All right, you good one?

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Ms. Radcliffe, yes?

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Yes.

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I just want to say thank you for all you do and thanks for reminding us that teachers are heroes.

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All right, we'll grab a quick picture if that's okay, right?

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All right, that was so fun. Let's do another fun one. Let's go to item number four, special recognition go ahead Mr. Peter.

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Thank you chair city members of the board. I was going to say let's just keep the good times roll.

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We have a very special recognition tonight that the board has asked to be placed on the agenda.

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And so at this time I'm going to ask our esteemed guests from Dakota Meadows to come to the front table to be recognized.

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As you make your way up, we have Ethan and Kirsten and Maddie and Orion and Noah as our students come on up.

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And Missing Matty, OK, Missing Matty.

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So Ethan, Kirsten, Orion, and Noah,

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and they are joined at the board table by Dakota

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Meadows Middle School counselors, Matt Ringhofer,

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and Lee Anderson.

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So this is no surprise to our school board

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as to what this special recognition is about.

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But for those in our audience and for those

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who are watching online, I appreciate that the board

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had a chance to see the greatness of our kids and staff

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just a few weeks ago and asked for it to be recognized at your table tonight.

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The Dakota Meadows Middle School counselors, Lee Anderson and Matt Ringhamford, had an opportunity

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to bring students, former Dakota Meadows students and current Dakota Meadows students to the Minnesota

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School Board Association, Winter Leadership Conference, just a couple of weeks ago.

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And as you all know, that conference brings together virtually every school district in the

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state to hear keynote, network with each other, and participate in dozens and dozens of breakout

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sessions that are put on by, for the most part, superintendents and school board members.

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But we all had a chance to witness and observe at the school board association conference

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a couple weeks ago, is this group.

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And so I'm going to ask Leah and Matt to provide us just maybe an overview as to what their session was all about.

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Why it was important for a mancated be represented in this way.

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And then asked the board if there's any comments or questions that you'd like to ask bar guests.

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So Matt and Leah.

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Well thank you board members for this honor and really it comes back to the students that we get to be with.

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that's really what it's always about. A few years ago we had an opportunity to start a group

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to support students in our building, all students and so this was a result of that idea and these

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students were a part of that great group. Some of them still are and so it's just grown a lot in the past

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seven, eight years. I think something like that. Maybe even longer. And then we had an opportunity

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present at MSBA and allow them to share their stories and talk about the importance of support.

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And that was, it was just great to have them up and talking and being a part of it. And we are

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along for the ride.

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We appreciate our students so much. Our role as counselors within the district

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is to ensure that we're supporting everyone and creating space and voice for those individuals.

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And we've had an opportunity to grow with these students in collaborating how do we create

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safer environments? How do we become more inclusive? And what I can't speak to more is that you

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have shifted our mission statement to ensure that we're doing that. And we appreciate you

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allowing us to do this work with our students because they're really the ones who drive

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the initiative. So what was the presentation about?

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We shared specifically about how creating a space for a LGBTQ plus students within a school setting is important, how you can do that.

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And providing that information specific to districts and individuals who want to move forward with that initiative.

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And we always believe that, you know, it's fine to present and share an idea we have, but relates to the students' voices that matter.

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That's where people come to hear that I want to hear us talk. They wanted to hear the kids.

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Well, I was at that presentation. And it was, wow, there's some of you guys are very talented speakers. I think you all have a very good future in public speaking and changing the world.

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and it was very impressive, very impressive.

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So do we have any other questions, or come,

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Mr. Ackliffe?

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I had to set one quick, quick comment.

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First of all, you guys totally blew me away

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at that presentation.

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It was amazing.

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And just our community is lucky and better

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for you guys being in it.

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So thank you so much.

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Yes, rubbers.

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Well, it's no surprise that I was really proud of you guys

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because I ran up to you afterwards.

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And it was like, are you guys huggers?

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because I needed to just like mama bear them

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because I was so proud.

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But I just really want to draw attention to the bravery

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of these students as well.

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As we know, just societally at large, right?

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It's not always safe for individuals

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to really speak about their identity,

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especially out in a public space like that.

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And the fact that our young folks

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were brave enough to say this is who I am

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in front of an entire state is is really impressive and I'm so proud of you some of your stories

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I mean I'm like tearing up now and I was tearing up when you were when you guys were speaking

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I just always want you guys you belong here okay and that um as long as I sit here you'll

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have a space in this sort always and you're special and you're wonderful and you're not different

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You're perfect.

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Not at

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all.

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Be sure.

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I wanted just to add my gratitude for not only our counselors, for our students,

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for the voice that you spoke and that we were able to hear at the conference.

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But also the reflection that you allowed to shine on maps.

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That was pretty big, that you are supported enough in our district, in our schools, and

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not always perfectly, but that you're supported enough to represent our community is where

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I wanted to communicate my heartfelt gratitude because there's a lot,

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there's a lot that

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district and reflects, you guys shine the light for our school district that day to our entire

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state and whether everybody was in the room or not that you represent that and that our fellow

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colleagues across the state of school board members could see that Mankato area public schools

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was having students present on this, without knowing it, that was a pretty profound statement

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that you guys made, and I wanted to say thank you for that.

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Anyone else?

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Dr. Pearson?

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These students know how highly I think of all of them, but thank you so much for not like falling

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off your chair when I referenced that something you would have used high school.

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It's West High School, of course, it's West High School.

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Thank you for that, like, you see, we're making progress.

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We're bringing people together.

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Anyone else?

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And I know we took a picture up there, but we're taking another picture here, more formal

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Fisher.

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Any, do you guys have anything else you want to say or any other comments?

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Thank you for the opportunity.

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Awesome.

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Yeah.

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All right.

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We'll take a quick picture.

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Kirsten.

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You go.

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All right.

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Are you ready?

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1, 2, 3.

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All right.

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When we move along to item five, which is the open forum section of our meeting, I had someone

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signed up Miranda Carlson, but I'm not sure if they're still here.

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I think so.

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Anyone else?

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Okay.

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All right.

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We'll move along to item six, the information section of our agenda.

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Letter A, the 2024 or 2025 and 2025, 2025, 2025, 2026.

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School year calendar.

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Yes.

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Thank you.

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Board.

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and members of the board. As you all know, the School District takes the opportunity on a

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buy annual basis every two years to take a look at how we are going to organize our school years

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for the coming two years. Thank you for your patience as we've gone through that. Tonight we have

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our director of teaching and learning, Travis Olson here to provide the overview, the report,

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answer any questions that you have. You'll note that later on in your agenda, you'll be asked to

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approved the 2425-2526 calendars. So what that introduction? Mr. Olson.

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They all left. I thought they were. Good evening, Chair of Standing School Board, Superintendent Peterson, Miss Bailey.

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Thanks for the opportunity to come in and share the work of the committee.

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Talk a little bit about what went into the decisions around our calendar and give them to you for approval

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and later on the agenda.

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So, fortunate that the calendar committee had representation from our teacher with association

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or MSEA in building principles, we started meeting back in September and met in September,

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and October started looking at results that we had gotten from a survey in the previous

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calendar development, taking a look at contract language, state statute, as well as those things

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that as a school district we value in our core commitments.

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And felt pretty good about it, you know, we're rolling along, here it's October, we kind

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of got things figured out and then realized the referendum might have an impact on the calendar.

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So we put a pin in it, hope for the best happen, one half of the best happen and so we were

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able to kind of wait, it's got Hogan working with contractors to start talking about him.

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Would not impact the calendars. We got the van back together in December. Continued our work had a couple of calendars in that went out to get feedback. We did that right before we left for the break in December.

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And then took that feedback and went through and looked at the themes that were in there and worked to be able to identify ways in which we could honor some of the requests that folks had. We weren't able to honor all of them.

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There are just some things that when you start talking about days of work and number of days

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at kids go to school you can't start after labor day and finish perform a model day and take

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a week off or spring break and take a week off or two weeks off or Christmas break it just

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doesn't work and so we had some very good conversations about the feedback we had gotten.

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Strong feedback overall we had just about 1,000 people complete that survey.

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of six hundred and seventy five community members and two hundred and twenty nine

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staff members and so what we were able to do that came out of that in the twenty four

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twenty five calendar we moved the last day of school for students back one day

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our goal is really to finish up that first week in June and so students are done on Thursday

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now instead of the original calendar which it said Wednesday and that allowed us to add

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President, stay as a day off.

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Staff wrap up on that Friday and begin whatever

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comes their way in June.

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So that was a change as a result of the feedback

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that was made to the 2425 calendar.

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The 2526 calendar, then we were able to,

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because of feedback, there was a lot of feedback

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about having a longer break rather than multiple weekends.

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And so we took days that we had and we grouped in together to create a spring break to the best of our ability at the end of March beginning of April.

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And so it isn't as long a spring break for staff but starting to add days off there, then adds days to the end of the school year and push of this into June.

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The same was true about the two days in December right before that Christmas break there.

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And if we take those two days off, then we start talking about the last student day being what June 8th.

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And so, not an easy decision, but in the interest of trying to really stick to that first week in June being the end of the school year for students and for staff.

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That's where we landed on those pieces.

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They're all, and the two pieces that I would add that have been talked about now looking

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at in this fall of this year, the potential to have a ninth-rate orientation day start

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at that.

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We did that during COVID to be able to help kids transition, and we've looked at what some

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of other big nine colleagues are doing, and what's really a good fit for our students

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and helping them be successful, looking at the option to do that.

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And so if a change is made, we will communicate that out to families as soon as we have that done.

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And then some conversation around in 2020-6, that graduation, the potential that we might not do that in the last student day.

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That we might look at moving that to another day when you need some time to study the impact of that before we make that switch.

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And really, the reason why is because we have athletes participating in state tournaments, and having to show up with eye black on or in track leads to go through graduation.

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And last year we were fortunate that it worked out for kids to be able to do both, but we want to avoid if we can one of the other.

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I mean those are both big things for our seniors that we want them to participate in until.

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Thank you to our group that helped to work on this.

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This is my second opportunity to go through this. I really enjoy it. The people that we've had that participate in, it's been a lot of fun to develop

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System-wide view of things, be able to identify what's important to our community and work through that process because we all start out with ideas that we want to do this side of the other thing

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But once we start getting into really what can we do and how can we make that work to the best of our ability

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It's been an enjoyable group to work with so with that I wouldn't would open it up if you've got questions or anything about the two calendars presented tonight

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All right any questions or comments about the calendar

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calendars why do we do it every two years two years of time?

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No, I don't know. I'm just kidding

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Why do everyone because I really you know as much as fun as it's been every year might be a little bit much

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And I don't know that every three years is quite the right fit either, but I don't know, as long as I can remember, we've always done it just every two years.

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And I know I appreciate the patience we had community members calling back in September saying, hey, when's graduation in 25?

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We need to kind of get some things figured out or like, how we're working on it, but, and so we really, even the community did a nice job of pushing through and being able to get everything out for that.

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survey is early as we did right before the December break and then getting back together and

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finalizing things so we can get it here for our families to be able to see.

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Appreciate Travis's leadership with that committee. As we all kind of add, there is no absolute

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perfect calendar and with a thousand people providing some perspective and input, you're

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invariably going to have some folks think. Why don't we move this day here or here?

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But this is a very, very strong two-year look at the academic calendar for make it a school.

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Go ahead.

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Just curious, with the feedback, do we hear about two-hour early outs versus two-hour late starts?

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We did an asset this time.

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We had asked that at the previous development of the calendar.

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Right.

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And so we didn't ask that just because we're so early on in it.

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I think there'll be an opportunity probably the next goal we're on to say,

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All right, now that we've kind of gotten into this for a couple of years, what does it look like?

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The early conversations early being, you know, year and a half into this from staff that have done it.

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They were appreciated, at least on the majority, appreciated the change.

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But we didn't just specifically ask one or the other.

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Well, there wasn't a strong community response feeling like they needed to say something then.

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Yeah, there were a few in the comments, but that was not a theme that rose to the top.

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I have that a few people since I've been on the board go you'll ask me a question about the calendar

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I'm like well, you approved it and now I know I've only been doing this year and I didn't approve

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Is that what I feel like I don't we look at that meeting now? I know I know I don't remember this date

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Now we're gonna approve this I see okay any other questions are comments?

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All right, thank you very much you. Yeah, all right

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We'll move along to well now it would be letter B Hoover elementary school report. Thank you very much chair saying members of the board

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Very pleased to welcome Principal of Hoover Elementary School Molly Meyer to the board table to provide the

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Update to the board on the goings on at Hoover

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All right, welcome

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Thank you, cherish the name

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How I'm school board Dr. Peterson. Thank you for providing the opportunity to share the great things are happening

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Planning at Hoover Elementary in the wonderful work that our staff and students are engaged in every day.

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We wanted to start off. I skip ahead here a little bit to just a few demographic components that may be of interest to you.

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So Hoover is one of the highest enrollments in the Naked Warrior Public Schools with currently 500 and 4 students as of today.

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Welcome to a couple new Huskies into on-to-campus today, which is wonderful.

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We are comprised of just under 15% special education students, just over 10% multilingual

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learners, and last year's free and reduced percentage was just over 30%.

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You can see the race demographic breakdown there as well, and one point of interest that I

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I really wanted to highlight this year as well, is our attendance, and it's something that we've been really working hard on, and having what we call attendance matters days, just highlighting the importance of being at school to our family and community, and then celebrating the students who are there at attendance.

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So we've done a variety of activities, and had some little trinkets and things for students at various times, and students are really excited about participating in those things.

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So our attendance is up, a consistent attendance at 99%, which is up from around 60% in the

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past, which is quite significant, and then our average daily attendance is at 95%.

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You can see here in just a ground you in on the next several slides, where it says Hoover

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adult actions.

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Those are all the same, as our adult actions are really geared towards improving reading

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and literacy outcomes at Hoover this year.

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We have seen that over time, that is an area

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that really needs our attention at the moment

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and our teachers and students are certainly

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rising to the occasion.

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So some of the ways in which we are improving student learning

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outcomes at Hoover include our teachers coming together

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and working around something we're calling

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an instructional practice framework.

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We're really sharing with one another

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their commitments to reading strategies and instructional practices that have a positive impact

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on student achievement. And so certainly there is an art and a science of teaching and learning

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and this is a space where as professional learning communities, they can come together to highlight

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not only the science, but also the art, their personal twists on instruction and the positive

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impacts that that is having. We are working on unpacking or learning more deeply the standards.

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So, in 2024, am I getting that year correct? Mr. Hanson or Wilson? We have full implementation

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of the ELA standards and so we're about two years out from that implementation and so we really

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want to make sure that we are starting now aligning our instruction on our practices to the new

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standards in anticipation of that full implementation.

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And so that is part of our work.

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Fidelity of Interactive Regal Lows was one area

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that we really felt like encouraging students

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to love reading and that enjoyment of reading

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along with a deep understanding of the text

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that's along the way was critical.

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And then we created what we're calling a Hoover Reading

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Intervention Tracking Forum to really monitor students

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who are not quite at grade level yet, who have some unfinished learning.

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And as a system being able to identify what instruction they have received, and what instruction

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they need to receive pinpointed to their personal learning outcomes in the future.

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And so that's more of a systems approach to ensuring that all students are making progress.

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We also have a commitment to data meetings every six weeks, which is something that Hoover had done pre-COVID

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and something that we needed to reinstate now post COVID.

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And then participation and letters professional development training.

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And so those are sort of our core adult actions that we've been focusing on.

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You can see here in this first slide that the kindergarten literacy success is one of our vision card goals.

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And you can see that we're performing slightly above district average.

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This is last year's winter data at the time that I pulled this data we hadn't quite put in.

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We've increased about three percentage points from last year, so we're continuing to make progress, and look to continue that progress.

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We want to get up there into the 80s and 90s in terms of proficiency, so we continue to work towards that with those adult actions.

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Similarly, you can see here the measure of third grade success using the second grade

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double scores. You can see we had a big jump into the 2021-22 school year, a slight

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dip last year, and our second grade teachers and really subsequently our first grade

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teachers. Again, our teachers are all looking at how they can shift to continue growth

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and that upward trajectory.

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Here we are looking at elementary success using MCA performance data.

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This is broken down, this is math proficiency by race.

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And so as we're looking to increase overall achievement for all of our students,

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we also are mindful of our access and equity for specific racial groups

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and wanting to make sure that we are tracking and making progress with each individual targeted

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group. In our kind of getting back to our adult actions, our MTSS tracking form really helps us

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do that. So for every student who is not at proficiency, we are tracking what instruction looks like

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and what modifications we are making to ensure growth for each student. Here is our MCA reading

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proficiency by state or by race, sorry.

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And again, you can see the breakdown by race.

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Again, we're looking for growth in all aspects.

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Reading specifically, we can see that with around

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only 60% proficiency, we have room to grow for everybody.

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And so that is our goal and what we're continuing to work

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for each day.

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Because we shift gears here a little bit.

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We're talking here on this slide

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just about some social emotional learning,

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and the work that we're doing here.

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And so our K-5 teachers have shifted

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to all include second step as part

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of their regular curriculum and instruction

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at all of our grade levels.

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And we also have our MTSS team that review our panorama data

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along with our student success coach and student support team

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and making sure that all the students

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who are in need of social emotional support are getting that.

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And so you can see we have about 19% of our students who are receiving tier 2 or tier 3 support.

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Here are all the ways that we are supporting SEL with our students, so utilizing second step, our PBIS.

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Our team has a variety of structures, our monthly classroom lessons with our counselor, our wildly beneficial, our MTS team also continues to review that panorama data.

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We have small group and individualized support.

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Our commitment to an equitable school experience is something that is something that we hold near and dear to our hearts, so the equity lens that we bring here as a school district really drives our work at Hoover as well.

436
00:38:03,090 --> 00:38:12,870
We're certainly focused on the daily experiences of each learner and their strengths and how we can leverage their strengths for student success.

437
00:38:13,550 --> 00:38:17,770
Our strategic plan is focused on looking at student data and increasing those student learning outcomes,

438
00:38:18,470 --> 00:38:23,470
and Hoover Pride is certainly something that is celebrated by staff, students and families alike.

439
00:38:27,260 --> 00:38:33,300
As we look at some student successes, we have many to share, but I just highlighted four here,

440
00:38:33,300 --> 00:38:37,920
So we have monthly PBS celebrations that are aligned with our PBS schools.

441
00:38:38,680 --> 00:38:43,080
We have partnerships, a partnership with Oak Terrace, which is right across the street from

442
00:38:43,080 --> 00:38:48,320
Hoover Elementary and our students and staff and the residents as well from Oak Terrace

443
00:38:48,320 --> 00:38:53,340
really enjoy that time spent together reading and playing some board games and just engaging

444
00:38:53,880 --> 00:38:55,020
with folks in our community.

445
00:38:56,140 --> 00:39:01,440
We have our club huskies targeted service after school and that very much mirrors the summer

446
00:39:01,440 --> 00:39:06,480
program and so there's a there's reading and math embedded into a

447
00:39:06,480 --> 00:39:10,660
club experience and students are really enjoying that experience and

448
00:39:10,660 --> 00:39:15,180
doing quite well and then our foundational reading skill development is

449
00:39:15,180 --> 00:39:20,480
increasing and so we're we're looking for more growth in our MCA's we're

450
00:39:20,480 --> 00:39:23,540
seeing a lot of growth when it comes to our phonics,

451
00:39:24,020 --> 00:39:28,340
phonemic awareness, decoding text and you know starting those early

452
00:39:28,340 --> 00:39:33,420
learning goals are being met at a higher rate at the moment.

453
00:39:35,080 --> 00:39:40,820
Some staff celebrations, there's our staff at Hoover is certainly a student-centered and collaborative

454
00:39:40,820 --> 00:39:44,000
and very much committed to continuous improvement.

455
00:39:45,160 --> 00:39:50,260
We've restructured our leadership team meetings and our staff meetings to be more in alignment

456
00:39:50,260 --> 00:39:57,220
with focusing on student learning and that has been wildly impactful for us and our work.

457
00:39:57,220 --> 00:40:09,260
We have full bridge to read implementation, which we are seeing show up in the benefits of which show up in our DIVILS data.

458
00:40:10,320 --> 00:40:16,060
And so the bridge to read really focuses on those really literacy skills in a very systemic way.

459
00:40:16,760 --> 00:40:26,000
And then something new this year that our community engagement team did was to celebrate veterans had Hoover and had a veterans breakfast

460
00:40:26,000 --> 00:40:35,060
and just some great slideshow and just that recognition of our veterans at Hoover was a fun day to celebrate as well.

461
00:40:37,280 --> 00:40:39,800
So if that's what questions might you have?

462
00:40:41,120 --> 00:40:41,600
Questions?

463
00:40:42,740 --> 00:40:43,340
Board members.

464
00:40:44,140 --> 00:40:44,560
Mr. Roberts?

465
00:40:45,800 --> 00:40:47,860
Yeah, but I don't really know how to formulate it.

466
00:40:47,860 --> 00:40:49,720
So it's really hoping somebody else had a question.

467
00:40:51,500 --> 00:40:52,140
I'll go.

468
00:40:52,440 --> 00:40:52,720
Okay.

469
00:40:53,260 --> 00:40:54,560
So 504.

470
00:40:55,220 --> 00:40:56,500
How many years have you been at Hoover?

471
00:40:56,500 --> 00:41:01,300
This is year four. Okay, is that a high number for the four years you've been there?

472
00:41:01,520 --> 00:41:07,680
I believe for us we're holding steady right around right above 500 pre-COVID

473
00:41:07,680 --> 00:41:13,160
I believe we're at about 580 around 2017-18. I think it was one of the highest

474
00:41:13,160 --> 00:41:19,340
Okay, in recent times. Okay. Yeah, good. Thank you. Yeah, fully formulated.

475
00:41:21,160 --> 00:41:22,860
You want somebody else to go first?

476
00:41:23,040 --> 00:41:24,280
No, no, it's okay.

477
00:41:24,660 --> 00:41:25,160
I know.

478
00:41:25,580 --> 00:41:26,680
You run in the show.

479
00:41:28,660 --> 00:41:34,020
Well, it was really, and if you don't know the answer to this question, I'm perfectly fine

480
00:41:34,020 --> 00:41:35,700
with you saying I simply don't know Aaron.

481
00:41:36,840 --> 00:41:41,520
But when I was looking at the racial demographics between test scores,

482
00:41:44,340 --> 00:41:45,060
why do you think

483
00:41:45,060 --> 00:41:45,520
that is?

484
00:41:45,520 --> 00:41:47,860
Do you think it's more social determinants?

485
00:41:48,100 --> 00:41:50,720
Do you think it's culturally the way

486
00:41:50,720 --> 00:41:57,600
like we're just set up to teach, do you think it's, where, why do you think that is?

487
00:41:57,820 --> 00:42:05,080
Yeah, I think if I had to hypothesize, it's, I think, always multi-factor, right?

488
00:42:05,500 --> 00:42:10,840
I think that, you know, there's, there's always systems in which we can improve

489
00:42:10,840 --> 00:42:14,740
to better serve our student population and so that's something that we're always,

490
00:42:14,840 --> 00:42:19,520
when we're making decisions, making sure we're using those guiding equity questions,

491
00:42:19,520 --> 00:42:25,900
approved by the school board. I think those are really important for us as we're making decisions to consider, you know, who

492
00:42:26,500 --> 00:42:32,700
the decision is serving and what the outcome is. I think

493
00:42:37,270 --> 00:42:41,650
I think I could host like, like, as I think about each student, right?

494
00:42:41,710 --> 00:42:53,310
So our the number of students in our building, right? When we're almost 75% white, you know, and then 25% student of color, we have the opportunity, right?

495
00:42:53,310 --> 00:43:00,030
we're able to look at each individual student of color and their strengths and how we're

496
00:43:00,030 --> 00:43:07,170
leveraging those. And so I think as we're making decisions as the adults in spaces, right?

497
00:43:07,170 --> 00:43:14,530
How are we providing space for folks to feel comfortable and safe and able to voice their learning

498
00:43:14,530 --> 00:43:22,690
in multiple ways, so that we're really focused on the whole child and wrapping around services

499
00:43:22,690 --> 00:43:28,670
where it's needed and also getting out of students' way and letting them show their learning

500
00:43:28,670 --> 00:43:32,190
and show who they are in a variety of ways is also important.

501
00:43:32,790 --> 00:43:38,530
Do you ever find like when we're breaking things down by racial groups that you're like,

502
00:43:38,810 --> 00:43:42,650
wow, but these kids really do show us in the classroom, they know it, it just when it comes

503
00:43:42,650 --> 00:43:44,850
on to the test, what happens?

504
00:43:45,290 --> 00:43:47,910
Absolutely, I think that happens from time to time.

505
00:43:48,090 --> 00:43:50,950
And I think we certainly were focused

506
00:43:50,950 --> 00:43:54,410
on the importance of MCA as a summative assessment,

507
00:43:54,730 --> 00:43:57,470
and we're using NWA Indibles as formative assessments.

508
00:43:58,010 --> 00:44:00,690
When we're looking at growth of students,

509
00:44:02,250 --> 00:44:04,710
we are really proud of the things that are happening.

510
00:44:05,350 --> 00:44:08,210
So we're able to pinpoint for each of our students

511
00:44:08,210 --> 00:44:10,390
of color and our white students, right?

512
00:44:10,390 --> 00:44:11,670
Where they are making growth,

513
00:44:11,670 --> 00:44:29,370
If data is stagnating, we're able to shift in a just instruction and I think that's a good space to be living in right where we can in our teachers have a really good pulse on the needs of each student and connections with family and families and just continuing to move forward.

514
00:44:30,410 --> 00:44:30,510
Thanks.

515
00:44:30,510 --> 00:44:31,030
Yeah.

516
00:44:33,040 --> 00:44:33,840
Any other questions?

517
00:44:34,540 --> 00:44:34,900
Comments?

518
00:44:35,020 --> 00:44:35,600
Dr. Peterson.

519
00:44:35,940 --> 00:44:36,680
Thank you, Chair Singh.

520
00:44:37,540 --> 00:44:41,840
Molly, can you go back to your K. Dibble's graph?

521
00:44:43,000 --> 00:44:43,560
Great to be getting.

522
00:44:45,810 --> 00:44:46,270
Right there.

523
00:44:46,330 --> 00:44:46,490
There you go.

524
00:44:46,870 --> 00:44:47,110
All right.

525
00:44:47,330 --> 00:44:47,550
Yes.

526
00:44:47,830 --> 00:44:55,610
So I think that this graph illustrates, which I think we all know.

527
00:44:55,830 --> 00:44:57,610
I mean, none of us want to go back to that.

528
00:44:57,610 --> 00:44:57,990
What is that?

529
00:44:57,990 --> 00:44:59,470
You're 20, 20, 20, 21.

530
00:45:00,000 --> 00:45:14,860
Data set that says teachers matter. And the decisions that they make when they're in front of kids on a regular, consistent basis matter, all you would need to do is take a look at graphs like this. And this is replicated across the system.

531
00:45:15,980 --> 00:45:25,080
And I think it's good. It's a good reminder. And our team, we talk all the time about the difference between reasons and excuses. What's the difference between a reason and an excuse?

532
00:45:26,500 --> 00:45:30,420
Of course, that drop in 2021 is due to COVID.

533
00:45:31,420 --> 00:45:38,360
But if that line would have just flatlined, after we're bringing kids back in and we're

534
00:45:38,360 --> 00:45:45,080
back into the routines of education, I would argue that that then COVID becomes the excuse.

535
00:45:45,360 --> 00:45:46,840
Look what it's done to our kids.

536
00:45:47,900 --> 00:45:48,620
But look at that.

537
00:45:48,620 --> 00:45:50,500
Look at that bounce back.

538
00:45:51,240 --> 00:45:54,260
And that also is replicated across the system.

539
00:45:54,960 --> 00:45:55,960
And it's going to take some time.

540
00:45:55,960 --> 00:45:58,220
These kindergartners are now 34.

541
00:45:59,300 --> 00:46:03,260
That will be an interesting cohort for us to watch over the years.

542
00:46:04,340 --> 00:46:08,140
But this is why, as a value proposition,

543
00:46:08,540 --> 00:46:10,260
this is why you put your money in public schools,

544
00:46:10,860 --> 00:46:12,730
because of what our teachers do.

545
00:46:13,200 --> 00:46:15,860
Molly is an exceptional principal,

546
00:46:16,360 --> 00:46:19,520
but that is a result of the day-to-day work

547
00:46:19,520 --> 00:46:30,320
And the importance of attendance, as you were talking about that, that is such a positive sign for what happens in public schools every day.

548
00:46:30,920 --> 00:46:38,100
Not perfectly, not perfectly, but that is data, that points to, number one, the reason why it dipped we all get.

549
00:46:38,460 --> 00:46:47,800
But that bounce back is that is proof of what happens in our schools matter with highly qualified teachers.

550
00:46:49,110 --> 00:46:55,510
Can I have you go to the from that kind

551
00:46:58,680 --> 00:47:20,280
of the one that pulls apart the demographics, the one that kind of prompted I think director Robert questions the MCA so if we take what superintendent Peterson just commented about how teachers matter and then we apply it to this graph and we look at the students that we're failing.

552
00:47:20,280 --> 00:47:23,960
Or that are struggling, or that are not doing as well.

553
00:47:24,900 --> 00:47:29,240
I think the same thing has to be, the same thing has to be said.

554
00:47:29,720 --> 00:47:30,300
Teachers matter.

555
00:47:30,840 --> 00:47:35,540
And the only way we're going to see a difference in those bars

556
00:47:37,260 --> 00:47:46,860
is with that same intentional pursuit and support for our teachers.

557
00:47:46,860 --> 00:47:50,400
But more importantly, for our students of color, right?

558
00:47:51,060 --> 00:47:56,640
I mean, your point exactly is then for us to scratch your heads and go, then why?

559
00:48:00,380 --> 00:48:03,860
I would also wonder, too, like really going off of that would be a demographic

560
00:48:03,860 --> 00:48:05,020
breakdown of attendance.

561
00:48:06,600 --> 00:48:10,060
Are some of these the folks that are not walking in the door?

562
00:48:10,700 --> 00:48:13,020
And that's why we see that difference.

563
00:48:13,940 --> 00:48:19,120
We do see similar breakdown when we look at attendance by.

564
00:48:26,200 --> 00:48:27,080
Anything else?

565
00:48:27,940 --> 00:48:29,060
Otherwise, thank you very much.

566
00:48:29,280 --> 00:48:29,940
That was great.

567
00:48:30,360 --> 00:48:31,020
Very good job.

568
00:48:32,520 --> 00:48:33,000
All right.

569
00:48:33,340 --> 00:48:36,400
We'll long to let her see Jefferson Elementary.

570
00:48:37,380 --> 00:48:38,340
Come on now.

571
00:48:40,780 --> 00:48:42,640
I was at a popsicles and playground.

572
00:48:42,740 --> 00:48:43,260
Is that what it's called?

573
00:48:43,580 --> 00:48:46,340
Now there's a glow party glow glow stick.

574
00:48:46,580 --> 00:48:47,040
It's a glow stick.

575
00:48:47,100 --> 00:48:47,220
It's a glow stick.

576
00:48:47,780 --> 00:48:48,000
It's a glow stick.

577
00:48:48,000 --> 00:48:48,980
Yeah, it's a glow stick.

578
00:48:48,980 --> 00:48:49,840
I got the invitation.

579
00:48:50,100 --> 00:48:51,660
So I'm like, it's something like that glow stick.

580
00:48:51,800 --> 00:48:53,780
If Mason will go, my little will go with me.

581
00:48:53,780 --> 00:49:00,640
Yes, we were invited all our, well, thank you, and Molly, that's awesome. We're kind of on the opposite end.

582
00:49:00,740 --> 00:49:17,200
We are one of the smaller schools in the district, so it'll be really neat to kind of have our information alongside each other because one, it'll show the alignment that we have big and small within our schools and then just the partnership and how we support each other and our teachers and some of the things that we're doing so.

583
00:49:17,240 --> 00:49:23,140
Most of before you get too far into it, can you just make sure that you introduce, oh, yeah, yes, so I have a little, yes.

584
00:49:23,140 --> 00:49:24,660
I get a rough track, sorry about that.

585
00:49:25,260 --> 00:49:26,940
No, no, no, no more neon party was going right at that.

586
00:49:27,240 --> 00:49:28,240
So good evening.

587
00:49:28,920 --> 00:49:32,960
I am Melissa Brousky, and alongside me is our school counselor, Miss Alieville,

588
00:49:33,300 --> 00:49:35,220
and we are so excited to be here.

589
00:49:35,480 --> 00:49:40,460
I want you to express my sincere gratitude for the opportunity to represent Jefferson with

590
00:49:40,460 --> 00:49:41,400
in our maps community.

591
00:49:41,800 --> 00:49:45,640
And I am so excited to ensure that credible ways our students, staff, families,

592
00:49:45,820 --> 00:49:47,820
are engaging in their educational journey.

593
00:49:48,280 --> 00:49:50,980
I look forward to providing you with insights into our achievements

594
00:49:50,980 --> 00:49:53,140
in our collaborative efforts that make Jefferson

595
00:49:53,140 --> 00:49:56,220
a dynamic and enriching educational environment.

596
00:50:01,180 --> 00:50:02,440
So to open up our presentation,

597
00:50:03,040 --> 00:50:05,240
I want to start by highlighting the guiding principles

598
00:50:05,240 --> 00:50:07,580
that anchor our work here at Jefferson Elementary

599
00:50:07,580 --> 00:50:11,280
within a larger framework, and that is the Manquito Area Public Schools.

600
00:50:11,800 --> 00:50:14,220
The mission statement, which underscores a commitment

601
00:50:14,220 --> 00:50:17,820
in collaborative equity and engagement with families and communities,

602
00:50:18,060 --> 00:50:19,720
is the compass which drives our work.

603
00:50:20,400 --> 00:50:22,640
At Jefferson, we take this mission statement to heart

604
00:50:22,640 --> 00:50:24,860
from examining our data to formulating

605
00:50:24,860 --> 00:50:28,020
in equity statements, setting ambitious goals,

606
00:50:28,220 --> 00:50:30,160
and crafting intentional adult actions,

607
00:50:30,620 --> 00:50:32,580
our work is aligned with the core commitment

608
00:50:32,580 --> 00:50:34,880
and values articulated in the map's mission.

609
00:50:35,480 --> 00:50:37,320
Our dedication to providing each learner

610
00:50:37,320 --> 00:50:39,520
with the knowledge and skills to become successful

611
00:50:39,520 --> 00:50:42,760
and contributing citizens in our diverse global society

612
00:50:42,760 --> 00:50:44,980
is at the forefront of all that we do.

613
00:50:45,500 --> 00:50:47,480
We look forward to sharing our tangible ways

614
00:50:47,480 --> 00:50:50,160
in which our mission statement translates

615
00:50:50,160 --> 00:50:52,420
into the daily actions and outcomes that Jefferson.

616
00:50:57,300 --> 00:50:59,200
So who are our Jefferson Jakes?

617
00:50:59,920 --> 00:51:02,300
Here is our enrollment in our demographics,

618
00:51:02,880 --> 00:51:04,780
along with some of the special support services.

619
00:51:04,960 --> 00:51:06,340
So as you take a look at that, I'm just going

620
00:51:06,340 --> 00:51:07,440
to read some additional information.

621
00:51:08,300 --> 00:51:10,840
Our Jefferson J. squares are a diverse and vibrant community

622
00:51:10,840 --> 00:51:11,520
of learners.

623
00:51:11,820 --> 00:51:13,920
We have a total of 1091 students.

624
00:51:14,820 --> 00:51:17,320
This community reflects a rich tapestry of backgrounds

625
00:51:17,320 --> 00:51:19,620
and experiences that contribute to a dynamic

626
00:51:19,620 --> 00:51:21,200
and inclusive learning environment.

627
00:51:21,200 --> 00:51:23,920
This diversity enriches our educational landscape,

628
00:51:24,240 --> 00:51:27,440
provides us with students with broadened experiences and perspectives,

629
00:51:28,060 --> 00:51:31,000
and factors in appreciation for different cultures and experiences.

630
00:51:35,180 --> 00:51:36,260
So, Howard J. eggs doing.

631
00:51:37,260 --> 00:51:40,000
Up here is our MCA data, both reading and math,

632
00:51:40,220 --> 00:51:43,260
and they're side by side along with the respective years,

633
00:51:43,420 --> 00:51:47,500
and then there's some bolded achievement bars on the side.

634
00:51:48,420 --> 00:51:50,880
MCA achievement is a significant focus at Jefferson,

635
00:51:51,100 --> 00:51:53,580
and our overall goal is to improve student achievement.

636
00:51:53,580 --> 00:51:58,860
This begins with our team frameworks and a thorough examination of our instructional time.

637
00:51:59,200 --> 00:52:02,700
Professional community learning communities take time to analyze,

638
00:52:02,940 --> 00:52:07,620
formative and summative assessments to ensure that 100% of our students are receiving

639
00:52:07,620 --> 00:52:12,560
core level instruction and that our intervention services and activities are being provided

640
00:52:12,560 --> 00:52:17,700
during our small group times. This data-driven approach allows for an understanding of student

641
00:52:17,700 --> 00:52:22,800
performance and ultimately enables our educators to make informed decisions about how to best

642
00:52:22,800 --> 00:52:24,120
for me, our students individual.

643
00:52:30,910 --> 00:52:36,450
Going further into our vision card, this next part talks about our literacy focus in our kindergarten.

644
00:52:37,290 --> 00:52:56,750
At Jefferson, our intentional focus with our equity oriented strategic plan is our adult actions that align with the support of our district's mission and vision, our current emphasis on building the capacity of our professional learning communities, our PLCs, to make that informed decisions that underscore commitment to student learning.

645
00:52:56,750 --> 00:53:01,450
The adult action steps that allow us to do this are using our universal screeners.

646
00:53:01,710 --> 00:53:04,530
This is something we administer in the fall of winter and spring.

647
00:53:05,070 --> 00:53:10,490
We use that to identify students who made need additional support and then implement early intervention.

648
00:53:10,810 --> 00:53:14,210
And this is crucial in setting the stage for a successful academic year.

649
00:53:14,370 --> 00:53:15,830
And then monitoring progress throughout.

650
00:53:16,510 --> 00:53:18,510
Progress monitoring is another tool that we use.

651
00:53:18,550 --> 00:53:24,430
This is a regular process that we use to monitor our intensive and strategic students and commit

652
00:53:24,430 --> 00:53:27,010
to an individualized support plan.

653
00:53:27,570 --> 00:53:29,790
The attention to details during our Dibbles window

654
00:53:29,790 --> 00:53:32,370
for others ensures that students are in the cups of

655
00:53:33,050 --> 00:53:35,310
proficiency are getting their targeted assistance.

656
00:53:35,830 --> 00:53:38,170
We also hold data meetings every six weeks,

657
00:53:38,430 --> 00:53:39,870
and this is where we bring a collaboration

658
00:53:39,870 --> 00:53:42,010
of our classroom teachers, our interventions,

659
00:53:42,910 --> 00:53:44,370
specialists, our multi-language teachers,

660
00:53:44,750 --> 00:53:46,530
our special education teachers all together

661
00:53:46,530 --> 00:53:49,270
to look at data and talk about how we're aligning our work.

662
00:53:54,360 --> 00:53:56,940
Our next one is looking at our third grade

663
00:53:56,940 --> 00:54:00,540
And that is another part of our vision card.

664
00:54:00,760 --> 00:54:02,980
Our strategic approach to improving literacy outcomes

665
00:54:02,980 --> 00:54:05,100
for our second-grade students as it's reflected

666
00:54:05,100 --> 00:54:07,840
on our vision card focuses on increasing the percent

667
00:54:07,840 --> 00:54:10,580
of students meeting our spring literacy benchmark

668
00:54:10,580 --> 00:54:13,820
at the and the dedication of continuous improvement

669
00:54:13,820 --> 00:54:15,860
our evidence in our adult actions.

670
00:54:16,400 --> 00:54:19,100
Some of the things that we do to support this work

671
00:54:19,100 --> 00:54:21,660
are data sharing at our PLC.

672
00:54:21,960 --> 00:54:24,220
We use this to have cross grade level conversations

673
00:54:24,220 --> 00:54:25,820
as well as vertical conversations

674
00:54:25,820 --> 00:54:29,060
and how we support our students throughout their educational journey.

675
00:54:29,700 --> 00:54:34,800
Focus on growth and empowerment, the overarching goal of growing each child and empowering them

676
00:54:34,800 --> 00:54:37,740
by building relationships and leveraging their strengths.

677
00:54:38,360 --> 00:54:43,140
This student centered approach emphasizes on the holistic development and recognizes unique

678
00:54:43,140 --> 00:54:45,100
strengths and potential of every student.

679
00:54:45,980 --> 00:54:49,820
And we've implemented the K-2 Phonics Program Bridge to Read.

680
00:54:49,980 --> 00:54:54,860
This introduction of a K-2 Phonics Program is a proactive step towards cohesion in our

681
00:54:54,860 --> 00:54:55,360
instruction.

682
00:55:00,070 --> 00:55:05,470
This is our MCA data and our equity oriented strategic plan is not only

683
00:55:05,470 --> 00:55:09,950
data driven but we are deeply focused on addressing gaps and fostering a more

684
00:55:09,950 --> 00:55:15,210
equitable learning environment. The emphasis is examining our adult mindsets and

685
00:55:15,210 --> 00:55:19,410
our biases within our goal of ensuring that every student is not only achieving but

686
00:55:19,410 --> 00:55:24,330
is believed to be capable of learning and this is foundational and in creating an

687
00:55:24,330 --> 00:55:26,530
inclusive culture where everyone can thrive.

688
00:55:27,010 --> 00:55:31,210
Some key highlights to this approach is our SEL for our 4th and 5th grade students.

689
00:55:31,650 --> 00:55:36,310
They're engaging in a program around social emotional learning that includes grit as a

690
00:55:36,310 --> 00:55:37,090
valuable initiative.

691
00:55:37,750 --> 00:55:41,970
This focus is on developing soft skills related to achievement that includes goals

692
00:55:41,970 --> 00:55:45,990
setting, identifying our own personal strengths, and fostering perseverance.

693
00:55:46,810 --> 00:55:51,570
These skills are not only critical for academics, success, but also overall personal growth.

694
00:55:51,570 --> 00:55:54,090
Our staff capacity development.

695
00:55:54,470 --> 00:55:57,590
Our commitment to developing staff is a pivotal strategy.

696
00:55:58,310 --> 00:56:03,670
We re-examine our current standard standards in our interventions with high fidelity and demonstrate

697
00:56:03,670 --> 00:56:06,650
a dedication to maintaining high standards in education.

698
00:56:06,930 --> 00:56:11,310
The sensors that every educator is well equipped to address the unique needs of students.

699
00:56:12,010 --> 00:56:16,050
We also have been doing some cross-building connections and that's creating opportunities for

700
00:56:16,050 --> 00:56:21,190
our educators to collaborate with each other, sharing best practices and insights and creating

701
00:56:21,190 --> 00:56:25,990
supportive networks for educators can ask each other questions and gain insight and ideas from

702
00:56:25,990 --> 00:56:26,610
each other.

703
00:56:27,170 --> 00:56:31,950
This multifaceted approach is ranging from addressing all our biases to implementing SEL and

704
00:56:31,950 --> 00:56:36,850
promoting collaboration amongst educators is our comprehensive approach to lining best practice

705
00:56:36,850 --> 00:56:37,950
for each of our students.

706
00:56:41,490 --> 00:56:44,290
Our next one is talking about the disparities with suspension.

707
00:56:44,650 --> 00:56:49,170
At Jefferson, we believe taking in taking a proactive and holistic approach to supporting

708
00:56:49,170 --> 00:56:51,870
our students and we maintain low suspension rates.

709
00:56:51,870 --> 00:57:00,050
The commitment to creating a positive and supportive school environment is evidence in the various layers of support we've implemented.

710
00:57:00,670 --> 00:57:09,970
This includes our proactive SCL lessons and by various stakeholders including our school counselor, our classroom teachers and our student success coach.

711
00:57:10,590 --> 00:57:18,490
Focus on empowering students with these strategies to manage their emotions and healthy and productive way and contribute to a positive and nurturing school culture.

712
00:57:18,490 --> 00:57:21,030
We also did trauma training with our adults.

713
00:57:21,430 --> 00:57:25,850
We recognize the importance of trauma informed practices and providing trauma informed training

714
00:57:25,850 --> 00:57:29,130
for adults is a crucial aspect to support our system.

715
00:57:29,550 --> 00:57:33,430
Equipping our educators with strategies to address social and emotional needs of our students

716
00:57:33,430 --> 00:57:36,970
and demonstrating commitment to understanding and responding to a whole child.

717
00:57:37,750 --> 00:57:43,130
We also have our multi-tiered support system where we take a comprehensive look at both academic

718
00:57:43,130 --> 00:57:47,790
and behavioral needs and talk about proactive measures that we can implement to target

719
00:57:47,790 --> 00:57:50,410
services for our students and their needs.

720
00:57:55,420 --> 00:58:00,020
Supporting the SEL of our students, it's evidence in our students' daily experiences that

721
00:58:00,020 --> 00:58:04,760
our Jefferson community is taking a proactive and comprehensive approach to foster a positive

722
00:58:04,760 --> 00:58:09,840
and supportive culture through positive behavioral interventions and supports. The implementation

723
00:58:09,840 --> 00:58:14,980
of the jigs matrix school wide goals and celebrations ensures a consistent and positive learning

724
00:58:14,980 --> 00:58:19,840
environment. This proactive approach sets clear expectations for behavior and promotes

725
00:58:19,840 --> 00:58:21,660
the sense of community responsibility.

726
00:58:22,640 --> 00:58:25,180
The incorporation of small group and individual check-ins

727
00:58:25,180 --> 00:58:28,160
is a crucial aspect of providing personalized support

728
00:58:28,160 --> 00:58:30,900
to students, recognizing the importance of addressing

729
00:58:30,900 --> 00:58:33,080
individual means within the broader context

730
00:58:33,080 --> 00:58:34,280
of the school community.

731
00:58:35,260 --> 00:58:37,820
Excel targeted services for our K-5 students

732
00:58:37,820 --> 00:58:40,980
takes an innovative approach to social, emotional learning.

733
00:58:41,480 --> 00:58:44,080
For our K-2 program students, they explore

734
00:58:44,080 --> 00:58:46,540
SEL concepts through STEM and games.

735
00:58:46,920 --> 00:58:49,600
For our third through fifth graders, SEL is blended

736
00:58:49,600 --> 00:58:51,420
with art and project-based learning.

737
00:58:51,980 --> 00:58:54,040
Our unique programming not only allows students

738
00:58:54,040 --> 00:58:55,660
to express themselves individually,

739
00:58:56,260 --> 00:58:59,160
but also factors peer connections and cooperative learning.

740
00:59:09,910 --> 00:59:10,910
All right, equity, orient,

741
00:59:11,070 --> 00:59:13,110
our commitment to an equitable school experience.

742
00:59:13,230 --> 00:59:16,730
It's inspiring to see how our Jefferson future focus

743
00:59:16,730 --> 00:59:17,810
remains future focus.

744
00:59:18,070 --> 00:59:20,430
We prioritize personalized learning for our students.

745
00:59:20,770 --> 00:59:22,470
The commitment to leveraging our resources

746
00:59:22,470 --> 00:59:24,590
including our counselors, our social worker,

747
00:59:24,910 --> 00:59:26,350
our school-length mental health provider,

748
00:59:26,350 --> 00:59:29,310
demonstrates that holistic approach to student well-being.

749
00:59:30,170 --> 00:59:34,210
This approach not only addresses their academic, but also recognizes and responds to our

750
00:59:34,210 --> 00:59:39,670
social diverse needs, and also reflects forward thinking on how do we prioritize not just

751
00:59:39,670 --> 00:59:42,690
education, but the overall needs of our students and our families.

752
00:59:43,290 --> 00:59:48,470
Jefferson staff commitments to nurturing our equitable learning environment is undoubtedly made

753
00:59:48,470 --> 00:59:50,830
a positive impact on our students and our community.

754
00:59:54,320 --> 00:59:56,120
student success and self

755
01:00:00,000 --> 01:00:05,220
Celebration at Jefferson Celebrating Student Successors Fosters a Positive and Engage School Culture.

756
01:00:05,820 --> 01:00:09,800
The student-focused initiatives and achievements demonstrated a commitment to building leaders,

757
01:00:10,100 --> 01:00:12,800
amplifying student voice and fostering a sense of community.

758
01:00:13,540 --> 01:00:19,080
Some key highlights include our student advisory committee. The monthly meetings of the student advisory committee

759
01:00:19,080 --> 01:00:24,780
are a powerful vehicle for building student leaders and promoting student voice and choice and daily school interactions.

760
01:00:24,780 --> 01:00:31,180
This commitment to involving students in decision-making contributes to a more inclusive and empowering school environment.

761
01:00:31,980 --> 01:00:40,460
Our peacemakers, the involvement of students in initiatives like peacemakers, emphasizes the importance of conflict resolution and creating a harmonious school environment.

762
01:00:41,380 --> 01:00:49,540
Weekly announcements, having regular announcements serve as a platform to share successes, events, and important information keeping the student body informed and engaged.

763
01:00:49,540 --> 01:00:54,540
student-led school assemblies, allowing students to take the lead in all-school assemblies

764
01:00:54,540 --> 01:01:00,780
as an excellent strategy for recognizing and having a platform to showcase their

765
01:01:00,780 --> 01:01:03,840
towns, but also reinforces the value of collaboration and teamwork.

766
01:01:04,940 --> 01:01:09,200
Rockstar readers and jam and jag awards recognize the students and encourages a positive

767
01:01:09,200 --> 01:01:13,380
reading culture and acknowledges students, efforts, and perseverance in developing their

768
01:01:13,380 --> 01:01:14,040
reading skills.

769
01:01:14,560 --> 01:01:16,060
Some community service initiatives.

770
01:01:16,060 --> 01:01:34,300
The food drive resulted in close to 100 pounds of food for the echo food shelf demonstrates a commitment to community service and supporting those in need, and the climb to feed fundraiser, engaging in fundraising activities like the climb to feed initiative, that only raises funds for a cause, but also provides students with a sense of purpose and social responsibility.

771
01:01:35,140 --> 01:01:39,140
These initiatives collectively contribute to a vibrant and supportive school community.

772
01:01:39,140 --> 01:01:45,040
So, let's celebrate our staff, the dedication of Jefferson's staff is to foster a

773
01:01:45,040 --> 01:01:49,280
close-knit and supportive community and it's an evident in our intentional efforts and initiatives

774
01:01:49,280 --> 01:01:54,240
to prioritize relationships and our community engagement. Jefferson's staff commitment to

775
01:01:54,240 --> 01:01:59,040
relationship building community engagement and innovation on teaching practice contribute to

776
01:01:59,040 --> 01:02:04,360
our positive and dynamic learning environment, some key highlights, building authentic relationships.

777
01:02:04,720 --> 01:02:08,660
We have daily morning meetings and all our classrooms. We incorporate those meetings to create

778
01:02:08,660 --> 01:02:14,020
sense of community and set positive tone for our day, positive home connections. We make positive

779
01:02:14,020 --> 01:02:18,360
calls home and connect with our families via email and let them know how their students

780
01:02:18,360 --> 01:02:24,700
are doing and reinforces that home school connection. Initiative approaches to learning.

781
01:02:24,960 --> 01:02:29,320
We're exploring new ways to support various learning styles including some project-based stem

782
01:02:29,320 --> 01:02:35,580
learning and outdoor learning and forward thinking. This approach not only creates an opportunity

783
01:02:35,580 --> 01:02:41,160
for a deliberate learning style that also enhances student's curiosity, and then of course

784
01:02:41,160 --> 01:02:45,700
our community partnerships. We co-host and work with our parent teacher organization to

785
01:02:45,700 --> 01:02:51,380
host things like our family feast, our Jefferson Jagg, our neon night, and other opportunities

786
01:02:51,380 --> 01:02:56,700
for that school community connection. We also frequent invitations to caregivers to support learning

787
01:02:56,700 --> 01:03:00,080
in the classroom and involved involuntary in our space.

788
01:03:02,780 --> 01:03:04,320
Jefferson Elementary is more than just

789
01:03:04,320 --> 01:03:09,640
school. It's a vibrant community of learners, educators, and families dedicated to the pursuit

790
01:03:09,640 --> 01:03:13,780
of knowledge and personal growth. And our commitment to excellence align seamlessly with

791
01:03:13,780 --> 01:03:18,320
our values of held-in maps and we are so proud to be a part of this district's overarching

792
01:03:18,320 --> 01:03:23,320
mission. Thank you so much for your time and allowing us to showcase these collective efforts

793
01:03:23,320 --> 01:03:26,980
and allowing us to tell you about our incredible community at Jefferson.

794
01:03:30,850 --> 01:03:33,830
Sorry, I call the glue stick night. It's neon-native project.

795
01:03:33,830 --> 01:03:35,310
It's a story of a member of different summaries.

796
01:03:36,050 --> 01:03:36,930
I don't know, okay.

797
01:03:37,010 --> 01:03:37,490
It's close.

798
01:03:39,970 --> 01:03:41,730
Any questions or comments?

799
01:03:42,810 --> 01:03:43,150
Mr. Roberts?

800
01:03:44,010 --> 01:03:44,750
One quick comment.

801
01:03:45,110 --> 01:03:50,950
I really appreciate that you put a lot of focus on trauma-informed teaching.

802
01:03:51,790 --> 01:03:59,150
That is one thing that I've learned doing this equity work that I do is that being trauma-informed

803
01:03:59,150 --> 01:04:01,410
is like needs to be at the top.

804
01:04:02,610 --> 01:04:07,030
And so I just wanted to say that I really appreciate that we don't hear that all the time,

805
01:04:07,330 --> 01:04:12,030
but I do think that that is definitely something that you could share with your other

806
01:04:12,030 --> 01:04:18,430
school, brothers and sisters, family members, and how I really think that that could impact

807
01:04:19,170 --> 01:04:21,110
the daily experience of kids.

808
01:04:21,930 --> 01:04:22,710
So thanks.

809
01:04:25,180 --> 01:04:25,580
Ms. Pratt?

810
01:04:26,300 --> 01:04:30,060
I'm curious because we've heard the summer school report from you and how you had done

811
01:04:30,060 --> 01:04:34,260
things differently with some of the thematic things in the real hands-on.

812
01:04:34,380 --> 01:04:38,900
Has any of that trickled into the school year here and how our teachers responding to that?

813
01:04:39,340 --> 01:04:43,380
Yeah, so we talked a little bit about the hands-on learning, so we had some outdoor experiences

814
01:04:43,380 --> 01:04:48,180
that people have done always, we purchased some stem bins that are becoming part of not only

815
01:04:48,180 --> 01:04:53,360
our classroom, but also during our lunch period. Students have stem bins that they take out and

816
01:04:53,360 --> 01:04:58,200
they build and collaborate together and then as Nassolivo mentioned, our targeted services took

817
01:04:58,200 --> 01:04:59,680
flip this year in mindset.

818
01:05:00,000 --> 01:05:04,380
And so we're focusing on SCL exclusively as our qualifier

819
01:05:04,380 --> 01:05:06,440
and then incorporating that math and reading

820
01:05:06,440 --> 01:05:07,820
within the targeted service.

821
01:05:08,800 --> 01:05:10,740
And three-five is doing it with the art program

822
01:05:10,740 --> 01:05:13,860
and then our K-2 are doing some gang-based

823
01:05:13,860 --> 01:05:15,620
and collective work there.

824
01:05:16,500 --> 01:05:17,660
And it's been well received.

825
01:05:20,080 --> 01:05:20,380
Great.

826
01:05:20,880 --> 01:05:21,560
Any other questions?

827
01:05:22,720 --> 01:05:23,080
Comments?

828
01:05:24,340 --> 01:05:24,620
All right.

829
01:05:24,860 --> 01:05:25,700
Thank you very much.

830
01:05:25,780 --> 01:05:26,140
She's great.

831
01:05:26,540 --> 01:05:27,120
Thank you.

832
01:05:29,910 --> 01:05:30,210
All right.

833
01:05:30,210 --> 01:05:34,850
We'll move along to letter D board member workshop committee reports, and I don't have a report.

834
01:05:35,070 --> 01:05:40,630
I know the finance committee met last week, but that was for something we will have the

835
01:05:40,630 --> 01:05:46,110
ratification of the general obligation bond sale that will be letter D further down the agenda.

836
01:05:46,830 --> 01:05:47,530
Do we have any other?

837
01:05:47,530 --> 01:05:52,090
Do you want to comment on the workshop, the school board association workshop, or do you have

838
01:05:52,090 --> 01:05:52,690
something else?

839
01:05:53,530 --> 01:05:56,230
I was just going to mention something about the legislative committee.

840
01:05:56,350 --> 01:05:56,830
There you go.

841
01:05:56,830 --> 01:06:01,530
Unless you wanted to Chris, but we've met a couple of times and

842
01:06:01,530 --> 01:06:07,290
have been working on tweaking our the 2024 legislative platform and right now

843
01:06:07,290 --> 01:06:10,930
I think the last draft is being finalized

844
01:06:12,570 --> 01:06:16,930
But it looks good, but I don't want to give too much away just quite good

845
01:06:16,930 --> 01:06:21,990
The draft's right now. Yeah, I think that'll be covered more in depth once we have a final document

846
01:06:21,990 --> 01:06:26,810
I'm assuming so a lot of progress and a lot of good kind of

847
01:06:26,810 --> 01:06:33,070
conversation among those at various levels of the district and making sure that priorities

848
01:06:33,690 --> 01:06:38,870
are indicated and communicated. I have no doubt that we'll send a clear signal to our

849
01:06:38,870 --> 01:06:42,290
representatives and our district with our platform.

850
01:06:44,470 --> 01:06:49,590
All right. Any other committee meetings? Anybody want to talk about the Minnesota School

851
01:06:49,590 --> 01:06:54,830
Board Association meetings at all? Are there presentations? No. No report back?

852
01:06:54,830 --> 01:07:13,870
I did go to the chair meeting that was the first meeting of that day and felt that we were doing very well as the school district when I heard the questions from the other chairs notice respect anybody, but we've got a lot of things going well for our district right now and I thought it was nice to hear questions that we don't have to address we've already kind of solved some of the things so I'll just say that but that was great.

853
01:07:14,490 --> 01:07:19,750
Why don't we move along to item 7, the consent agenda, which includes letter A, the approval

854
01:07:19,750 --> 01:07:24,730
of minutes of January 8, 2024 regular meeting, the approval of the January bills, letter

855
01:07:24,730 --> 01:07:27,870
C, the personnel with the adendum, and then D, the pay equity.

856
01:07:29,610 --> 01:07:29,970
Do we have a minute?

857
01:07:30,000 --> 01:07:30,320
motion.

858
01:07:33,050 --> 01:07:34,030
I'll make a motion to approve.

859
01:07:34,550 --> 01:07:41,490
A second. All right. Any further discussion or questions? Otherwise, Ms. Bailey please call roll.

860
01:07:41,810 --> 01:08:00,550
Mr. Sineen? Yes. Mr. Baker? Mr. Kind? Yes. Mrs. Pratt? Yes. Mrs. Redcliffe? Yes. Ms. Roberts? Yes. Ms. Chuck? Yes. All right. I've been approved. We'll move along to item eight business and letter A, which

861
01:08:00,550 --> 01:08:02,150
to be the acceptance of gifts and grants.

862
01:08:02,490 --> 01:08:03,210
Thank you Chair Singh.

863
01:08:03,430 --> 01:08:05,030
Members of the Board, including your packet,

864
01:08:05,470 --> 01:08:07,250
a listing of gifts and grants that have come in

865
01:08:07,250 --> 01:08:08,630
for today's meeting.

866
01:08:09,090 --> 01:08:09,830
Read those into the record,

867
01:08:10,130 --> 01:08:11,310
ask for your approval, Robert,

868
01:08:11,550 --> 01:08:15,150
and Carl Chessley donated $7,000, $70,000,

869
01:08:15,230 --> 01:08:17,750
and $37,000 for central high schools,

870
01:08:17,930 --> 01:08:21,210
student field trips, and or basketball hoops.

871
01:08:21,670 --> 01:08:23,230
Troy Russell and Sarah Kirby wrestled,

872
01:08:23,490 --> 01:08:27,250
donated a 2014 Nissan Rogue value that $3,800,

873
01:08:27,970 --> 01:08:29,770
to the West High School Automotive Program,

874
01:08:29,770 --> 01:08:34,230
Northman Kato American Legion post-518 donated American flags,

875
01:08:34,790 --> 01:08:37,670
valued at $488 for the map center for learning,

876
01:08:38,310 --> 01:08:43,070
and hats, gloves, and socks valued at $300 for across the school district.

877
01:08:43,990 --> 01:08:48,110
East High School of Vex Robotics has collected $2,000 from

878
01:08:48,110 --> 01:08:52,950
Marshall building and remodeling, and $100 from Tony and Joan Sezmowski.

879
01:08:53,730 --> 01:08:59,110
And finally, mid-state mechanical services has donated pipes valued at $1,080.

880
01:08:59,770 --> 01:09:05,170
for the East and West High School Welding and Fabrication Technology Classes.

881
01:09:07,680 --> 01:09:10,000
Yeah, we always have such a diverse list of

882
01:09:10,000 --> 01:09:12,960
gifts and grants. I just never know what's going to be the new thing on there that I didn't

883
01:09:12,960 --> 01:09:16,100
wouldn't have thought of. So we have a very supportive community. So that's awesome.

884
01:09:16,440 --> 01:09:19,360
So do I have a motion to accept any generous gifts and grants?

885
01:09:21,340 --> 01:09:22,220
Sure, I'll make a motion.

886
01:09:22,300 --> 01:09:23,200
Oh, sorry. Okay.

887
01:09:23,340 --> 01:09:24,560
There we go. We'll follow in line.

888
01:09:26,340 --> 01:09:30,680
All right, any further discussion or questions? All those in favor say aye?

889
01:09:31,300 --> 01:09:32,640
Aye. All those opposed?

890
01:09:33,060 --> 01:09:34,760
All right, that has passed.

891
01:09:34,860 --> 01:09:40,860
We're going to let her be, which is the approval of the 24, 25 and 25, 26 school year calendar.

892
01:09:40,940 --> 01:09:44,920
Very good. So chair saying, members of the board earlier tonight, you heard from our director of teaching and learning

893
01:09:44,920 --> 01:09:53,300
Travis Olson on the process that was used to develop the two calendars that have been put before you for

894
01:09:53,300 --> 01:10:00,220
consideration for approval. If approved by the board tonight, communication will begin almost immediately to those

895
01:10:00,220 --> 01:10:04,320
people who are very interested in knowing what the next two school

896
01:10:04,320 --> 01:10:09,140
calendars will entail. So if there are any additional questions from

897
01:10:09,140 --> 01:10:12,360
earlier tonight, I'm happy to answer those. If not, they're up for

898
01:10:12,360 --> 01:10:17,920
your consideration. Can you further questions? Otherwise, when somebody

899
01:10:17,920 --> 01:10:21,560
says, I have a random question that people have said before, maybe you can

900
01:10:21,560 --> 01:10:27,180
answer, are we allowed to start before Labor Day? We are allowed to start

901
01:10:27,180 --> 01:10:35,260
for Labor Day, if certain criteria are met, most specifically, if there is construction occurring

902
01:10:35,260 --> 01:10:41,020
in the school district that exceeds a certain amount. Now, obviously, as we go through

903
01:10:41,020 --> 01:10:46,580
bond construction over the next several years, we will meet that threshold, no problem.

904
01:10:47,440 --> 01:10:52,900
But it really comes back to the feedback that we've heard from community and staff about whether

905
01:10:52,900 --> 01:10:58,800
not they think that's a good idea. So is it possible? It is. The feedback has been pretty

906
01:10:58,800 --> 01:11:04,960
strong about protecting the back end of summer and starting the day after Labor Day. But it

907
01:11:04,960 --> 01:11:08,760
is an option. I know people have asked me and I'm like, hmm.

908
01:11:11,100 --> 01:11:13,320
Thank you for that. And I'll make

909
01:11:13,320 --> 01:11:19,560
an emotion to approve. I'll second. For other discussion or questions. All right. All those

910
01:11:19,560 --> 01:11:20,740
Have you ever say aye?

911
01:11:20,740 --> 01:11:21,280
Aye.

912
01:11:21,520 --> 01:11:22,500
Aye. All those opposed?

913
01:11:23,220 --> 01:11:23,420
All right.

914
01:11:23,500 --> 01:11:24,620
The calendars are approved.

915
01:11:25,380 --> 01:11:29,620
We'll move along to letter C, approval of construction bids for Roosevelt Elementary School.

916
01:11:30,900 --> 01:11:31,220
Welcome.

917
01:11:37,120 --> 01:11:40,720
Good evening to your sitting board members, Dr. Peterson.

918
01:11:42,120 --> 01:11:48,160
On January 20, our January 9th, multiple bids for each of the work scopes.

919
01:11:48,160 --> 01:11:54,460
We're received for our Roosevelt Elementary, secure entrance and classroom addition.

920
01:11:55,560 --> 01:12:02,140
And it would be the recommendation of the administrative team, Carl Sanderson construction,

921
01:12:02,300 --> 01:12:10,560
our construction management team, ISG architects, our professional designer team that the

922
01:12:10,560 --> 01:12:21,560
Bids that are submitted in the attachment in the total amount of 3,464,619 dollars and 31 cents.

923
01:12:22,940 --> 01:12:24,680
Be accepted by the school board.

924
01:12:25,720 --> 01:12:29,860
Bon referendum funds will be utilized for this project.

925
01:12:30,800 --> 01:12:31,720
Any questions?

926
01:12:32,820 --> 01:12:36,900
Hi, is this compared to what we were thinking it was going to be?

927
01:12:37,120 --> 01:12:37,720
Number wise?

928
01:12:37,720 --> 01:12:43,640
This is a slightly higher than what we had anticipated what our estimate was.

929
01:12:43,960 --> 01:12:46,180
We're about $500,000 higher.

930
01:12:47,940 --> 01:12:53,620
Some of that is being driven by our control system that operates our mechanical systems

931
01:12:53,620 --> 01:12:59,620
and that it has been the manufacturer has updated.

932
01:12:59,620 --> 01:13:07,150
And so we have to install the new equipment, which also now required us to upgrade the

933
01:13:07,960 --> 01:13:18,310
Back system in the computer. I is system part of it and upgrade all of that. So that was some of the reason for the driven higher price

934
01:13:21,220 --> 01:13:23,120
Other questions comments?

935
01:13:25,110 --> 01:13:27,230
I did have one thing I wanted to point out.

936
01:13:27,470 --> 01:13:49,790
I went through all the bids and I counted how we chose and all the two bids were lowest bid that we accepted and so when it comes to actually having being good stewards of the finances of the district I think there seems to be a positive result there even if the bid total in total came in a little bit higher.

937
01:13:49,790 --> 01:13:52,130
Thank you.

938
01:13:53,350 --> 01:13:54,230
Anything else?

939
01:13:55,570 --> 01:13:55,870
All right.

940
01:13:56,130 --> 01:13:57,370
Do we have a motion to approve?

941
01:13:59,230 --> 01:14:00,410
I'll make a motion to approve.

942
01:14:01,230 --> 01:14:01,610
I'll second.

943
01:14:02,630 --> 01:14:03,290
Further questions?

944
01:14:04,210 --> 01:14:04,650
Discussion?

945
01:14:05,350 --> 01:14:05,450
No?

946
01:14:05,630 --> 01:14:06,070
Ms. Bailey?

947
01:14:06,350 --> 01:14:07,390
Please call roll?

948
01:14:08,150 --> 01:14:08,630
Mr. Baker?

949
01:14:09,370 --> 01:14:09,890
Mr. Kind?

950
01:14:10,530 --> 01:14:10,830
Yes.

951
01:14:11,310 --> 01:14:11,890
Mrs. Pratt?

952
01:14:12,150 --> 01:14:12,390
Yes.

953
01:14:12,730 --> 01:14:13,390
Mrs. Radcliffe?

954
01:14:13,890 --> 01:14:14,150
Yes.

955
01:14:14,470 --> 01:14:14,910
Ms. Roberts?

956
01:14:15,110 --> 01:14:15,510
Yes.

957
01:14:15,810 --> 01:14:16,270
Ms. Suk?

958
01:14:17,670 --> 01:14:17,950
Yes.

959
01:14:17,950 --> 01:14:21,010
All right, that has been approved. Thank you.

960
01:14:23,450 --> 01:14:29,970
All right. Drumroll, please. Number eight, letter D,

961
01:14:30,330 --> 01:14:37,290
ratification of the sale of series, 2024, a general obligation bonds. Hope you have good news for us.

962
01:14:37,290 --> 01:14:44,390
Yeah, we have very good news. So good evening, everyone. Thanks for having us here tonight. This is a last step in the sale of our bonds.

963
01:14:44,390 --> 01:14:49,310
Our sale actually happened last Wednesday morning and we had great results

964
01:14:49,310 --> 01:14:53,790
so I'm gonna let Michael hurt from PMA share what we experienced last week.

965
01:14:54,650 --> 01:14:55,770
So, very good.

966
01:14:56,030 --> 01:14:59,670
Thank you for having me tonight as Ms. Halman.

967
01:15:00,000 --> 01:15:08,000
We held the sponsor last Wednesday on January 17th, and do you have control of the, thank you so much.

968
01:15:08,300 --> 01:15:15,480
Okay, good. So this is related to the bond referendum, the $15 million in that is the amount that we sold as a part of this process.

969
01:15:15,840 --> 01:15:29,040
We received eight bids on the next slide it shows that at prior to 10 a.m. last week the winning bidder came,

970
01:15:29,040 --> 01:15:35,300
1% interest rate and so what I'll show you here certainly is that is a much lower

971
01:15:35,300 --> 01:15:39,360
interest rate than we had anticipated even from the numbers that I shared with the board

972
01:15:39,360 --> 01:15:46,280
back just last month. So the next slide gives you an idea of what that looks like

973
01:15:46,280 --> 01:15:52,420
comparatively. So I'm showing you three different sets of numbers here. The one was a

974
01:15:52,420 --> 01:15:59,020
review and comment. This is a pre-referent number that we shared with you back in the

975
01:15:59,020 --> 01:16:04,220
November. The interest rate on there is a 4.6% and you see the total principle on interest

976
01:16:04,220 --> 01:16:11,040
of about 175 million. The middle column was our numbers that we presented to you just last month

977
01:16:11,040 --> 01:16:19,580
in December. And those are based on financial data from late November. And you saw the interest rate

978
01:16:19,580 --> 01:16:25,000
was a little bit higher there representing a little bit more total principle on interest. Now we're

979
01:16:25,000 --> 01:16:30,420
about $10 million less than that with the final numbers in terms of cost savings overall to

980
01:16:30,420 --> 01:16:31,020
you.

981
01:16:31,660 --> 01:16:35,200
And there is some additional bond premium as a part of that which is going to help enhance

982
01:16:35,200 --> 01:16:39,140
your project by adding some additional dollars to your construction fund, which you can see

983
01:16:39,140 --> 01:16:39,840
there.

984
01:16:41,690 --> 01:16:44,510
This slide here is very similar to what you saw in December.

985
01:16:44,710 --> 01:16:50,470
I just wanted to reiterate to your community and to you as a part of this in terms of the

986
01:16:50,470 --> 01:16:52,850
tax impact that this is going to have on your community.

987
01:16:52,850 --> 01:16:56,330
you've already made the first tax levy for taxes,

988
01:16:56,330 --> 01:16:57,410
payable in 2024.

989
01:16:58,610 --> 01:17:01,230
But we are in line with the pre-referendom assumption,

990
01:17:01,270 --> 01:17:05,090
which called for a tax rate of a 5.1%

991
01:17:05,090 --> 01:17:08,970
which translates to $120 on a $250,000 home.

992
01:17:09,130 --> 01:17:11,370
So we are in line with that overall.

993
01:17:12,390 --> 01:17:14,650
In terms of the next slide shows a chart

994
01:17:14,650 --> 01:17:17,250
that looks, should look very similar to you,

995
01:17:17,310 --> 01:17:20,210
in terms of the bond structure of how the new payments

996
01:17:20,210 --> 01:17:27,350
are designed and look, that $10 million of savings that I referenced here in terms of the total

997
01:17:27,350 --> 01:17:31,350
principal interest is really realized in the second 10 years of this, so the first 10 years

998
01:17:31,350 --> 01:17:35,870
is designed to be the payments that we had expected and expected all the way through the process,

999
01:17:36,430 --> 01:17:42,230
which you see what closer analyzing the numbers from your 10 to 11, you're seeing a larger drop.

1000
01:17:44,070 --> 01:17:48,210
So we're able to provide a little bit more money for the project today, but we're also providing

1001
01:17:48,210 --> 01:17:53,570
a bigger opportunity for the folks in your chairs, you know, when the time comes to look

1002
01:17:53,570 --> 01:17:57,530
at how that drop could be utilized for future projects in your district.

1003
01:17:57,710 --> 01:18:02,890
So there's more opportunity being created down the road via that improved interest rate.

1004
01:18:05,150 --> 01:18:11,710
By a way of transparency, I've included in the presentation sources and uses of funds which

1005
01:18:11,710 --> 01:18:15,630
really details out on the cost of issuance that you're paying as a part of the bond project.

1006
01:18:17,970 --> 01:18:25,430
And then we've also kind of reiterated the bond calendar here to the final step in terms

1007
01:18:25,430 --> 01:18:31,050
of board action to sell the bonds tonight with your ratifying resolution and the funds

1008
01:18:31,050 --> 01:18:36,070
will be received at the district on February 15th upon your action this evening.

1009
01:18:38,310 --> 01:18:42,090
One other part of the process that we went through was a bond rating and I think it's important

1010
01:18:42,090 --> 01:18:48,310
for the community to see as a part of the bond process we get a third party opinion from

1011
01:18:48,310 --> 01:18:54,870
Moody's investor service ultimately, this opinion is, comes from a third party and is sharing

1012
01:18:54,870 --> 01:18:59,830
with the market, the ability for the school district to repay its bond as compared to other

1013
01:18:59,830 --> 01:19:03,170
school districts, cities, counties or other issuers of debt, even corporations.

1014
01:19:03,570 --> 01:19:12,370
And so this highlight in here shows the overall status of the district with an A1 rating,

1015
01:19:12,510 --> 01:19:13,310
which is a good rating.

1016
01:19:13,590 --> 01:19:16,790
I think one thing, and I share this with the finance committee that really stands out in the

1017
01:19:16,790 --> 01:19:23,890
that is not overly common, especially for school districts in the work that I've done, is that

1018
01:19:23,890 --> 01:19:30,610
you see that the financial profile benefits from detailed, long range planning, which is really

1019
01:19:30,610 --> 01:19:35,490
unique in terms of their get moody's is giving you a lot of credit for the planning that

1020
01:19:35,490 --> 01:19:40,070
you've done in a long range forecast, and I know this Hileman leads that effort, but there

1021
01:19:40,070 --> 01:19:44,790
was certainly seen through in terms of the management to the district from a financial standpoint

1022
01:19:44,790 --> 01:19:46,410
as seen is really strong.

1023
01:19:46,650 --> 01:19:59,170
This was especially important because of the part of that sentence before it is that you have a relatively narrow fund balance compared to other districts with this kind of rating.

1024
01:19:59,330 --> 01:20:08,970
And I know that as a border well aware of that and have made some pretty important decisions last year as a part of your budging process to change the course of that fund balance.

1025
01:20:08,970 --> 01:20:13,470
But this was an, you know, they gave you a lot of credit and say, yes, you have a narrow

1026
01:20:13,470 --> 01:20:17,830
fund balance, but you clearly have the plans in place to, to make some corrective action

1027
01:20:18,950 --> 01:20:21,670
and to, that you know what you're doing really.

1028
01:20:22,150 --> 01:20:23,350
So that was an important part of the process.

1029
01:20:24,350 --> 01:20:30,050
In terms of what's next, the funds are available, like I said, on February 15th, and those

1030
01:20:30,050 --> 01:20:35,290
funds can be drawn as the projects are underway throughout the life of it.

1031
01:20:35,290 --> 01:20:41,530
We will invest the bond funds based upon a schedule that will work with your construction folks

1032
01:20:41,530 --> 01:20:45,230
to understand when the funds are needed and try to maximize investment earnings which

1033
01:20:45,230 --> 01:20:48,770
can enhance the dollars used for the project.

1034
01:20:49,950 --> 01:20:53,470
And PMA will also provide a monthly report to the School District of Altos Investment

1035
01:20:53,470 --> 01:20:59,410
earnings and monitor your other obligations related to IRS regulation on those investment

1036
01:20:59,410 --> 01:21:00,270
earnings.

1037
01:21:00,970 --> 01:21:08,390
So I'm happy to take any questions about the sale results here or the action that you have in relation to the resolution.

1038
01:21:10,970 --> 01:21:12,730
I just want to say great job to both you.

1039
01:21:12,790 --> 01:21:14,310
I'll miss working with you so much.

1040
01:21:14,570 --> 01:21:16,110
Michael, all these meetings that's been a long process.

1041
01:21:16,210 --> 01:21:19,050
And if we thought that this was going to be the end result, we would have been,

1042
01:21:19,050 --> 01:21:21,770
I would have been ecstatic to know that this is how it all worked out.

1043
01:21:22,290 --> 01:21:24,830
But I don't Mr. Baker and I are both in the finance committee.

1044
01:21:25,110 --> 01:21:25,790
He is not here tonight.

1045
01:21:26,030 --> 01:21:26,910
So hey, and I talked a little bit.

1046
01:21:26,950 --> 01:21:28,430
There were three things he wanted to highlight.

1047
01:21:28,690 --> 01:21:29,070
I agree.

1048
01:21:29,070 --> 01:21:31,270
Number one, I just make sure I'm saying it's correctly.

1049
01:21:31,770 --> 01:21:34,410
The true cost of the taxpayers of the tax levy,

1050
01:21:34,690 --> 01:21:35,750
the referendum discusses,

1051
01:21:35,810 --> 01:21:37,350
fall in our literature, is still accurate.

1052
01:21:37,570 --> 01:21:38,970
What we said we're gonna do, we did.

1053
01:21:39,610 --> 01:21:42,170
Number two, we did request that local options,

1054
01:21:42,350 --> 01:21:44,070
banks be looked at as investment options

1055
01:21:44,070 --> 01:21:45,510
for at least part of the bond proceeds,

1056
01:21:45,550 --> 01:21:47,530
as we worked to pay for a construction project,

1057
01:21:47,570 --> 01:21:49,730
or we went to pay for the construction projects,

1058
01:21:49,730 --> 01:21:51,810
because this is a multi-year deal

1059
01:21:51,810 --> 01:21:53,370
that we're doing these different school projects.

1060
01:21:54,070 --> 01:21:56,250
Number three would be what you referenced earlier,

1061
01:21:56,970 --> 01:21:58,490
approximately 10 million saved over the length

1062
01:21:58,490 --> 01:22:03,070
of the debt service due to such a great interest rate on the bond, issue and sale, and we

1063
01:22:03,070 --> 01:22:07,090
are setting up future school boards and the community for success with future flexibility

1064
01:22:07,090 --> 01:22:09,290
with this 10 million in tax or interest savings.

1065
01:22:09,650 --> 01:22:10,230
Is that accurate?

1066
01:22:10,730 --> 01:22:14,750
Those are the three things that Patrick and I, Mr. Baker wanted to highlight.

1067
01:22:15,930 --> 01:22:17,850
Any other questions or comments,

1068
01:22:23,000 --> 01:22:25,180
or Dr. Notch, you're saying I just make a comment.

1069
01:22:25,920 --> 01:22:29,820
I have a chance to work with Ms. Heilman on a daily basis, I appreciate her leadership

1070
01:22:29,820 --> 01:22:29,980
super.

1071
01:22:30,000 --> 01:22:39,560
All of this. And of course, the great support and expertise that Steve and Michael provide to our school

1072
01:22:39,560 --> 01:22:46,360
district is key. And some of the heavy lifting is done, but we really look forward to the continued

1073
01:22:46,360 --> 01:22:54,940
relationship with PMA moving forward. And again, maximizing our taxpayer dollars that we're entrusted

1074
01:22:54,940 --> 01:23:01,980
with making sure we get these projects done, and we do them with all the fidelity and transparency

1075
01:23:01,980 --> 01:23:07,860
that we can, and that is something that just really makes PMA special organization to work

1076
01:23:08,840 --> 01:23:12,420
with, so thank you, and looking forward to what's next.

1077
01:23:14,770 --> 01:23:15,730
Anything else?

1078
01:23:17,130 --> 01:23:21,130
No, yeah, it was a very top notch, and with all the moving parts and all the things that

1079
01:23:21,130 --> 01:23:25,070
could have changed, I know talking with a couple of weeks ago in Minneapolis, you were

1080
01:23:25,070 --> 01:23:29,730
cautiously optimistic it was just and you're always cautiously everything which is good

1081
01:23:29,730 --> 01:23:33,870
It was just a great experience to work with you in this highlight of course. It's great

1082
01:23:33,870 --> 01:23:38,050
So it was just a great experience and it was just everything was top-notch all the way through no big surprises

1083
01:23:38,050 --> 01:23:40,170
So I just thank you both

1084
01:23:40,170 --> 01:23:46,410
Maybe else otherwise we will see if we have do we have a motion. I will move that we ratified sail of our puns

1085
01:23:54,170 --> 01:23:55,050
Second oh

1086
01:23:55,050 --> 01:24:02,210
comments. Otherwise Ms. Bailey please call roll. Mr. Kind. Yes. Mrs. Pratt? Yes. Mrs.

1087
01:24:02,330 --> 01:24:10,690
Rackliffe? Yes. Ms. Robert? Yes. Ms. Suk. Yes. Mr. Sineen? Yes. Mr. Baker. All right. That has been

1088
01:24:10,690 --> 01:24:14,190
ratified. Thank you both very much. Thank you. Have a good trip back.

1089
01:24:16,670 --> 01:24:17,650
All right. Anything else

1090
01:24:17,650 --> 01:24:25,850
for the good of the order? Otherwise, I'll have a motion to adjourn. I'm on to adjourn. Second. Oh. Oh.

1091
01:24:25,850 --> 01:24:27,110
What was the favor say aye?

1092
01:24:27,410 --> 01:24:27,670
Aye.

1093
01:24:28,010 --> 01:24:28,770
All those posts?

1094
01:24:29,170 --> 01:24:29,450
All right.

1095
01:24:29,710 --> 01:24:30,130
You need to adjourn.

1096
01:24:30,210 --> 01:24:30,890
Thank you very much.