[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:00] Second, independent school district, number 77, school board, meaning to order. Miss Bailey, will you please call roll?
[0:07] Mr. Baker. Mr. Kind.
[0:10] Here.
[0:10] Mr. Pratt, here. Mr. Rackliffe. Here.
[0:14] Mr. Roberts, here. Mr. Chuck, here. Mr. Sitting.
[0:17] Here.
[0:19] All right. When we've learned to item two, approval of the agenda, do we have any addendums?
[0:23] Yes. Board chair and members of the board. We have three adjustments to tonight.
[0:29] agenda. Number one is the typical
[0:31] Addendum under consent letter C personnel.
[0:35] We are also adding a letter D
[0:37] Under the consent agenda, which is the approval
[0:39] of the Pay Equity Implementation Report.
[0:42] And then finally, there will be an additional
[0:44] Information item that will put right at the top
[0:46] That will become the new A, which is the 2425-2526
[0:50] School Calendar Report.
[0:54] All right, do we have a motion?
[0:56] I'll make a motion with those three Addendums.
[0:59] All right.
[0:59] second? Second. Any further discussion or questions? No? All those of the
[1:04] favors say aye? Aye. Aye. All those opposed? All right. That is past. Moving along to item
[1:09] three, the maps staff spotlight. Thank you, Chair. Signing members of the board. Very
[1:14] happy to welcome and invite up to the board table, the principal of Washington Elementary
[1:19] School and Hagerty, who has with her tonight, a very special guest who is being honored
[1:23] as the maps staff spotlight.
[1:37] If you're Mike.
[1:45] All right. Again, thank you.
[1:47] 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.
[1:58] 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.
[2:06] 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,
[2:15] As evidenced by the professional development and initiatives you undertake is noticed and appreciated.
[2:21] And there are many when I think about that. She's a letters trainer. She's chair for MLL department.
[2:27] She's a leader in so many ways. Your commitment to meeting the unique new needs of each learner is unmatched.
[2:34] Your lesson planning is not just a routine, but a thoughtful and intentional process that caters to the diverse linguistic backgrounds
[2:42] grounds and individual strengths of your students.
[2:46] It is truly inspiring to witness the level of detail and care that you put into crafting
[2:51] lessons that go beyond the surface, reaching into the heart of each child's learning journey.
[2:58] Brittany Ward, who is the continuous improvement coach at Washington, and shares a room
[3:02] currently, so gets to witness first hand, says Erin does an amazing job of teaching explicit
[3:09] phonics and phonemic awareness to her students, as well as building oral language skills through
[3:15] teaching vocabulary and background to knowledge. What sets you apart is your diagnostic and
[3:21] approach to instruction. You have an innate ability to assess and understand the varied learning
[3:28] styles and levels within your school. This keen insight allows you to tailor your teaching methods
[3:34] to ensure that every student not only comprehends the material but thrives in the learning environment that you've created.
[3:42] Your classroom is a haven for multilingual learners, a space where they feel heard, valued and understood.
[3:50] 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.
[4:03] word goes on to say she believes students who speak languages other than English have
[4:09] assets not determinants she works hard to build a positive community in her
[4:14] classroom students in one group may speak four or five different languages and
[4:19] that is very much very much a very much a play this year but when they come
[4:23] together in her classroom you can feel the community everyone feels valued
[4:28] 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.
[4:40] Kane says, Aaron is a driven, organized MLL teacher who develops inspiring relationships with her students and families.
[4:48] Erin is the MLL grade level representative for the elementary teachers.
[4:53] She works endlessly for her students and families to make sure they have the resources
[4:58] and what they need for a successful school experience.
[5:02] Erin displays dedication, commitment, and initiative, not just for her students,
[5:08] but for the families as well.
[5:10] In a world where education plays a pivotal role in shaping young minds,
[5:14] you stand out as a beacon of excellence.
[5:19] Your impact reaches far beyond the walls of your classroom,
[5:22] leaving an indelible mark on the futures of those you teach.
[5:25] Thank you for going above and beyond for being a source
[5:29] of inspiration and for making a lasting difference
[5:32] in the lives of your students.
[5:34] Your dedication is truly commendable
[5:36] and we're grateful to have you a part of our educational community.
[5:40] With heartfelt appreciation, this comes from the entire Washington
[5:44] community, families, students, and stuff.
[5:57] We really wanted student voice at the table as well, so we have a few cards from a few
[6:01] of your students.
[6:02] I have a short video clip, I'll show you tomorrow.
[6:06] And I have a quote from the liaison, also in my email.
[6:12] And those aren't just words, so she lives and breathes those every day, every day.
[6:22] Did you have anything you wanted to add at all? No? You're good, okay? I know. Yeah.
[6:31] I know. I know. I know. I'm not expecting.
[6:36] I think Mr. Kind of missed you.
[6:39] Might have you chat a question? Yeah, absolutely.
[6:41] Thank you for Principal Hagerty. That was fantastic.
[6:44] It's obvious that you have a great support system at your school.
[6:47] Thanks for what you do for connecting students to education,
[6:50] which obviously is hard work and if there are some things that go on during a normal
[6:56] day that you can see light bulbs go on above your students heads what would
[7:01] those be what are some of the things that you've experienced for all of a sudden you
[7:04] can tell that there's a better breakthrough there's been some progress well
[7:10] recently we've been working hard on writing and hearing the sounds that you write
[7:14] and just that moment when they realize that they can hear the sounds and they can
[7:18] the letters and it doesn't really matter this spelling, but they're getting across their
[7:22] message and that I can understand and their classmates can understand what they're writing.
[7:27] So big, aha moment this week.
[7:30] 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.
[7:50] 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.
[8:01] I'm a firm believer of like pros and no and you ask the experts and I'm curious what you would say to
[8:10] a new teacher. We are constantly talking about just growing our own and building teachers within
[8:21] and creating that awareness within our own students of what a awesome profession this is.
[8:27] What would you tell what advice would you have to somebody new to the professional curious about it my advice would be to
[8:36] 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
[8:42] 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
[8:51] Help me feel comfortable in in the classroom setting
[8:56] That's a really cool answer.
[8:59] Congratulations.
[9:00] We would love to take a picture with you if we could be so fun.
[9:02] Can I add one thing?
[9:04] The other thing she does, that I think is good advice, and I mention it in here, is you
[9:08] no matter what, you see the strength, and I think somebody new to the profession is always easy
[9:13] to see the things that aren't strengths, but you see no matter what the strengths and the
[9:17] gifts and the assets that kids bring to the table.
[9:21] And I think you know you do that, but I get to witness it firsthand, you know, all the time.
[9:26] And that's a gift.
[9:29] So thank you.
[9:31] I think it helped I lived in Spain for a long time.
[9:34] So I just see that as such an asset to have multiple languages.
[9:39] And I think I convey that to my students that they are really lucky to know more than one language.
[9:48] All right, you good one?
[9:48] Ms. Radcliffe, yes?
[9:49] Yes.
[9:50] I just want to say thank you for all you do and thanks for reminding us that teachers are heroes.
[9:57] All right, we'll grab a quick picture if that's okay, right?
[11:04] 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.
[11:11] Thank you chair city members of the board. I was going to say let's just keep the good times roll.
[11:14] We have a very special recognition tonight that the board has asked to be placed on the agenda.
[11:20] 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.
[11:27] As you make your way up, we have Ethan and Kirsten and Maddie and Orion and Noah as our students come on up.
[11:40] And Missing Matty, OK, Missing Matty.
[11:43] So Ethan, Kirsten, Orion, and Noah,
[11:45] and they are joined at the board table by Dakota
[11:48] Meadows Middle School counselors, Matt Ringhofer,
[11:52] and Lee Anderson.
[11:55] So this is no surprise to our school board
[11:57] as to what this special recognition is about.
[12:01] But for those in our audience and for those
[12:03] who are watching online, I appreciate that the board
[12:07] had a chance to see the greatness of our kids and staff
[12:10] just a few weeks ago and asked for it to be recognized at your table tonight.
[12:18] The Dakota Meadows Middle School counselors, Lee Anderson and Matt Ringhamford, had an opportunity
[12:22] to bring students, former Dakota Meadows students and current Dakota Meadows students to the Minnesota
[12:29] School Board Association, Winter Leadership Conference, just a couple of weeks ago.
[12:34] And as you all know, that conference brings together virtually every school district in the
[12:38] state to hear keynote, network with each other, and participate in dozens and dozens of breakout
[12:48] sessions that are put on by, for the most part, superintendents and school board members.
[12:56] But we all had a chance to witness and observe at the school board association conference
[13:00] a couple weeks ago, is this group.
[13:02] 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.
[13:11] Why it was important for a mancated be represented in this way.
[13:16] And then asked the board if there's any comments or questions that you'd like to ask bar guests.
[13:22] So Matt and Leah.
[13:24] Well thank you board members for this honor and really it comes back to the students that we get to be with.
[13:31] that's really what it's always about. A few years ago we had an opportunity to start a group
[13:37] to support students in our building, all students and so this was a result of that idea and these
[13:45] students were a part of that great group. Some of them still are and so it's just grown a lot in the past
[13:52] seven, eight years. I think something like that. Maybe even longer. And then we had an opportunity
[13:59] present at MSBA and allow them to share their stories and talk about the importance of support.
[14:07] And that was, it was just great to have them up and talking and being a part of it. And we are
[14:12] along for the ride.
[14:16] We appreciate our students so much. Our role as counselors within the district
[14:20] is to ensure that we're supporting everyone and creating space and voice for those individuals.
[14:25] And we've had an opportunity to grow with these students in collaborating how do we create
[14:30] safer environments? How do we become more inclusive? And what I can't speak to more is that you
[14:36] have shifted our mission statement to ensure that we're doing that. And we appreciate you
[14:40] allowing us to do this work with our students because they're really the ones who drive
[14:45] the initiative. So what was the presentation about?
[14:48] We shared specifically about how creating a space for a LGBTQ plus students within a school setting is important, how you can do that.
[15:00] And providing that information specific to districts and individuals who want to move forward with that initiative.
[15:07] 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.
[15:14] That's where people come to hear that I want to hear us talk. They wanted to hear the kids.
[15:23] 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.
[15:33] and it was very impressive, very impressive.
[15:37] So do we have any other questions, or come,
[15:39] Mr. Ackliffe?
[15:40] I had to set one quick, quick comment.
[15:43] First of all, you guys totally blew me away
[15:44] at that presentation.
[15:45] It was amazing.
[15:47] And just our community is lucky and better
[15:50] for you guys being in it.
[15:51] So thank you so much.
[15:54] Yes, rubbers.
[15:57] Well, it's no surprise that I was really proud of you guys
[16:00] because I ran up to you afterwards.
[16:01] And it was like, are you guys huggers?
[16:03] because I needed to just like mama bear them
[16:07] because I was so proud.
[16:09] But I just really want to draw attention to the bravery
[16:12] of these students as well.
[16:16] As we know, just societally at large, right?
[16:19] It's not always safe for individuals
[16:21] to really speak about their identity,
[16:24] especially out in a public space like that.
[16:26] And the fact that our young folks
[16:28] were brave enough to say this is who I am
[16:32] in front of an entire state is is really impressive and I'm so proud of you some of your stories
[16:38] I mean I'm like tearing up now and I was tearing up when you were when you guys were speaking
[16:42] I just always want you guys you belong here okay and that um as long as I sit here you'll
[16:51] have a space in this sort always and you're special and you're wonderful and you're not different
[16:58] You're perfect.
[17:00] Not at
[17:03] all.
[17:03] Be sure.
[17:04] I wanted just to add my gratitude for not only our counselors, for our students,
[17:13] for the voice that you spoke and that we were able to hear at the conference.
[17:20] But also the reflection that you allowed to shine on maps.
[17:26] That was pretty big, that you are supported enough in our district, in our schools, and
[17:38] not always perfectly, but that you're supported enough to represent our community is where
[17:46] I wanted to communicate my heartfelt gratitude because there's a lot,
[17:55] there's a lot that
[17:56] district and reflects, you guys shine the light for our school district that day to our entire
[18:04] state and whether everybody was in the room or not that you represent that and that our fellow
[18:13] colleagues across the state of school board members could see that Mankato area public schools
[18:19] was having students present on this, without knowing it, that was a pretty profound statement
[18:26] that you guys made, and I wanted to say thank you for that.
[18:33] Anyone else?
[18:34] Dr. Pearson?
[18:36] These students know how highly I think of all of them, but thank you so much for not like falling
[18:40] off your chair when I referenced that something you would have used high school.
[18:44] It's West High School, of course, it's West High School.
[18:47] Thank you for that, like, you see, we're making progress.
[18:49] We're bringing people together.
[18:53] Anyone else?
[18:54] And I know we took a picture up there, but we're taking another picture here, more formal
[18:57] Fisher.
[18:58] Any, do you guys have anything else you want to say or any other comments?
[19:01] Thank you for the opportunity.
[19:04] Awesome.
[19:05] Yeah.
[19:06] All right.
[19:07] We'll take a quick picture.
[19:44] Kirsten.
[19:44] You go.
[19:49] All right.
[19:50] Are you ready?
[19:52] 1, 2, 3.
[20:17] All right.
[20:17] When we move along to item five, which is the open forum section of our meeting, I had someone
[20:23] signed up Miranda Carlson, but I'm not sure if they're still here.
[20:27] I think so.
[20:28] Anyone else?
[20:31] Okay.
[20:32] All right.
[20:32] We'll move along to item six, the information section of our agenda.
[20:37] Letter A, the 2024 or 2025 and 2025, 2025, 2025, 2026.
[20:42] School year calendar.
[20:43] Yes.
[20:43] Thank you.
[20:44] Board.
[20:44] and members of the board. As you all know, the School District takes the opportunity on a
[20:51] buy annual basis every two years to take a look at how we are going to organize our school years
[20:56] for the coming two years. Thank you for your patience as we've gone through that. Tonight we have
[21:01] our director of teaching and learning, Travis Olson here to provide the overview, the report,
[21:06] answer any questions that you have. You'll note that later on in your agenda, you'll be asked to
[21:10] approved the 2425-2526 calendars. So what that introduction? Mr. Olson.
[21:18] They all left. I thought they were. Good evening, Chair of Standing School Board, Superintendent Peterson, Miss Bailey.
[21:26] Thanks for the opportunity to come in and share the work of the committee.
[21:29] Talk a little bit about what went into the decisions around our calendar and give them to you for approval
[21:36] and later on the agenda.
[21:38] So, fortunate that the calendar committee had representation from our teacher with association
[21:44] or MSEA in building principles, we started meeting back in September and met in September,
[21:51] and October started looking at results that we had gotten from a survey in the previous
[21:57] calendar development, taking a look at contract language, state statute, as well as those things
[22:02] that as a school district we value in our core commitments.
[22:06] And felt pretty good about it, you know, we're rolling along, here it's October, we kind
[22:11] of got things figured out and then realized the referendum might have an impact on the calendar.
[22:18] So we put a pin in it, hope for the best happen, one half of the best happen and so we were
[22:25] able to kind of wait, it's got Hogan working with contractors to start talking about him.
[22:30] 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.
[22:44] 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.
[22:55] There are just some things that when you start talking about days of work and number of days
[22:59] at kids go to school you can't start after labor day and finish perform a model day and take
[23:05] a week off or spring break and take a week off or two weeks off or Christmas break it just
[23:10] doesn't work and so we had some very good conversations about the feedback we had gotten.
[23:17] Strong feedback overall we had just about 1,000 people complete that survey.
[23:21] of six hundred and seventy five community members and two hundred and twenty nine
[23:25] staff members and so what we were able to do that came out of that in the twenty four
[23:32] twenty five calendar we moved the last day of school for students back one day
[23:38] our goal is really to finish up that first week in June and so students are done on Thursday
[23:43] now instead of the original calendar which it said Wednesday and that allowed us to add
[23:48] President, stay as a day off.
[23:51] Staff wrap up on that Friday and begin whatever
[23:54] comes their way in June.
[23:57] So that was a change as a result of the feedback
[23:59] that was made to the 2425 calendar.
[24:02] The 2526 calendar, then we were able to,
[24:08] because of feedback, there was a lot of feedback
[24:11] about having a longer break rather than multiple weekends.
[24:15] 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.
[24:27] 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.
[24:35] The same was true about the two days in December right before that Christmas break there.
[24:42] And if we take those two days off, then we start talking about the last student day being what June 8th.
[24:49] 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.
[25:01] That's where we landed on those pieces.
[25:05] They're all, and the two pieces that I would add that have been talked about now looking
[25:10] at in this fall of this year, the potential to have a ninth-rate orientation day start
[25:16] at that.
[25:16] We did that during COVID to be able to help kids transition, and we've looked at what some
[25:22] of other big nine colleagues are doing, and what's really a good fit for our students
[25:26] and helping them be successful, looking at the option to do that.
[25:29] And so if a change is made, we will communicate that out to families as soon as we have that done.
[25:34] And then some conversation around in 2020-6, that graduation, the potential that we might not do that in the last student day.
[25:46] 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.
[25:52] 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.
[26:03] 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.
[26:10] I mean those are both big things for our seniors that we want them to participate in until.
[26:15] Thank you to our group that helped to work on this.
[26:19] 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
[26:29] 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
[26:38] But once we start getting into really what can we do and how can we make that work to the best of our ability
[26:43] 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
[26:53] All right any questions or comments about the calendar
[26:59] calendars why do we do it every two years two years of time?
[27:04] No, I don't know. I'm just kidding
[27:06] Why do everyone because I really you know as much as fun as it's been every year might be a little bit much
[27:11] 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.
[27:21] And I know I appreciate the patience we had community members calling back in September saying, hey, when's graduation in 25?
[27:30] 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.
[27:41] survey is early as we did right before the December break and then getting back together and
[27:47] finalizing things so we can get it here for our families to be able to see.
[27:53] Appreciate Travis's leadership with that committee. As we all kind of add, there is no absolute
[27:58] perfect calendar and with a thousand people providing some perspective and input, you're
[28:05] invariably going to have some folks think. Why don't we move this day here or here?
[28:09] But this is a very, very strong two-year look at the academic calendar for make it a school.
[28:17] Go ahead.
[28:18] Just curious, with the feedback, do we hear about two-hour early outs versus two-hour late starts?
[28:24] We did an asset this time.
[28:25] We had asked that at the previous development of the calendar.
[28:28] Right.
[28:28] And so we didn't ask that just because we're so early on in it.
[28:33] I think there'll be an opportunity probably the next goal we're on to say,
[28:36] All right, now that we've kind of gotten into this for a couple of years, what does it look like?
[28:40] The early conversations early being, you know, year and a half into this from staff that have done it.
[28:46] They were appreciated, at least on the majority, appreciated the change.
[28:52] But we didn't just specifically ask one or the other.
[28:56] Well, there wasn't a strong community response feeling like they needed to say something then.
[29:00] Yeah, there were a few in the comments, but that was not a theme that rose to the top.
[29:06] I have that a few people since I've been on the board go you'll ask me a question about the calendar
[29:10] I'm like well, you approved it and now I know I've only been doing this year and I didn't approve
[29:14] 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
[29:19] Now we're gonna approve this I see okay any other questions are comments?
[29:24] All right, thank you very much you. Yeah, all right
[29:28] 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
[29:33] Very pleased to welcome Principal of Hoover Elementary School Molly Meyer to the board table to provide the
[29:40] Update to the board on the goings on at Hoover
[29:45] All right, welcome
[29:49] Thank you, cherish the name
[29:51] How I'm school board Dr. Peterson. Thank you for providing the opportunity to share the great things are happening
[30:00] Planning at Hoover Elementary in the wonderful work that our staff and students are engaged in every day.
[30:05] 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.
[30:15] So Hoover is one of the highest enrollments in the Naked Warrior Public Schools with currently 500 and 4 students as of today.
[30:27] Welcome to a couple new Huskies into on-to-campus today, which is wonderful.
[30:33] We are comprised of just under 15% special education students, just over 10% multilingual
[30:40] learners, and last year's free and reduced percentage was just over 30%.
[30:47] You can see the race demographic breakdown there as well, and one point of interest that I
[30:54] 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.
[31:12] 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.
[31:21] So our attendance is up, a consistent attendance at 99%, which is up from around 60% in the
[31:28] past, which is quite significant, and then our average daily attendance is at 95%.
[31:38] You can see here in just a ground you in on the next several slides, where it says Hoover
[31:45] adult actions.
[31:45] Those are all the same, as our adult actions are really geared towards improving reading
[31:51] and literacy outcomes at Hoover this year.
[31:54] We have seen that over time, that is an area
[31:58] that really needs our attention at the moment
[32:00] and our teachers and students are certainly
[32:01] rising to the occasion.
[32:03] So some of the ways in which we are improving student learning
[32:06] outcomes at Hoover include our teachers coming together
[32:10] and working around something we're calling
[32:12] an instructional practice framework.
[32:14] We're really sharing with one another
[32:16] their commitments to reading strategies and instructional practices that have a positive impact
[32:24] on student achievement. And so certainly there is an art and a science of teaching and learning
[32:30] and this is a space where as professional learning communities, they can come together to highlight
[32:37] not only the science, but also the art, their personal twists on instruction and the positive
[32:44] impacts that that is having. We are working on unpacking or learning more deeply the standards.
[32:52] So, in 2024, am I getting that year correct? Mr. Hanson or Wilson? We have full implementation
[33:00] of the ELA standards and so we're about two years out from that implementation and so we really
[33:05] want to make sure that we are starting now aligning our instruction on our practices to the new
[33:11] standards in anticipation of that full implementation.
[33:15] And so that is part of our work.
[33:17] Fidelity of Interactive Regal Lows was one area
[33:20] that we really felt like encouraging students
[33:22] to love reading and that enjoyment of reading
[33:26] along with a deep understanding of the text
[33:27] that's along the way was critical.
[33:31] And then we created what we're calling a Hoover Reading
[33:34] Intervention Tracking Forum to really monitor students
[33:37] who are not quite at grade level yet, who have some unfinished learning.
[33:39] And as a system being able to identify what instruction they have received, and what instruction
[33:47] they need to receive pinpointed to their personal learning outcomes in the future.
[33:52] And so that's more of a systems approach to ensuring that all students are making progress.
[33:59] We also have a commitment to data meetings every six weeks, which is something that Hoover had done pre-COVID
[34:04] and something that we needed to reinstate now post COVID.
[34:08] And then participation and letters professional development training.
[34:13] And so those are sort of our core adult actions that we've been focusing on.
[34:19] You can see here in this first slide that the kindergarten literacy success is one of our vision card goals.
[34:26] And you can see that we're performing slightly above district average.
[34:32] This is last year's winter data at the time that I pulled this data we hadn't quite put in.
[34:42] We've increased about three percentage points from last year, so we're continuing to make progress, and look to continue that progress.
[34:51] 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.
[35:01] Similarly, you can see here the measure of third grade success using the second grade
[35:07] double scores. You can see we had a big jump into the 2021-22 school year, a slight
[35:15] dip last year, and our second grade teachers and really subsequently our first grade
[35:20] teachers. Again, our teachers are all looking at how they can shift to continue growth
[35:24] and that upward trajectory.
[35:28] Here we are looking at elementary success using MCA performance data.
[35:34] This is broken down, this is math proficiency by race.
[35:38] And so as we're looking to increase overall achievement for all of our students,
[35:43] we also are mindful of our access and equity for specific racial groups
[35:49] and wanting to make sure that we are tracking and making progress with each individual targeted
[35:55] group. In our kind of getting back to our adult actions, our MTSS tracking form really helps us
[36:01] do that. So for every student who is not at proficiency, we are tracking what instruction looks like
[36:09] and what modifications we are making to ensure growth for each student. Here is our MCA reading
[36:16] proficiency by state or by race, sorry.
[36:20] And again, you can see the breakdown by race.
[36:24] Again, we're looking for growth in all aspects.
[36:28] Reading specifically, we can see that with around
[36:33] only 60% proficiency, we have room to grow for everybody.
[36:37] And so that is our goal and what we're continuing to work
[36:40] for each day.
[36:42] Because we shift gears here a little bit.
[36:44] We're talking here on this slide
[36:45] just about some social emotional learning,
[36:48] and the work that we're doing here.
[36:50] And so our K-5 teachers have shifted
[36:53] to all include second step as part
[36:55] of their regular curriculum and instruction
[36:57] at all of our grade levels.
[36:59] And we also have our MTSS team that review our panorama data
[37:05] along with our student success coach and student support team
[37:08] and making sure that all the students
[37:11] who are in need of social emotional support are getting that.
[37:14] And so you can see we have about 19% of our students who are receiving tier 2 or tier 3 support.
[37:24] Here are all the ways that we are supporting SEL with our students, so utilizing second step, our PBIS.
[37:30] 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.
[37:40] We have small group and individualized support.
[37:47] 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.
[38:03] We're certainly focused on the daily experiences of each learner and their strengths and how we can leverage their strengths for student success.
[38:13] Our strategic plan is focused on looking at student data and increasing those student learning outcomes,
[38:18] and Hoover Pride is certainly something that is celebrated by staff, students and families alike.
[38:27] As we look at some student successes, we have many to share, but I just highlighted four here,
[38:33] So we have monthly PBS celebrations that are aligned with our PBS schools.
[38:38] We have partnerships, a partnership with Oak Terrace, which is right across the street from
[38:43] Hoover Elementary and our students and staff and the residents as well from Oak Terrace
[38:48] really enjoy that time spent together reading and playing some board games and just engaging
[38:53] with folks in our community.
[38:56] We have our club huskies targeted service after school and that very much mirrors the summer
[39:01] program and so there's a there's reading and math embedded into a
[39:06] club experience and students are really enjoying that experience and
[39:10] doing quite well and then our foundational reading skill development is
[39:15] increasing and so we're we're looking for more growth in our MCA's we're
[39:20] seeing a lot of growth when it comes to our phonics,
[39:24] phonemic awareness, decoding text and you know starting those early
[39:28] learning goals are being met at a higher rate at the moment.
[39:35] Some staff celebrations, there's our staff at Hoover is certainly a student-centered and collaborative
[39:40] and very much committed to continuous improvement.
[39:45] We've restructured our leadership team meetings and our staff meetings to be more in alignment
[39:50] with focusing on student learning and that has been wildly impactful for us and our work.
[39:57] We have full bridge to read implementation, which we are seeing show up in the benefits of which show up in our DIVILS data.
[40:10] And so the bridge to read really focuses on those really literacy skills in a very systemic way.
[40:16] And then something new this year that our community engagement team did was to celebrate veterans had Hoover and had a veterans breakfast
[40:26] and just some great slideshow and just that recognition of our veterans at Hoover was a fun day to celebrate as well.
[40:37] So if that's what questions might you have?
[40:41] Questions?
[40:42] Board members.
[40:44] Mr. Roberts?
[40:45] Yeah, but I don't really know how to formulate it.
[40:47] So it's really hoping somebody else had a question.
[40:51] I'll go.
[40:52] Okay.
[40:53] So 504.
[40:55] How many years have you been at Hoover?
[40:56] This is year four. Okay, is that a high number for the four years you've been there?
[41:01] I believe for us we're holding steady right around right above 500 pre-COVID
[41:07] I believe we're at about 580 around 2017-18. I think it was one of the highest
[41:13] Okay, in recent times. Okay. Yeah, good. Thank you. Yeah, fully formulated.
[41:21] You want somebody else to go first?
[41:23] No, no, it's okay.
[41:24] I know.
[41:25] You run in the show.
[41:28] Well, it was really, and if you don't know the answer to this question, I'm perfectly fine
[41:34] with you saying I simply don't know Aaron.
[41:36] But when I was looking at the racial demographics between test scores,
[41:44] why do you think
[41:45] that is?
[41:45] Do you think it's more social determinants?
[41:48] Do you think it's culturally the way
[41:50] like we're just set up to teach, do you think it's, where, why do you think that is?
[41:57] Yeah, I think if I had to hypothesize, it's, I think, always multi-factor, right?
[42:05] I think that, you know, there's, there's always systems in which we can improve
[42:10] to better serve our student population and so that's something that we're always,
[42:14] when we're making decisions, making sure we're using those guiding equity questions,
[42:19] approved by the school board. I think those are really important for us as we're making decisions to consider, you know, who
[42:26] the decision is serving and what the outcome is. I think
[42:37] I think I could host like, like, as I think about each student, right?
[42:41] 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?
[42:53] we're able to look at each individual student of color and their strengths and how we're
[43:00] leveraging those. And so I think as we're making decisions as the adults in spaces, right?
[43:07] How are we providing space for folks to feel comfortable and safe and able to voice their learning
[43:14] in multiple ways, so that we're really focused on the whole child and wrapping around services
[43:22] where it's needed and also getting out of students' way and letting them show their learning
[43:28] and show who they are in a variety of ways is also important.
[43:32] Do you ever find like when we're breaking things down by racial groups that you're like,
[43:38] wow, but these kids really do show us in the classroom, they know it, it just when it comes
[43:42] on to the test, what happens?
[43:45] Absolutely, I think that happens from time to time.
[43:48] And I think we certainly were focused
[43:50] on the importance of MCA as a summative assessment,
[43:54] and we're using NWA Indibles as formative assessments.
[43:58] When we're looking at growth of students,
[44:02] we are really proud of the things that are happening.
[44:05] So we're able to pinpoint for each of our students
[44:08] of color and our white students, right?
[44:10] Where they are making growth,
[44:11] 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.
[44:30] Thanks.
[44:30] Yeah.
[44:33] Any other questions?
[44:34] Comments?
[44:35] Dr. Peterson.
[44:35] Thank you, Chair Singh.
[44:37] Molly, can you go back to your K. Dibble's graph?
[44:43] Great to be getting.
[44:45] Right there.
[44:46] There you go.
[44:46] All right.
[44:47] Yes.
[44:47] So I think that this graph illustrates, which I think we all know.
[44:55] I mean, none of us want to go back to that.
[44:57] What is that?
[44:57] You're 20, 20, 20, 21.
[45:00] 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.
[45:15] 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?
[45:26] Of course, that drop in 2021 is due to COVID.
[45:31] But if that line would have just flatlined, after we're bringing kids back in and we're
[45:38] back into the routines of education, I would argue that that then COVID becomes the excuse.
[45:45] Look what it's done to our kids.
[45:47] But look at that.
[45:48] Look at that bounce back.
[45:51] And that also is replicated across the system.
[45:54] And it's going to take some time.
[45:55] These kindergartners are now 34.
[45:59] That will be an interesting cohort for us to watch over the years.
[46:04] But this is why, as a value proposition,
[46:08] this is why you put your money in public schools,
[46:10] because of what our teachers do.
[46:13] Molly is an exceptional principal,
[46:16] but that is a result of the day-to-day work
[46:19] 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.
[46:30] Not perfectly, not perfectly, but that is data, that points to, number one, the reason why it dipped we all get.
[46:38] But that bounce back is that is proof of what happens in our schools matter with highly qualified teachers.
[46:49] Can I have you go to the from that kind
[46:58] 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.
[47:20] Or that are struggling, or that are not doing as well.
[47:24] I think the same thing has to be, the same thing has to be said.
[47:29] Teachers matter.
[47:30] And the only way we're going to see a difference in those bars
[47:37] is with that same intentional pursuit and support for our teachers.
[47:46] But more importantly, for our students of color, right?
[47:51] I mean, your point exactly is then for us to scratch your heads and go, then why?
[48:00] I would also wonder, too, like really going off of that would be a demographic
[48:03] breakdown of attendance.
[48:06] Are some of these the folks that are not walking in the door?
[48:10] And that's why we see that difference.
[48:13] We do see similar breakdown when we look at attendance by.
[48:26] Anything else?
[48:27] Otherwise, thank you very much.
[48:29] That was great.
[48:30] Very good job.
[48:32] All right.
[48:33] We'll long to let her see Jefferson Elementary.
[48:37] Come on now.
[48:40] I was at a popsicles and playground.
[48:42] Is that what it's called?
[48:43] Now there's a glow party glow glow stick.
[48:46] It's a glow stick.
[48:47] It's a glow stick.
[48:47] It's a glow stick.
[48:48] Yeah, it's a glow stick.
[48:48] I got the invitation.
[48:50] So I'm like, it's something like that glow stick.
[48:51] If Mason will go, my little will go with me.
[48:53] Yes, we were invited all our, well, thank you, and Molly, that's awesome. We're kind of on the opposite end.
[49:00] 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.
[49:17] 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.
[49:23] I get a rough track, sorry about that.
[49:25] No, no, no, no more neon party was going right at that.
[49:27] So good evening.
[49:28] I am Melissa Brousky, and alongside me is our school counselor, Miss Alieville,
[49:33] and we are so excited to be here.
[49:35] I want you to express my sincere gratitude for the opportunity to represent Jefferson with
[49:40] in our maps community.
[49:41] And I am so excited to ensure that credible ways our students, staff, families,
[49:45] are engaging in their educational journey.
[49:48] I look forward to providing you with insights into our achievements
[49:50] in our collaborative efforts that make Jefferson
[49:53] a dynamic and enriching educational environment.
[50:01] So to open up our presentation,
[50:03] I want to start by highlighting the guiding principles
[50:05] that anchor our work here at Jefferson Elementary
[50:07] within a larger framework, and that is the Manquito Area Public Schools.
[50:11] The mission statement, which underscores a commitment
[50:14] in collaborative equity and engagement with families and communities,
[50:18] is the compass which drives our work.
[50:20] At Jefferson, we take this mission statement to heart
[50:22] from examining our data to formulating
[50:24] in equity statements, setting ambitious goals,
[50:28] and crafting intentional adult actions,
[50:30] our work is aligned with the core commitment
[50:32] and values articulated in the map's mission.
[50:35] Our dedication to providing each learner
[50:37] with the knowledge and skills to become successful
[50:39] and contributing citizens in our diverse global society
[50:42] is at the forefront of all that we do.
[50:45] We look forward to sharing our tangible ways
[50:47] in which our mission statement translates
[50:50] into the daily actions and outcomes that Jefferson.
[50:57] So who are our Jefferson Jakes?
[50:59] Here is our enrollment in our demographics,
[51:02] along with some of the special support services.
[51:04] So as you take a look at that, I'm just going
[51:06] to read some additional information.
[51:08] Our Jefferson J. squares are a diverse and vibrant community
[51:10] of learners.
[51:11] We have a total of 1091 students.
[51:14] This community reflects a rich tapestry of backgrounds
[51:17] and experiences that contribute to a dynamic
[51:19] and inclusive learning environment.
[51:21] This diversity enriches our educational landscape,
[51:24] provides us with students with broadened experiences and perspectives,
[51:28] and factors in appreciation for different cultures and experiences.
[51:35] So, Howard J. eggs doing.
[51:37] Up here is our MCA data, both reading and math,
[51:40] and they're side by side along with the respective years,
[51:43] and then there's some bolded achievement bars on the side.
[51:48] MCA achievement is a significant focus at Jefferson,
[51:51] and our overall goal is to improve student achievement.
[51:53] This begins with our team frameworks and a thorough examination of our instructional time.
[51:59] Professional community learning communities take time to analyze,
[52:02] formative and summative assessments to ensure that 100% of our students are receiving
[52:07] core level instruction and that our intervention services and activities are being provided
[52:12] during our small group times. This data-driven approach allows for an understanding of student
[52:17] performance and ultimately enables our educators to make informed decisions about how to best
[52:22] for me, our students individual.
[52:30] Going further into our vision card, this next part talks about our literacy focus in our kindergarten.
[52:37] 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.
[52:56] The adult action steps that allow us to do this are using our universal screeners.
[53:01] This is something we administer in the fall of winter and spring.
[53:05] We use that to identify students who made need additional support and then implement early intervention.
[53:10] And this is crucial in setting the stage for a successful academic year.
[53:14] And then monitoring progress throughout.
[53:16] Progress monitoring is another tool that we use.
[53:18] This is a regular process that we use to monitor our intensive and strategic students and commit
[53:24] to an individualized support plan.
[53:27] The attention to details during our Dibbles window
[53:29] for others ensures that students are in the cups of
[53:33] proficiency are getting their targeted assistance.
[53:35] We also hold data meetings every six weeks,
[53:38] and this is where we bring a collaboration
[53:39] of our classroom teachers, our interventions,
[53:42] specialists, our multi-language teachers,
[53:44] our special education teachers all together
[53:46] to look at data and talk about how we're aligning our work.
[53:54] Our next one is looking at our third grade
[53:56] And that is another part of our vision card.
[54:00] Our strategic approach to improving literacy outcomes
[54:02] for our second-grade students as it's reflected
[54:05] on our vision card focuses on increasing the percent
[54:07] of students meeting our spring literacy benchmark
[54:10] at the and the dedication of continuous improvement
[54:13] our evidence in our adult actions.
[54:16] Some of the things that we do to support this work
[54:19] are data sharing at our PLC.
[54:21] We use this to have cross grade level conversations
[54:24] as well as vertical conversations
[54:25] and how we support our students throughout their educational journey.
[54:29] Focus on growth and empowerment, the overarching goal of growing each child and empowering them
[54:34] by building relationships and leveraging their strengths.
[54:38] This student centered approach emphasizes on the holistic development and recognizes unique
[54:43] strengths and potential of every student.
[54:45] And we've implemented the K-2 Phonics Program Bridge to Read.
[54:49] This introduction of a K-2 Phonics Program is a proactive step towards cohesion in our
[54:54] instruction.
[55:00] This is our MCA data and our equity oriented strategic plan is not only
[55:05] data driven but we are deeply focused on addressing gaps and fostering a more
[55:09] equitable learning environment. The emphasis is examining our adult mindsets and
[55:15] our biases within our goal of ensuring that every student is not only achieving but
[55:19] is believed to be capable of learning and this is foundational and in creating an
[55:24] inclusive culture where everyone can thrive.
[55:27] Some key highlights to this approach is our SEL for our 4th and 5th grade students.
[55:31] They're engaging in a program around social emotional learning that includes grit as a
[55:36] valuable initiative.
[55:37] This focus is on developing soft skills related to achievement that includes goals
[55:41] setting, identifying our own personal strengths, and fostering perseverance.
[55:46] These skills are not only critical for academics, success, but also overall personal growth.
[55:51] Our staff capacity development.
[55:54] Our commitment to developing staff is a pivotal strategy.
[55:58] We re-examine our current standard standards in our interventions with high fidelity and demonstrate
[56:03] a dedication to maintaining high standards in education.
[56:06] The sensors that every educator is well equipped to address the unique needs of students.
[56:12] We also have been doing some cross-building connections and that's creating opportunities for
[56:16] our educators to collaborate with each other, sharing best practices and insights and creating
[56:21] supportive networks for educators can ask each other questions and gain insight and ideas from
[56:25] each other.
[56:27] This multifaceted approach is ranging from addressing all our biases to implementing SEL and
[56:31] promoting collaboration amongst educators is our comprehensive approach to lining best practice
[56:36] for each of our students.
[56:41] Our next one is talking about the disparities with suspension.
[56:44] At Jefferson, we believe taking in taking a proactive and holistic approach to supporting
[56:49] our students and we maintain low suspension rates.
[56:51] The commitment to creating a positive and supportive school environment is evidence in the various layers of support we've implemented.
[57:00] This includes our proactive SCL lessons and by various stakeholders including our school counselor, our classroom teachers and our student success coach.
[57:10] 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.
[57:18] We also did trauma training with our adults.
[57:21] We recognize the importance of trauma informed practices and providing trauma informed training
[57:25] for adults is a crucial aspect to support our system.
[57:29] Equipping our educators with strategies to address social and emotional needs of our students
[57:33] and demonstrating commitment to understanding and responding to a whole child.
[57:37] We also have our multi-tiered support system where we take a comprehensive look at both academic
[57:43] and behavioral needs and talk about proactive measures that we can implement to target
[57:47] services for our students and their needs.
[57:55] Supporting the SEL of our students, it's evidence in our students' daily experiences that
[58:00] our Jefferson community is taking a proactive and comprehensive approach to foster a positive
[58:04] and supportive culture through positive behavioral interventions and supports. The implementation
[58:09] of the jigs matrix school wide goals and celebrations ensures a consistent and positive learning
[58:14] environment. This proactive approach sets clear expectations for behavior and promotes
[58:19] the sense of community responsibility.
[58:22] The incorporation of small group and individual check-ins
[58:25] is a crucial aspect of providing personalized support
[58:28] to students, recognizing the importance of addressing
[58:30] individual means within the broader context
[58:33] of the school community.
[58:35] Excel targeted services for our K-5 students
[58:37] takes an innovative approach to social, emotional learning.
[58:41] For our K-2 program students, they explore
[58:44] SEL concepts through STEM and games.
[58:46] For our third through fifth graders, SEL is blended
[58:49] with art and project-based learning.
[58:51] Our unique programming not only allows students
[58:54] to express themselves individually,
[58:56] but also factors peer connections and cooperative learning.
[59:09] All right, equity, orient,
[59:11] our commitment to an equitable school experience.
[59:13] It's inspiring to see how our Jefferson future focus
[59:16] remains future focus.
[59:18] We prioritize personalized learning for our students.
[59:20] The commitment to leveraging our resources
[59:22] including our counselors, our social worker,
[59:24] our school-length mental health provider,
[59:26] demonstrates that holistic approach to student well-being.
[59:30] This approach not only addresses their academic, but also recognizes and responds to our
[59:34] social diverse needs, and also reflects forward thinking on how do we prioritize not just
[59:39] education, but the overall needs of our students and our families.
[59:43] Jefferson staff commitments to nurturing our equitable learning environment is undoubtedly made
[59:48] a positive impact on our students and our community.
[59:54] student success and self
[1:00:00] Celebration at Jefferson Celebrating Student Successors Fosters a Positive and Engage School Culture.
[1:00:05] The student-focused initiatives and achievements demonstrated a commitment to building leaders,
[1:00:10] amplifying student voice and fostering a sense of community.
[1:00:13] Some key highlights include our student advisory committee. The monthly meetings of the student advisory committee
[1:00:19] are a powerful vehicle for building student leaders and promoting student voice and choice and daily school interactions.
[1:00:24] This commitment to involving students in decision-making contributes to a more inclusive and empowering school environment.
[1:00:31] Our peacemakers, the involvement of students in initiatives like peacemakers, emphasizes the importance of conflict resolution and creating a harmonious school environment.
[1:00:41] Weekly announcements, having regular announcements serve as a platform to share successes, events, and important information keeping the student body informed and engaged.
[1:00:49] student-led school assemblies, allowing students to take the lead in all-school assemblies
[1:00:54] as an excellent strategy for recognizing and having a platform to showcase their
[1:01:00] towns, but also reinforces the value of collaboration and teamwork.
[1:01:04] Rockstar readers and jam and jag awards recognize the students and encourages a positive
[1:01:09] reading culture and acknowledges students, efforts, and perseverance in developing their
[1:01:13] reading skills.
[1:01:14] Some community service initiatives.
[1:01:16] 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.
[1:01:35] These initiatives collectively contribute to a vibrant and supportive school community.
[1:01:39] So, let's celebrate our staff, the dedication of Jefferson's staff is to foster a
[1:01:45] close-knit and supportive community and it's an evident in our intentional efforts and initiatives
[1:01:49] to prioritize relationships and our community engagement. Jefferson's staff commitment to
[1:01:54] relationship building community engagement and innovation on teaching practice contribute to
[1:01:59] our positive and dynamic learning environment, some key highlights, building authentic relationships.
[1:02:04] We have daily morning meetings and all our classrooms. We incorporate those meetings to create
[1:02:08] sense of community and set positive tone for our day, positive home connections. We make positive
[1:02:14] calls home and connect with our families via email and let them know how their students
[1:02:18] are doing and reinforces that home school connection. Initiative approaches to learning.
[1:02:24] We're exploring new ways to support various learning styles including some project-based stem
[1:02:29] learning and outdoor learning and forward thinking. This approach not only creates an opportunity
[1:02:35] for a deliberate learning style that also enhances student's curiosity, and then of course
[1:02:41] our community partnerships. We co-host and work with our parent teacher organization to
[1:02:45] host things like our family feast, our Jefferson Jagg, our neon night, and other opportunities
[1:02:51] for that school community connection. We also frequent invitations to caregivers to support learning
[1:02:56] in the classroom and involved involuntary in our space.
[1:03:02] Jefferson Elementary is more than just
[1:03:04] school. It's a vibrant community of learners, educators, and families dedicated to the pursuit
[1:03:09] of knowledge and personal growth. And our commitment to excellence align seamlessly with
[1:03:13] our values of held-in maps and we are so proud to be a part of this district's overarching
[1:03:18] mission. Thank you so much for your time and allowing us to showcase these collective efforts
[1:03:23] and allowing us to tell you about our incredible community at Jefferson.
[1:03:30] Sorry, I call the glue stick night. It's neon-native project.
[1:03:33] It's a story of a member of different summaries.
[1:03:36] I don't know, okay.
[1:03:37] It's close.
[1:03:39] Any questions or comments?
[1:03:42] Mr. Roberts?
[1:03:44] One quick comment.
[1:03:45] I really appreciate that you put a lot of focus on trauma-informed teaching.
[1:03:51] That is one thing that I've learned doing this equity work that I do is that being trauma-informed
[1:03:59] is like needs to be at the top.
[1:04:02] And so I just wanted to say that I really appreciate that we don't hear that all the time,
[1:04:07] but I do think that that is definitely something that you could share with your other
[1:04:12] school, brothers and sisters, family members, and how I really think that that could impact
[1:04:19] the daily experience of kids.
[1:04:21] So thanks.
[1:04:25] Ms. Pratt?
[1:04:26] I'm curious because we've heard the summer school report from you and how you had done
[1:04:30] things differently with some of the thematic things in the real hands-on.
[1:04:34] Has any of that trickled into the school year here and how our teachers responding to that?
[1:04:39] Yeah, so we talked a little bit about the hands-on learning, so we had some outdoor experiences
[1:04:43] that people have done always, we purchased some stem bins that are becoming part of not only
[1:04:48] our classroom, but also during our lunch period. Students have stem bins that they take out and
[1:04:53] they build and collaborate together and then as Nassolivo mentioned, our targeted services took
[1:04:58] flip this year in mindset.
[1:05:00] And so we're focusing on SCL exclusively as our qualifier
[1:05:04] and then incorporating that math and reading
[1:05:06] within the targeted service.
[1:05:08] And three-five is doing it with the art program
[1:05:10] and then our K-2 are doing some gang-based
[1:05:13] and collective work there.
[1:05:16] And it's been well received.
[1:05:20] Great.
[1:05:20] Any other questions?
[1:05:22] Comments?
[1:05:24] All right.
[1:05:24] Thank you very much.
[1:05:25] She's great.
[1:05:26] Thank you.
[1:05:29] All right.
[1:05:30] We'll move along to letter D board member workshop committee reports, and I don't have a report.
[1:05:35] I know the finance committee met last week, but that was for something we will have the
[1:05:40] ratification of the general obligation bond sale that will be letter D further down the agenda.
[1:05:46] Do we have any other?
[1:05:47] Do you want to comment on the workshop, the school board association workshop, or do you have
[1:05:52] something else?
[1:05:53] I was just going to mention something about the legislative committee.
[1:05:56] There you go.
[1:05:56] Unless you wanted to Chris, but we've met a couple of times and
[1:06:01] have been working on tweaking our the 2024 legislative platform and right now
[1:06:07] I think the last draft is being finalized
[1:06:12] But it looks good, but I don't want to give too much away just quite good
[1:06:16] The draft's right now. Yeah, I think that'll be covered more in depth once we have a final document
[1:06:21] I'm assuming so a lot of progress and a lot of good kind of
[1:06:26] conversation among those at various levels of the district and making sure that priorities
[1:06:33] are indicated and communicated. I have no doubt that we'll send a clear signal to our
[1:06:38] representatives and our district with our platform.
[1:06:44] All right. Any other committee meetings? Anybody want to talk about the Minnesota School
[1:06:49] Board Association meetings at all? Are there presentations? No. No report back?
[1:06:54] 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.
[1:07:14] Why don't we move along to item 7, the consent agenda, which includes letter A, the approval
[1:07:19] of minutes of January 8, 2024 regular meeting, the approval of the January bills, letter
[1:07:24] C, the personnel with the adendum, and then D, the pay equity.
[1:07:29] Do we have a minute?
[1:07:30] motion.
[1:07:33] I'll make a motion to approve.
[1:07:34] A second. All right. Any further discussion or questions? Otherwise, Ms. Bailey please call roll.
[1:07:41] 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
[1:08:00] to be the acceptance of gifts and grants.
[1:08:02] Thank you Chair Singh.
[1:08:03] Members of the Board, including your packet,
[1:08:05] a listing of gifts and grants that have come in
[1:08:07] for today's meeting.
[1:08:09] Read those into the record,
[1:08:10] ask for your approval, Robert,
[1:08:11] and Carl Chessley donated $7,000, $70,000,
[1:08:15] and $37,000 for central high schools,
[1:08:17] student field trips, and or basketball hoops.
[1:08:21] Troy Russell and Sarah Kirby wrestled,
[1:08:23] donated a 2014 Nissan Rogue value that $3,800,
[1:08:27] to the West High School Automotive Program,
[1:08:29] Northman Kato American Legion post-518 donated American flags,
[1:08:34] valued at $488 for the map center for learning,
[1:08:38] and hats, gloves, and socks valued at $300 for across the school district.
[1:08:43] East High School of Vex Robotics has collected $2,000 from
[1:08:48] Marshall building and remodeling, and $100 from Tony and Joan Sezmowski.
[1:08:53] And finally, mid-state mechanical services has donated pipes valued at $1,080.
[1:08:59] for the East and West High School Welding and Fabrication Technology Classes.
[1:09:07] Yeah, we always have such a diverse list of
[1:09:10] gifts and grants. I just never know what's going to be the new thing on there that I didn't
[1:09:12] wouldn't have thought of. So we have a very supportive community. So that's awesome.
[1:09:16] So do I have a motion to accept any generous gifts and grants?
[1:09:21] Sure, I'll make a motion.
[1:09:22] Oh, sorry. Okay.
[1:09:23] There we go. We'll follow in line.
[1:09:26] All right, any further discussion or questions? All those in favor say aye?
[1:09:31] Aye. All those opposed?
[1:09:33] All right, that has passed.
[1:09:34] We're going to let her be, which is the approval of the 24, 25 and 25, 26 school year calendar.
[1:09:40] Very good. So chair saying, members of the board earlier tonight, you heard from our director of teaching and learning
[1:09:44] Travis Olson on the process that was used to develop the two calendars that have been put before you for
[1:09:53] consideration for approval. If approved by the board tonight, communication will begin almost immediately to those
[1:10:00] people who are very interested in knowing what the next two school
[1:10:04] calendars will entail. So if there are any additional questions from
[1:10:09] earlier tonight, I'm happy to answer those. If not, they're up for
[1:10:12] your consideration. Can you further questions? Otherwise, when somebody
[1:10:17] says, I have a random question that people have said before, maybe you can
[1:10:21] answer, are we allowed to start before Labor Day? We are allowed to start
[1:10:27] for Labor Day, if certain criteria are met, most specifically, if there is construction occurring
[1:10:35] in the school district that exceeds a certain amount. Now, obviously, as we go through
[1:10:41] bond construction over the next several years, we will meet that threshold, no problem.
[1:10:47] But it really comes back to the feedback that we've heard from community and staff about whether
[1:10:52] not they think that's a good idea. So is it possible? It is. The feedback has been pretty
[1:10:58] strong about protecting the back end of summer and starting the day after Labor Day. But it
[1:11:04] is an option. I know people have asked me and I'm like, hmm.
[1:11:11] Thank you for that. And I'll make
[1:11:13] an emotion to approve. I'll second. For other discussion or questions. All right. All those
[1:11:19] Have you ever say aye?
[1:11:20] Aye.
[1:11:21] Aye. All those opposed?
[1:11:23] All right.
[1:11:23] The calendars are approved.
[1:11:25] We'll move along to letter C, approval of construction bids for Roosevelt Elementary School.
[1:11:30] Welcome.
[1:11:37] Good evening to your sitting board members, Dr. Peterson.
[1:11:42] On January 20, our January 9th, multiple bids for each of the work scopes.
[1:11:48] We're received for our Roosevelt Elementary, secure entrance and classroom addition.
[1:11:55] And it would be the recommendation of the administrative team, Carl Sanderson construction,
[1:12:02] our construction management team, ISG architects, our professional designer team that the
[1:12:10] Bids that are submitted in the attachment in the total amount of 3,464,619 dollars and 31 cents.
[1:12:22] Be accepted by the school board.
[1:12:25] Bon referendum funds will be utilized for this project.
[1:12:30] Any questions?
[1:12:32] Hi, is this compared to what we were thinking it was going to be?
[1:12:37] Number wise?
[1:12:37] This is a slightly higher than what we had anticipated what our estimate was.
[1:12:43] We're about $500,000 higher.
[1:12:47] Some of that is being driven by our control system that operates our mechanical systems
[1:12:53] and that it has been the manufacturer has updated.
[1:12:59] And so we have to install the new equipment, which also now required us to upgrade the
[1:13:07] 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
[1:13:21] Other questions comments?
[1:13:25] I did have one thing I wanted to point out.
[1:13:27] 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.
[1:13:49] Thank you.
[1:13:53] Anything else?
[1:13:55] All right.
[1:13:56] Do we have a motion to approve?
[1:13:59] I'll make a motion to approve.
[1:14:01] I'll second.
[1:14:02] Further questions?
[1:14:04] Discussion?
[1:14:05] No?
[1:14:05] Ms. Bailey?
[1:14:06] Please call roll?
[1:14:08] Mr. Baker?
[1:14:09] Mr. Kind?
[1:14:10] Yes.
[1:14:11] Mrs. Pratt?
[1:14:12] Yes.
[1:14:12] Mrs. Radcliffe?
[1:14:13] Yes.
[1:14:14] Ms. Roberts?
[1:14:15] Yes.
[1:14:15] Ms. Suk?
[1:14:17] Yes.
[1:14:17] All right, that has been approved. Thank you.
[1:14:23] All right. Drumroll, please. Number eight, letter D,
[1:14:30] ratification of the sale of series, 2024, a general obligation bonds. Hope you have good news for us.
[1:14:37] 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.
[1:14:44] Our sale actually happened last Wednesday morning and we had great results
[1:14:49] so I'm gonna let Michael hurt from PMA share what we experienced last week.
[1:14:54] So, very good.
[1:14:56] Thank you for having me tonight as Ms. Halman.
[1:15:00] We held the sponsor last Wednesday on January 17th, and do you have control of the, thank you so much.
[1:15:08] 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.
[1:15:15] We received eight bids on the next slide it shows that at prior to 10 a.m. last week the winning bidder came,
[1:15:29] 1% interest rate and so what I'll show you here certainly is that is a much lower
[1:15:35] interest rate than we had anticipated even from the numbers that I shared with the board
[1:15:39] back just last month. So the next slide gives you an idea of what that looks like
[1:15:46] comparatively. So I'm showing you three different sets of numbers here. The one was a
[1:15:52] review and comment. This is a pre-referent number that we shared with you back in the
[1:15:59] November. The interest rate on there is a 4.6% and you see the total principle on interest
[1:16:04] of about 175 million. The middle column was our numbers that we presented to you just last month
[1:16:11] in December. And those are based on financial data from late November. And you saw the interest rate
[1:16:19] was a little bit higher there representing a little bit more total principle on interest. Now we're
[1:16:25] about $10 million less than that with the final numbers in terms of cost savings overall to
[1:16:30] you.
[1:16:31] And there is some additional bond premium as a part of that which is going to help enhance
[1:16:35] your project by adding some additional dollars to your construction fund, which you can see
[1:16:39] there.
[1:16:41] This slide here is very similar to what you saw in December.
[1:16:44] I just wanted to reiterate to your community and to you as a part of this in terms of the
[1:16:50] tax impact that this is going to have on your community.
[1:16:52] you've already made the first tax levy for taxes,
[1:16:56] payable in 2024.
[1:16:58] But we are in line with the pre-referendom assumption,
[1:17:01] which called for a tax rate of a 5.1%
[1:17:05] which translates to $120 on a $250,000 home.
[1:17:09] So we are in line with that overall.
[1:17:12] In terms of the next slide shows a chart
[1:17:14] that looks, should look very similar to you,
[1:17:17] in terms of the bond structure of how the new payments
[1:17:20] are designed and look, that $10 million of savings that I referenced here in terms of the total
[1:17:27] principal interest is really realized in the second 10 years of this, so the first 10 years
[1:17:31] is designed to be the payments that we had expected and expected all the way through the process,
[1:17:36] which you see what closer analyzing the numbers from your 10 to 11, you're seeing a larger drop.
[1:17:44] So we're able to provide a little bit more money for the project today, but we're also providing
[1:17:48] a bigger opportunity for the folks in your chairs, you know, when the time comes to look
[1:17:53] at how that drop could be utilized for future projects in your district.
[1:17:57] So there's more opportunity being created down the road via that improved interest rate.
[1:18:05] By a way of transparency, I've included in the presentation sources and uses of funds which
[1:18:11] really details out on the cost of issuance that you're paying as a part of the bond project.
[1:18:17] And then we've also kind of reiterated the bond calendar here to the final step in terms
[1:18:25] of board action to sell the bonds tonight with your ratifying resolution and the funds
[1:18:31] will be received at the district on February 15th upon your action this evening.
[1:18:38] One other part of the process that we went through was a bond rating and I think it's important
[1:18:42] for the community to see as a part of the bond process we get a third party opinion from
[1:18:48] Moody's investor service ultimately, this opinion is, comes from a third party and is sharing
[1:18:54] with the market, the ability for the school district to repay its bond as compared to other
[1:18:59] school districts, cities, counties or other issuers of debt, even corporations.
[1:19:03] And so this highlight in here shows the overall status of the district with an A1 rating,
[1:19:12] which is a good rating.
[1:19:13] I think one thing, and I share this with the finance committee that really stands out in the
[1:19:16] that is not overly common, especially for school districts in the work that I've done, is that
[1:19:23] you see that the financial profile benefits from detailed, long range planning, which is really
[1:19:30] unique in terms of their get moody's is giving you a lot of credit for the planning that
[1:19:35] you've done in a long range forecast, and I know this Hileman leads that effort, but there
[1:19:40] was certainly seen through in terms of the management to the district from a financial standpoint
[1:19:44] as seen is really strong.
[1:19:46] 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.
[1:19:59] 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.
[1:20:08] But this was an, you know, they gave you a lot of credit and say, yes, you have a narrow
[1:20:13] fund balance, but you clearly have the plans in place to, to make some corrective action
[1:20:18] and to, that you know what you're doing really.
[1:20:22] So that was an important part of the process.
[1:20:24] In terms of what's next, the funds are available, like I said, on February 15th, and those
[1:20:30] funds can be drawn as the projects are underway throughout the life of it.
[1:20:35] We will invest the bond funds based upon a schedule that will work with your construction folks
[1:20:41] to understand when the funds are needed and try to maximize investment earnings which
[1:20:45] can enhance the dollars used for the project.
[1:20:49] And PMA will also provide a monthly report to the School District of Altos Investment
[1:20:53] earnings and monitor your other obligations related to IRS regulation on those investment
[1:20:59] earnings.
[1:21:00] So I'm happy to take any questions about the sale results here or the action that you have in relation to the resolution.
[1:21:10] I just want to say great job to both you.
[1:21:12] I'll miss working with you so much.
[1:21:14] Michael, all these meetings that's been a long process.
[1:21:16] And if we thought that this was going to be the end result, we would have been,
[1:21:19] I would have been ecstatic to know that this is how it all worked out.
[1:21:22] But I don't Mr. Baker and I are both in the finance committee.
[1:21:25] He is not here tonight.
[1:21:26] So hey, and I talked a little bit.
[1:21:26] There were three things he wanted to highlight.
[1:21:28] I agree.
[1:21:29] Number one, I just make sure I'm saying it's correctly.
[1:21:31] The true cost of the taxpayers of the tax levy,
[1:21:34] the referendum discusses,
[1:21:35] fall in our literature, is still accurate.
[1:21:37] What we said we're gonna do, we did.
[1:21:39] Number two, we did request that local options,
[1:21:42] banks be looked at as investment options
[1:21:44] for at least part of the bond proceeds,
[1:21:45] as we worked to pay for a construction project,
[1:21:47] or we went to pay for the construction projects,
[1:21:49] because this is a multi-year deal
[1:21:51] that we're doing these different school projects.
[1:21:54] Number three would be what you referenced earlier,
[1:21:56] approximately 10 million saved over the length
[1:21:58] of the debt service due to such a great interest rate on the bond, issue and sale, and we
[1:22:03] are setting up future school boards and the community for success with future flexibility
[1:22:07] with this 10 million in tax or interest savings.
[1:22:09] Is that accurate?
[1:22:10] Those are the three things that Patrick and I, Mr. Baker wanted to highlight.
[1:22:15] Any other questions or comments,
[1:22:23] or Dr. Notch, you're saying I just make a comment.
[1:22:25] I have a chance to work with Ms. Heilman on a daily basis, I appreciate her leadership
[1:22:29] super.
[1:22:30] All of this. And of course, the great support and expertise that Steve and Michael provide to our school
[1:22:39] district is key. And some of the heavy lifting is done, but we really look forward to the continued
[1:22:46] relationship with PMA moving forward. And again, maximizing our taxpayer dollars that we're entrusted
[1:22:54] with making sure we get these projects done, and we do them with all the fidelity and transparency
[1:23:01] that we can, and that is something that just really makes PMA special organization to work
[1:23:08] with, so thank you, and looking forward to what's next.
[1:23:14] Anything else?
[1:23:17] No, yeah, it was a very top notch, and with all the moving parts and all the things that
[1:23:21] could have changed, I know talking with a couple of weeks ago in Minneapolis, you were
[1:23:25] cautiously optimistic it was just and you're always cautiously everything which is good
[1:23:29] It was just a great experience to work with you in this highlight of course. It's great
[1:23:33] So it was just a great experience and it was just everything was top-notch all the way through no big surprises
[1:23:38] So I just thank you both
[1:23:40] Maybe else otherwise we will see if we have do we have a motion. I will move that we ratified sail of our puns
[1:23:54] Second oh
[1:23:55] comments. Otherwise Ms. Bailey please call roll. Mr. Kind. Yes. Mrs. Pratt? Yes. Mrs.
[1:24:02] Rackliffe? Yes. Ms. Robert? Yes. Ms. Suk. Yes. Mr. Sineen? Yes. Mr. Baker. All right. That has been
[1:24:10] ratified. Thank you both very much. Thank you. Have a good trip back.
[1:24:16] All right. Anything else
[1:24:17] for the good of the order? Otherwise, I'll have a motion to adjourn. I'm on to adjourn. Second. Oh. Oh.
[1:24:25] What was the favor say aye?
[1:24:27] Aye.
[1:24:28] All those posts?
[1:24:29] All right.
[1:24:29] You need to adjourn.
[1:24:30] Thank you very much.