[1:09] Welcome everyone.

[1:16] Okay, thank you for joining us here at our committee of the whole Tuesday, March 26, 6 p.m. Today we have two items on the agenda, capital planning, and our quarter two update. So, with that, I'll turn it over to Superintendent Graff and the staff.

[1:40] Thank you, James board members. Members, the public, thank you for joining us tonight.

[1:47] So I wanted to start with a couple of announcements before we actually begin our committee

[1:50] to the whole presentation. First, our spring break begins next week, and so that will be from April 1st to April 5th.

[1:56] We will not have school in session, and we do have a number of resources on our web page that parents can take a look at for

[2:04] looking for activities or perhaps things available to children over that spring break from school.

[2:12] And I know it's a time where I'm very much welcoming with the warmer weather and the removal of snow.

[2:20] I also wanted to just highlight before we again are bless you, the North Pole High School boys basketball team for their efforts this past week.

[2:31] and although they did not win state, they represented many apples public schools and find

[2:36] fashion and want to just thank them for their sportsmanship and compliment them on a

[2:45] great season.

[2:46] We know we're very proud of all of our students, but they particularly made it again

[2:51] to state in the last couple of years of the basketball we wanted to highlight their accomplishments.

[2:56] And then finally for those who are planning ahead wanted to highlight April 25th as part of

[3:04] our networking resource fair at the New Center for Adult Learning, the Fair will connect

[3:10] families of students with disabilities with dozens of local organizations and resources.

[3:15] So that is our networking resource fair at the Center for Adult Learning and that will be

[3:21] from 530 to 730 on Thursday, April 25th, so I wanted to put that information out there

[3:26] the public also. And I think that's it for updates. And so tonight, first on the agenda,

[3:34] we have Chief Karen DeVette who's going to outline some of our information around capital

[3:40] planning and really it's about looking at the data we use with our capital planning and kind of

[3:45] getting you a better timeline of what that looks like going forward. You'll see specifically the

[3:50] timeline for when the board will see our capital plan and the first reading second reading

[3:55] for vote and then just what that looks like as we report that information and get approval

[4:00] from the state as well.

[4:02] So I want to thank Chief DeVette and her team for all the work that they've done in the

[4:05] last couple of years under her leadership and know that we are still making improvements

[4:09] and refining our process around capital planning, but I think you're going to see there's

[4:14] much greater alignment and appreciate the board's support and direction for our priorities

[4:19] with our capital planning projects.

[4:21] So with that, I'll turn it over to you, Chief DeVette.

[4:27] Good evening, Chair N, Superintendent Graff, members of the Board.

[4:32] Thank you for the opportunity tonight to talk about our capital planning.

[4:36] As Superintendent Graff mentioned, this evening's presentation is scheduled to review data

[4:44] that we use in capital planning, both how the results of our capital investments have supported.

[4:49] Students and our physical assets, the research and data that's used in prioritizing

[4:54] capital project recommendations.

[4:56] I am going to start with a brief update.

[5:01] If I'd go the right way. A brief update on our current projects and touch on the upcoming one-year

[5:09] and multi-year capital plans and then we'll move into the data section of the agenda. So just really

[5:16] quickly, most of you I think are aware of the projects that have been approved over the course

[5:21] last from 2015 through 2019. This summer does promise to be a busy summer for construction

[5:29] in that a number of the projects that we brought forward in FY 18 are coming into construction

[5:35] for this summer so we have 15 major projects underway and towards the other presentation if you

[5:41] have specific questions about any of those projects I can try to answer those or get you the

[5:47] information, but just a couple of highlights will be, we have started the work at

[5:52] Lauren to bring air conditioning to that building. That's a two-year project. We're

[5:56] also in the midst of renovations and the same type of work at Jefferson, and

[6:02] then Henry will wrap up by the end of this summer with their conditioning project.

[6:07] We're also in the last phase of our playground rubber mulch conversion, which is

[6:10] one of the things that we brought forward in 2018. So you'll see that activity

[6:15] happening throughout the summer. We'll finalize the self-high athletic field with the

[6:21] track installation. That needed to wait until the weather warmed up enough to install that track,

[6:25] so that'll happen this spring. And then the other major project that we have underway out of our

[6:30] 2019 funding is the North Athletic Field. So that the field will be completed this fall, and then again,

[6:39] we'll follow the same schedule and do the track in next spring when weather warms up.

[6:46] So, we previously, just quickly touching on the upcoming capital plan that will come forward

[6:52] as the during the budget discussions.

[6:55] We have highlighted this to the board through the update and as well at marches, no.

[7:03] February's finance committee meeting, that are upcoming one-year capital improvement plan,

[7:09] will be based on projects that need more funding as we explained in the memo there were projects

[7:14] an FY18 that we applied to the state for a certificate of participation funding that they

[7:20] denied. And then in our 19 proposals, there was a reduction in how much we were going to

[7:26] fund in order to keep our debt service flat, and because we were going out for the referendum

[7:32] in the lobby. So you'll see as we bring the plan back to our April Finance Committee, that

[7:40] those projects that need additional funding will make up the bulk of that plan.

[7:45] In addition to preserving some funding for full service community school implementation,

[7:50] and the capital renewal projects that we would have in our FY20 plan as well.

[7:56] So just really briefly, this is the investment priorities that we spoke about last year

[8:01] and the year before and these have, in fact, informed the staff recommendations on capital

[8:07] investment since the fiscal 2015-14 capital plan.

[8:12] So I just wanted to remind us of what those were as we looked at other problematic investments

[8:19] and some of the data that we'll see in just a few minutes.

[8:24] So the other thing that we've been working towards when I joined the district in 2017 we

[8:29] wanted to move forward with our capital planning process and we talked about back in 2017 bringing

[8:36] forward a one year and a five year capital plan.

[8:40] And then as we work through that process and

[8:43] enter into the comprehensive design and design,

[8:46] realize that we needed to put a little bit more time

[8:49] into doing a multi-year plan.

[8:51] What we've been talking about and what we intend to

[8:54] propose, and again we'll spend more time on this

[8:56] at the Finance Committee in April, is moving forward

[8:59] with a 10-year plan but based on program versus

[9:02] specific building.

[9:04] So this would be a list of the types of things that we are considering as programmatic investments.

[9:13] And so when you look at this particular slide, again, it's a summary of the types of investments we may include.

[9:19] So on the left side of the slide, really talks about program-based capital building investments.

[9:25] We've talked with the board in previous years about the concept of educational adequacy.

[9:29] how well does the school support the learning style and modalities of our students, what kind

[9:37] of spaces we have, the technologies we have, and more programs specific, do we have the

[9:43] right labs, for instance, support some of our science programs and such. We also will include

[9:49] programmatic items around extracurricular activity, certainly athletic space, which we've concentrated

[9:55] it on, but also performance spaces for our schools and things that

[10:00] It will help support after school enrichment. In the improvement program, you will also see additional

[10:05] student experience, problematic investments, and this is really where the priorities have

[10:11] focused to a great extent over the last several years, safe and welcoming entrances, the

[10:16] building, air conditioning,

[10:20] and lunchrooms and kitchens, and then we've done some toilet

[10:22] remote grades as well. Then, finally on that side, we're consider the needs that we may have

[10:28] for community engagement, whether that's the full service, community schools, and what type

[10:32] of facilities may need to support those wrap around services, as well as signage and

[10:36] wayfinding at our schools.

[10:38] The right side of the slide really talks about what is already consistent in our programming

[10:44] through the 10-year capital renewal plan and some of our bonding money for cycle of replacement

[10:50] and capital renewal investment in our existing buildings.

[10:55] So, moving on to the focus of the presentation, which is data using capital planning, the first segment here was we want to talk about what types of things that we review when we bring forward programmatic considerations and then we'll also talk about some of the measurements of those investments.

[11:12] So the slide represents, as I said, the data typically used, factors that we believe should be considered when we want to try to develop a robust multiple year capital plan.

[11:25] We keep abreast of research in educational facilities in a line with ARE as far as in academics as far as the different learning modalities or styles if you would.

[11:36] that students may use, whether that's, you know, an auditory or a visual or more, whatever

[11:43] like sense of touch that they may need to use in their spaces, and then as well from this

[11:50] concept of multiple intelligences, how those may pair together.

[11:54] And so when we talk about educational adequacy, we're really thinking about, do our schools and

[11:59] our classrooms have those types of spaces, are they flexible enough for 20th century learning

[12:04] And that's part of what we're considering

[12:07] where we're bringing forward problematic investments.

[12:10] Certainly supervision and security,

[12:11] which we've been investing in over the course

[12:13] the last few years, and then environmental design

[12:16] from the standpoint of HVAC systems

[12:19] and the like to continue to drive in that area.

[12:23] We've talked in previous presentations.

[12:25] Again, about educational adequacy,

[12:27] and as I said, how well does that program,

[12:30] or the building support that program?

[12:32] And we're working to identify the gap to ideal as we look at this 10-year programmatic plan.

[12:42] On the right-hand side, things that you've seen us in the past look at at enrollment trends and projections,

[12:47] certainly classroom capacity based on our class sizes, and our racial identifiable schools,

[12:52] and what we may need to do from a reduced class size, what the capacity of the building not is,

[12:57] does it have the right support spaces for staff and students looking at the demographics and

[13:02] then of course considering the district comprehensive design.

[13:07] Then also the facility condition index, how well does a school building support from

[13:12] a maintenance perspective?

[13:14] And one way to think about this is what is the replication cost or value of a building?

[13:20] So in one term, how much more do we want to invest in maintaining or improving an existing

[13:25] site versus having a discussion about taking a different approach. So the facility condition

[13:30] index will be in a valuation of the physical structure of the building and how well what

[13:38] its life cycle is. We are in the second year of completing the facility condition index for

[13:44] all of our school sites and that should be completed by the end of this calendar year.

[13:54] And

[13:55] for capital planning investments.

[13:59] We've been working to identify a consideration document

[14:03] specifically to capital planning

[14:05] and has developed a preliminary matrix

[14:08] to help better analyze projects using an equity criteria.

[14:13] Capital planning department has consulted with

[14:15] our equity group in the district

[14:18] and are working next with the EDIC committee

[14:21] to get their feedback on that considerations document.

[14:23] That, well, we've patterned that after some other similar approaches used by organizations.

[14:34] And it will examine the data on how we use our buildings, the programming, the climate.

[14:39] Again, racial, the identifiable schools, the safety attributes that we have and what type of historical spending that we've had in those facilities.

[14:46] And the intention at this point is to use it as a platform as we move into community engagement,

[14:51] around the programmatic investment plan and how do we prioritize which sites may get investments

[14:58] before other sites.

[15:00] So again, we'll have a lot more conversation. I'm sure about this over the course of the next few months as we start talking about a 10-year approach.

[15:13] So getting to some existing data, this slide is titled sample data applications and I don't want to have that be confusing. This is our district's data.

[15:23] What this is is some pull-outs of some of the data that we look at to demonstrate some of those considerations as we're working through the recommendations.

[15:34] So, in the example on the left example number one, it's an analysis of how the school building square footage aligns with the enrollment.

[15:44] And so a pretty straightforward slide and information that you have, that those of you that have been on the board for a year or two, you have seen some of this.

[15:54] This is updated through the 2019,

[15:59] this will be through the 2018 enrollment.

[16:04] And so, and the square footage of anything that we realized in those last two days.

[16:08] So, and it's ranged by boy of education districts.

[16:13] So, as you can see, in four of the six districts,

[16:17] the percent of total district enrollment in school building

[16:20] square footage differs by one to two percent.

[16:24] In two districts, those numbers differ by a little bit more.

[16:28] And you can also think of this in a certain way as square foot

[16:32] per student within a facility.

[16:35] And so, in our district, that ranges from approximately

[16:37] 145 square feet per student as much as 300 square feet per students that's important to consider

[16:43] because it does have an impact into operating and maintenance costs for those facilities.

[16:51] In the second example, what we're demonstrating here is the relationship between the amount of

[16:57] the building that's utilized and its relationship to our application,

[17:03] educational benefits are the free and reduced lunch participation.

[17:09] It typically will enable, when we look at the free and reduced lunch enrollment,

[17:14] as you know, it typically enables some additional staff,

[17:16] staffing because of smaller class sizes.

[17:19] And so that is reflected in these numbers.

[17:22] Planning looks at that and then reduces the expected

[17:25] capacity to the enrollment.

[17:29] In practice,

[17:30] and our school with lower utilization will may result in us utilizing existing square feet

[17:38] and renovating square feet that's already available within that site.

[17:43] Whereas if we have a building that has a high enrollment and utilization that are a little bit more aligned,

[17:52] we would be looking at a project that might require an addition or some other approach

[17:57] that will be an impact to what we may scope and budget for those type of projects.

[18:06] The second set of pull out data that we're representing here, examples 3 and 4, is just

[18:13] pretty straightforward, facility condition generally follows the age of the building.

[18:17] So again, we've broken this data out by Board of Education District.

[18:21] And this is what they're referring to as a weighted age.

[18:25] So if there's been additional work done in the building as there has in many of our buildings,

[18:34] then that work has been added to that age.

[18:38] So if that makes sense,

[18:42] this as well as I talked about earlier,

[18:44] could be considered a representation of the replication cost of that particular building.

[18:49] One thing of interest to note perhaps is some of the older buildings in our district

[18:53] are located down in the district five of the Board of Education.

[18:58] You'll also know probably not surprisingly that their FCI

[19:01] supporters, their facility condition index, are not quite as high.

[19:04] So you might expect to see a greater investment in capital

[19:07] renewal dollars in those sites being recommended.

[19:11] Conversely, our lower buildings are in better shape for the most

[19:14] parts, so they have a higher FCI.

[19:19] In the fourth example, they're on the right.

[19:21] This represents the percentage of total capital investment in each of the Board of Education districts over time for the period shown.

[19:31] There will always always be likely multi-site projects that you'll see in most of our capital plans, particularly on the renewal side.

[19:42] That's not included in these numbers because that investment is spread district wide.

[19:46] For example, one of the projects that we have, this summer is a multi-site paving project.

[19:54] It's really exciting stuff, but we have 33 projects that are scheduled over three construction bits.

[20:00] To get new parking lot in asphalt this summer. So that money is not included in the capital investment representation here because we just haven't parsed through, you know, that this much went to the site and so on and so forth. So just to be understanding how that data comes together.

[20:18] The other thing finally that we're looking to do is really establish and measure some key performance measures for capital planning construction.

[20:27] And this is a bit of a long game, not unlike educating our students, right, for the investment to be realized.

[20:35] As an example, projects that we approved and the Board approved and June of 2017 are still waiting in some cases to go into design mode.

[20:46] Once those projects begin construction, many of them can take two years to get through their construction cycle.

[20:52] And then there are still monies to be paid out as we work through punch lists and substantial

[20:58] completion to get to final numbers.

[21:01] So to really measure and compare designing construction costs planned to actual, is something

[21:08] that we're working through the best way to do that and what our touch point would be for

[21:11] that calculation because those projects do span several years.

[21:15] But we're looking through our past experience to better allocate project funds, to align with the project and current conditions that we've seen in the marketplace.

[21:29] We are seeing construction costs increasing at a greater rate than anticipated.

[21:34] And again, we're scoping and costing these projects 18 months to 24 to 36 months in advance.

[21:39] the Twin Cities construction market is very competitive.

[21:45] And so there are some projects that we need to consider holding

[21:50] because we don't have the resources to design and manage.

[21:54] And those resources are also not out there,

[21:56] and interested to available in the marketplace

[21:58] because there's a lot of opportunity for designing construction firms.

[22:05] Also we're seeing increase in raw material costs.

[22:07] And we believe that that's likely attributed in part, at least, to some of the tariffs that have been recently put in place that impacts steel prices and the like.

[22:18] So we'll continue to measure those and try to hone in on continue to try to improve our forecast of how much a project would cost and put some greater inflationary numbers against proposed projects so we can try to stay within budget.

[22:34] So we are monitoring project costs, one of the things Superintendent Grafer referenced ongoing

[22:40] improvements in our processes, one of the things that we're trying to work through

[22:44] is scoking projects correctly in the design phase and not spending as much time in money

[22:50] on change orders once we're in a construction process so that will help us deliver projects

[22:55] more on time and on budget.

[22:58] Finally, I wanted to touch briefly on fun balance and plan spend and I don't want to confuse

[23:03] anyone who's listening about the fun balance conversation. In this example this slide we are talking

[23:09] specifically about fund six, which is bonded money reserved for the projects for which and the

[23:16] items for which it was bonded for. So in the beginning of 2019, our fund balance sat at around 5 million.

[23:25] Now that's not what you see on your financial reports. That's considering committed money. So money

[23:31] that hasn't been paid out to contractors or design firms

[23:34] yet to complete these projects.

[23:36] That'll be still sitting in the, sorry about that.

[23:39] That'll still be sitting in the,

[23:40] the reserves that you would see on your financial report.

[23:42] But as we project out how much money to projects

[23:45] that we have in design or in construction are going to cost,

[23:49] pulling that out, it looks like we'll be,

[23:50] we're sitting at about five million at the beginning of the year,

[23:54] and with the projects that we're currently designing

[23:56] and or have bid for some reconstruction or have out to bid,

[24:00] we do expect the remaining uncommitted fund balance to be less than about a million dollars

[24:07] by the end of this year. We're working closely with finance to talk about, talk about

[24:17] balancing returning project reserves to debt service. We have keeping a certain level of

[24:22] fund balance for emergencies, project scope changes which we experience and cost increases.

[24:27] So, what is that kind of sweet spot where we want to use the money wisely best cases to return

[24:34] it to the debt so that we can reduce our debt service, however we know we need to keep

[24:38] some funds for some of the things that we've experienced over time.

[24:45] And then finally, as Superintendent Graff said, this is the timeline and next steps for

[24:51] the this year's capital planning process, we will be presenting the final 2020 plan recommendation

[24:57] to finance committee in April.

[25:00] And as part of the budget process, that will be for first reading in May, second reading in June for Board approval.

[25:07] It's due to the Minnesota Department of Education for their review and comment by the end of June.

[25:13] Typically, bond sale is in November, and so funding for these projects becomes available to follow in January.

[25:20] So that timeline is one that I think sometimes our communities may not clearly, we may not clearly articulate that for them.

[25:29] And that you approve this project when is it going to start.

[25:32] So oftentimes it can be two or three years in the process

[25:35] of getting those things moving forward.

[25:40] So that's what I have for the presentation.

[25:42] There are some additional data in the appendix.

[25:45] And I'm happy to take any questions or comments that you may have.

[26:04] Director Felder, Director Walzer, Director Ali, Director Pauli,

[26:07] and Director Arneson.

[26:09] OK, go ahead, Director Felder.

[26:13] Thank you, Sharon.

[26:14] I was just wondering, some of this plays off the district

[26:17] comprehensive design. That we haven't seen yet. Are we going to be able to see the district

[26:23] comprehensive design before it comes for its file review in April?

[26:30] Director Feldor before which comes before that the one-year plan comes. I think we covered

[26:37] the timeline for bringing the comprehensive design forward to the board last meeting.

[26:44] In April. So I'm just wondering if we're going to be able to see it so that we can see it

[26:48] next to each other before April 30th is when we have proposed the presentation to the board

[26:53] around the models of the modeling for the comprehensive design. Right now we're actually working

[27:00] on the I guess the development of those models and they would be available to the board at the

[27:07] committee of the whole April 30th. Okay so then are we going to hold off then I'm bringing the final

[27:13] 2020 plan so that we can have time to look at it.

[27:17] So, Dr. Fowder, as we've mentioned, we believe the 1920 plan that's coming forward for approval

[27:24] needs to fund the projects that the board has already approved that we don't have funding for.

[27:33] The any facility impacts related to the district comprehensive design as that works through

[27:40] board review and community engagement, we don't anticipate seeing those happen until later

[27:47] in implementation phase. So I think it's probably more of a question around the ten-year

[27:52] programmatic plan, which we are considering in that educational adequacy piece about what kind

[28:00] of investments we would need to make. And then also for the space that we're taking looking

[28:09] at the space, that schools have versus the students.

[28:13] Is that also included riverbended in Harrison and are we looking at those schools need extra

[28:18] space for those, or were those numbers also included because I know we have very few students

[28:22] for that.

[28:23] I'm on a space and it's that being, like, how's it against us?

[28:28] So, Dr. Falman, the capacities of buildings, do consider special education classroom needs

[28:35] and support spaces.

[28:37] We've recently been working again through the comprehensive design to overlay what the special education design would look like in the district to make sure that there's no adjustment to building capacities as a result of the special education departments academic plan.

[28:57] So that is part of our consideration.

[29:00] One more for you now.

[29:05] Taking a look at like capital improvements for the grounds, we've

[29:09] got a lot of grounds to do on the north side. Even though our buildings are great, our landscaping

[29:16] is something else. And so are those projects going to be addressed coming forward as well?

[29:23] So, there's two answers to that director, Felder, for rehabilitation projects, we like to use

[29:31] long-term facility, maintenance funding, LTFM funding out of the cap of renewable budget.

[29:36] However, it is very restrictive of how much we can use for landscaping.

[29:42] So, what we've looked at in my budget in 19 and 20, we did put a little bit more money

[29:51] land care, and what we'll be doing is planning, trying to balance some of the grant money

[29:58] that we can get through the watershed.

[30:00] For the rain gardens versus landscaping renewal that we need to do in other sites. And just really, because there isn't a bucket of fun, one money to address that with.

[30:12] So we're trying to planfully kind of balance that, but we are aware that we have some significant landscaping needs, and it is part of our discussion and work.

[30:25] Dr. Walzer.

[30:28] Thank you, Chair.

[30:30] I was fascinated to look through the presentation today and the appendix I want to go to the first page of the appendix because I have a question about that.

[30:43] You mentioned the educational adequacy index and the facility condition index and I have no idea how they're calculated and I don't think I even want to know.

[30:54] But my basic question is if I understand this correctly, the higher the number better, right?

[31:03] I always have to stop and think about that question.

[31:06] It's an integral forward to slides.

[31:08] Yeah.

[31:09] I might be able to see it better because I'm going to go straight there.

[31:11] So you have your EI.

[31:14] That's the educational adequacy index is the second columnion, right?

[31:19] and the numbers range from the highest one is 65.44 in the lowest is 37.99 and I'm guessing

[31:29] that the higher number is better or is the lower number better? How am I supposed to, you

[31:33] know, how are we read that? I just want to make sure I give you the right answer so I wanted

[31:41] to double check because I as well usually check my number check that I understand of that but

[31:47] the higher number is better, it's reflected as a percentage of what it would cost replace the building.

[31:53] Okay, so a higher number is a better number.

[31:55] Okay, and then I think the same is also going to be true of the facility's condition index the other one.

[32:02] They both function the same way.

[32:05] Okay, so then that leads to my question.

[32:07] So here's what is interesting to me, as I looked over this information.

[32:11] According to the chart, district 2 has been newest buildings, right? That makes sense?

[32:18] That's correct. The age of the building, right? They have the newest buildings.

[32:21] On average, and on average, and district 3 is next, and all the others are significantly higher.

[32:27] So district 2 has 34.6 years.

[32:30] 3 is at 46. The others are beyond 50.

[32:32] So district 2 in aggregate has the newest buildings, but also, and this is what confuses me,

[32:38] the lowest educational adequacy index.

[32:44] So we have the newest buildings and they're performing the worst.

[32:49] Am I understanding that correctly?

[32:51] In terms of how they meet the needs of our students?

[32:54] So that would be the way this chart currently reads on the old, around the existing measurements of those,

[33:00] As we look at the facility condition index, and we understand how we intend to use our schools going forward through the design,

[33:07] we are aware that we need to re-examine those educational indexes to make sure they still represent them.

[33:14] These are from 2014, I believe.

[33:18] It's just, I would like to have that happen.

[33:19] It's got a curious to me that the newest building would seem to be not functioning the best in that set.

[33:24] Well, again, question.

[33:26] Yes.

[33:26] I'm sorry, Director.

[33:27] not to interrupt you. It's a weighted average of the age of the building. So as we've invested money,

[33:33] we've shifted how old that building is. So it's really more of a comparative than a empirical judgment.

[33:50] So if you don't mind director, I'm going to ask our master planner, David Richards,

[33:54] come up and talk with you a little bit more about equity. I'm sorry about the educational indices.

[33:59] because he really does have the more in-depth knowledge, David, you're still here, right?

[34:14] With both the educational index and the facility condition index, the number you see can be interpreted as a percentage.

[34:24] So that percentage relates to the replication value that Chief DeVette was talking about earlier.

[34:31] And I wasn't quite sure what the word better meant earlier.

[34:36] And I'm not so sure better and worse is the only way to describe it, but a higher FCI or a higher EI describes a greater investment need at those buildings.

[34:50] So it reflects the percentage, if you will, of the replication value of the building.

[35:00] Director, Mr. I, Mr. State of that, the lower number.

[35:06] It's an inverse relationship.

[35:07] Well, if better means, better buildings will typically have the lower CI. Could I offer more elementary

[35:15] explanation? Thank you for the wonkyness of your detail. This is a fairly common practice across

[35:22] the nation where you will have an educational adequacy in a facility's condition indices. The

[35:29] once today educational adequacy is really based on what the educational practices are of the

[35:35] district. So for example, 40 years ago, you may have had a classroom model that was

[35:42] pretty standard. Whereas you moved to the 21st century, there may be a kindergarten classroom

[35:48] that has a bigger square footage allowed. So when you look at those models from 50 years ago,

[35:54] you say, is that educationally adequate that classroom to function as a kindergarten

[35:59] classroom. And in most of those cases, across the district, people will say, no, it needs

[36:05] to be adjusted. That space is not what we would consider conducive to a classroom for

[36:12] kindergarten students.

[36:15] When you do that, you kind of set the framework for the district, so it

[36:22] is a review that you would conduct through educational specifications model, I guess, is what I'm trying

[36:28] So it really, it does come down to what the districts say is the educational specs are for not only a classroom, but perhaps a school as it relates to the districts planning and programming.

[36:43] separate from that. The facility's condition index is more about how does that facility

[36:48] function from an efficiency model. You know, the roof damaged or the glazing or the windows,

[36:59] you know, at the most efficient, economically efficient level. I think that's the simplest way

[37:08] would describe it, and then what the department folks do is put a number and calculation

[37:13] on it.

[37:15] So.

[37:16] So here's my interpretation of all that.

[37:20] I guess if I look at, we'll just look at district five, which has the highest EI at 65, and

[37:29] that's a 65 percent, right?

[37:32] You said it's, what that 65 percent represents in my mind right now, and I could be wrong,

[37:37] is that I'll take the 35 percent or, you know, is the or 34.56 percent, right?

[37:50] Of those spaces, of those buildings, of the capital investment in there would not be need

[37:58] to be changed in order to be an ideal educational space for what we do in our district, is that

[38:04] the way I interpret that or?

[38:06] Director, I would say it's more a representation of the amount of money that will take to get it to

[38:12] 0 then it is about a percent space. Okay, all right, okay, so I guess in a percent of

[38:19] Capital investment investment not a percent of

[38:22] Space the capital investment, okay, but that's a if I would change space to capital investment then it would be a act

[38:29] somewhat accurate interpretation of what that number means

[38:32] okay, whereas

[38:34] So, in District 2, we're looking at 62 percent, right, because it's 38, right, so 62 percent

[38:44] that doesn't need to get to 100 percent 62 percent of it is just fine or whatever.

[38:51] All right.

[38:51] Thank you.

[38:53] If I could just put a consideration out there, we are averaging all of this, right?

[38:59] So in District 5, we have 11 sites that make that up in District 2, as in the example we

[39:05] have 15.

[39:06] So on an individual basis, you may not, you know, there would be outliers in each one

[39:11] of those.

[39:12] Could I ask also then, I'm sorry, I don't want to, sorry, I'm taking over.

[39:18] But enrollment is a part of that, right?

[39:20] So is the amount of students that we have in those spaces, a part of what goes into that

[39:28] index? No, it's just purely the functionality of the space.

[39:31] Correct.

[39:32] Okay.

[39:33] It doesn't like you don't get downgraded if you have too many kids in one space.

[39:37] So, I'll give the example I gave if you're kind of got a classroom size is X amount

[39:42] of square feet and you would base that off of a class size of X. That's how you determine

[39:48] whether or not it's adequate.

[39:49] So, there's supposed to be purely objective measures based on the grounds themselves or the

[39:56] buildings themselves.

[39:57] So that table tries to express what we have.

[40:01] So that the enrollment trend and projection is a separate consideration and data point from facility conditions and educational items.

[40:11] Okay. I apologize for taking over. Sorry. I thought it could be helpful to clarify the numbers.

[40:16] You've all been helpful because I had a completely wrong. I'm really glad to have been gotten straightened out, so thank you all.

[40:22] I need it in the life line. I appreciate it. Thanks.

[40:25] Thank you, dear.

[40:27] Dr. Aweak. Thank you very much, Chair.

[40:36] Chief David, I would like to ask you another question.

[40:47] Thank you. Thank you.

[40:50] Can you share with us the unused buildings we have?

[40:56] The unused buildings that we have.

[40:59] And if there are also properties that we are currently not using, but maybe there are other entities.

[41:08] I can give you probably most of that off the top of my head, but I prefer to go back and

[41:15] look at our lease information to make sure that I give you a complete picture.

[41:22] We have Cooper School, Willard and Gordon Center, Lincoln, our vacant buildings currently

[41:34] in the district. Hamilton, we have leases on, and we have other buildings that may have

[41:44] a lower capital, I'm sorry, a lower utilization, where some space on an office by office

[41:50] space is least out. So, for example, up at North Star, while we have some district functions

[41:55] there, we also have some leases for like a neighborhood organization, those type of things.

[42:00] And so if we want to give you a full report on property that the district owns that isn't being used for K-12 schools or adult education, I'd like to bring that information back to you through the update.

[42:16] Thank you very much. I appreciate it. If you send that to us.

[42:19] Yes. Thank you.

[42:23] All right, Dr. Paulian and Direct Arms.

[42:27] Thank you, Chair.

[42:28] My question is about slide 9, example 2, around enrollment utilization, kind of piggybacks

[42:34] off, direct or all these questions, so it's the orange bar. Does this include bacon buildings

[42:40] in those different bar of education districts?

[42:46] And am I on the right slide, direct or poly?

[42:48] No, go back one more.

[42:50] Okay, so your example number 2, yeah, often number 9 on the board steps at a different

[42:55] of mine. This does not include buildings that are not occupying.

[42:59] Okay, thank you.

[43:04] Dr. Darnson.

[43:08] Thanks. I just want to kind of clarify what we're holding on here.

[43:14] Ultimately, I'm just going to recede it.

[43:16] What I'm understanding is that we're holding on the 2020 plan, which reflects revisions

[43:22] or, I guess, carry over, maybe from projects that we weren't able to do,

[43:26] do a variety of circumstances that you've mentioned earlier, and that you've

[43:30] really this the the discussion about movie shifting to programic decision is kind of a

[43:38] foreshadowing of a future tenure plan that would be looks like we're ending this

[43:45] ten year plan in about a year so we're kind of foreshadowing how we will be doing

[43:49] our next tenure plan is that my understanding is correctly. Director Arson that's

[43:54] correct. What we're trying to respond to is a continuation of a year over

[43:59] plan without a longer-term plan, and so rather than put that end of building terms right from

[44:06] the get-go to talk about what we need to do programmatically and then come and work with

[44:11] the board and our community to confirm or update what our investment priorities are. As we

[44:19] look at the different pieces that all make up what needs to have investment. So for instance,

[44:25] And I'm not, this is not a foreshadowing using word of kind of where I think we would go from a recommendation perspective.

[44:33] But do we want to continue to invest at the same pace, for instance, in kitchens and lunchrooms?

[44:39] Do we, you know, is that still a priority for the board in our community?

[44:43] Or are we more interested in some of the educational adequacy pieces?

[44:49] Like, you know, the trend towards learning stairs?

[44:53] So what we're trying to do is get to somewhat of actually a gap analysis, right, and then this was what it would look like.

[45:00] If you looked at that over a 10-year spend that we can then identify how much we're willing to

[45:07] and bond and invest in and then that's scalable. So people would have some idea of predicting

[45:13] when are you going to get to the auditoriums as an example. So it will be connected and can be

[45:19] neatly, maybe not just not accidentally probably, but conveniently connected then to the district

[45:24] right assessment. It will be a portion of that whether it's the spring or in the future, because

[45:28] If you're essentially kind of finishing up some things that we intended to do last year and

[45:33] due to a variety of circumstances that you mentioned haven't done, so then we can move

[45:39] ahead to decide, and that will be the debate.

[45:42] I mean, I think it is a challenging, for my perspective, I'm noting that our previous priorities

[45:49] are included in this programic priorities as well, perhaps phrase differently.

[45:54] And so it will be a discussion that we, it sounds like we need to have about this time

[45:57] next year. The problem that if you abandon priorities not complete, you send a message,

[46:05] saying you better be first on the list or we might change our minds and we might not get

[46:10] to that thing that we said we were going to get to in time. So that's kind of the trade-off,

[46:15] I guess, that we're consider. Yes, and Director Anderson, we're not of those priorities

[46:21] that we've been investing in for the last several years will continue to be on the program

[46:25] list, right? Okay, and what it will identify is how quickly could we complete that? So in the case of

[46:33] air conditioning and all of our buildings, I believe the number after we get through the projects that are currently

[46:39] approved and funded is that we'll have nine buildings remaining. So we have to discuss pace and pace,

[46:48] where it fits into other different things that we need. In some cases, those projects are pretty expensive

[46:54] to bring retrofittal building for air conditioning.

[46:57] So if, like, for this past year, we bonded just below that $20 million

[47:02] level for capital investment, depending on how we prioritize.

[47:08] And our suggestion would be through that equity considerations.

[47:12] That could take up all of the investment for one bonding year.

[47:16] And that will be the discussion.

[47:18] That's a decision that we're going to be doing.

[47:21] right. Kind of shifting gears a little bit. I was wondering if you could speak a little bit.

[47:25] I think that you may be able to take in a different approach and engage in the schools

[47:29] during these constructions. I often have these construction projects are needed and they're good

[47:33] and they're exciting and they're really disruptive. There are short-term losses. I guess to get to

[47:42] kind of a long-term gain. I was wondering if you could speak a little bit more. I know you've kind of

[47:45] taken a different approach onto that. I was wondering if you could speak more about that.

[47:49] And related to that, and more specifically to the athletic fields, we have a variety of athletic projects going on, and that tends to be a really disruptive thing.

[48:01] Obviously, we do construction in the summer and that often we have athletes, and so what I'm wondering is if we have to make a little bit more or the interested in perhaps considering working with the NYSA group or another collaborative effort to minimize the disruption for like summer athletic programs.

[48:17] It's pretty disruptive to the school community and we just kind of come in and say no summer training for you

[48:23] The back football team, we don't know where you're going to play like this summer

[48:27] And that's kind of what we've done in the past so if you can maybe speak to those pieces

[48:32] So I think we've mentioned it before

[48:35] We're continually looking at our processes and working to improve them each cycle through

[48:42] And so we've restructured the way that we engage with our communities and with our schools

[48:48] throughout the design and the construction of our project and I can spend more time on that, but I think

[48:55] I think any project can be disruptive and even when we isolate construction to summer,

[49:02] it's disruptive to our summer academic programs as well.

[49:05] We have a lot of stuff going on in summer and it's been kind of a negotiation if you would

[49:10] To identify how we can do the project agile and keep summer school sites as we need throughout the district, so in addition to summer programs.

[49:20] One of the things that we're doing and some of this is lessons learned from a project that's still in process is

[49:26] Constructing some of these larger projects like the Air Conditioning Projects are very disruptive.

[49:31] You know, at Henry, for example, we've got teachers that are moving classrooms six classrooms at a time so that we can bring it through

[49:39] you're experiencing. And so we're really trying to be mindful of facing these projects,

[49:45] so that we don't disrupt as much of the academic year, but I think to your point

[49:50] director Arneson, we also have to consider that in the summer projects, particularly as we try to

[49:56] find space for everything that happens in the summer, whether that's academic or...

[50:00] Or recreation related. I will tell you that often times that the easiest answer from a construction consultant is nobody, you know, don't have anybody here, because then there's no disruption, they don't have to work around anything.

[50:12] And so our staffs are entering into those conversations and having up front conversations and trying to include the information and construction bids about the phasing of the project and what kind of disruption will happen.

[50:26] So again, we're learning as we kind of continue through this process of those nuances that on the surface may not seem to be that big of a deal.

[50:39] That also, though, should we note it has an impact to price?

[50:44] Right, there's straight up.

[50:45] So I just would incur, I'm glad that you're approaching things differently.

[50:48] We just encourage that path.

[50:51] I feel at my kids have gone to schools and it's daunting when facilities come in and says

[50:57] for the next three summers, your school will be completely inaccessible and you can't get

[51:02] into your classroom.

[51:03] Make sure you take everything you can before you leave and you know, you're just kind of on

[51:07] your own students to figure out where you want to do summer conditioning and those things

[51:12] that we used to have.

[51:12] You can't have.

[51:13] You know, no credit recovery here, whatever the situation is, that's difficult and daunting

[51:19] and so I would encourage us to continue seeing this as a partnership and working together to

[51:25] try and problem solve. And I think there are solutions with our collaborative partners,

[51:30] especially around athletics where there's parks and the partners are all at the table,

[51:36] MIAS or MIASA and they can perhaps find some reasonable solutions that minimize the pain while we get to

[51:44] long-term goal. I would say. And my very final short thing, I just wonder on the

[51:50] appendix that mentions that the 10-year spending appendix, I'm noting, and this is,

[51:56] I believe I know the answer, but I think that would be helpful. So many glancing at that would

[52:01] notice the blank box, and they might be, they might wonder about that, because that never really

[52:06] has happened. There's the only blank box in a 10-year pattern there, and so I would note that

[52:11] spending most of our money actually in the multiple districts. Obviously doing $133 million in

[52:17] larger, paving projects and other sorts of things. I'm just wondering if you could just

[52:23] speak a little bit more specifically what like the $133 million might cover and how that would benefit

[52:28] everybody in the city. If someone's looking at this, making no, we're not, I'm happy to do that neighborhood.

[52:34] So these two charts on slide 14 and 15 were updated through what we planned to propose for the

[52:41] 2020 plan.

[52:43] So this would be on the completion of the projects.

[52:46] The 103 is, you can't see it, so I'm a question.

[52:52] The 103 is a compilation of capital investment and capital renewal,

[52:56] so some of those multi-year projects,

[52:58] or the multi-site projects as well, are included in those.

[53:08] Okay.

[53:09] Director Capriene and Director Jordan.

[53:12] First I just wanted to say I was a little excited when Bob brought up the

[53:16] educational adequacy index because I knew what it was because I was on the capital improvement

[53:25] advisory committee about a year and a half ago, so I was exciting. But the other thing that

[53:31] I wanted to mention is, I think there was a big divestment in many of our schools in the

[53:37] early 1990s in terms of closure to schools. So I just wanted to point out that because it

[53:44] a peer that in District 2 there was quite a bit of spending and also dealing with the educational

[53:51] adequacy index for schools that there was quite a bit of money spent towards that which

[53:56] is awesome. I think it was an actual investment that was happening again in our schools across the

[54:03] district, but more specifically on the north side. So I think it's just important to add that

[54:08] little bit of historical knowledge for folks that are listening because when you look at it

[54:12] you don't think about the past. It's easy to think, well, now we know where a lot of the spending

[54:19] has happened in the last 10 years. So I just wanted to add that for anyone out there thinking

[54:24] about not thinking about the past. Thank you. Thank you director Capriini.

[54:31] Director Jordan.

[54:35] Yeah, so full. So I'll be quick about it. Do I question that as a follow-up on the EI ECI?

[54:40] At what point do we, there's a, like, that a building has reached its, it's, I'm usefulness.

[54:50] I think even I say that as a lot of the buildings in our older buildings are in district five, like Nelson's district,

[54:56] bankrupt is over a hundred years old, so, and they just had an expansion, so at what point.

[55:00] So, do we just say, you know, we've reached the lifespan of this building, especially when buildings are over a hundred years old, so we have some that are approaching a hundred.

[55:08] And then, at that point, we also start running into the historical designation factor of our buildings.

[55:16] So, at what point do we start having that discussion, living forward?

[55:23] Because you know, we earn at schools where like bankrupt or let's hail or field, you know,

[55:31] where the older buildings.

[55:33] So, Director Jordan, that is something that we do consider, and in fact, it's something

[55:38] that the state looks at when we submit our plans for review and comment pretty closely.

[55:43] It comes back to that replication value and how much we would need to invest.

[55:50] So, there's not a hard and fast rule to that.

[55:53] I think some of it also is going to say,

[55:55] how well is that existing structure adaptable?

[55:59] So, as we would bring forward and propose a project,

[56:02] that would be a consideration.

[56:03] You don't see it here, but certainly it is something that we need to consider.

[56:08] We've got a couple buildings that we're putting, I shouldn't say a couple, but the buildings that we're putting 10 to 14 to 20 million in, and that's a reasonable question to ask.

[56:22] Replacement value of some of our larger sites is going to run in a hundred million dollars.

[56:28] If you tear it down and rebuild to the two today's standards, including the environmental considerations.

[56:36] And that's just off the cuff, the FCI, the facility conditions, assessments that will be completed by the end of the year will give us a much better picture on that.

[56:45] And then as we move into a multi-year capital plan, I think we'll have better information to be able to have those conversations.

[56:51] Those are certainly not easy ones to have either.

[56:55] If you talk about somebody's neighborhood school that's been there for a hundred years.

[57:01] Yeah, because I think that that kind of builds the familiarity in the community, you know.

[57:07] I grew up in the Romsdale district and every time I drive past my elementary school, you know,

[57:11] and store there was built in the 40s or 50s, or whatever, but I'm like, you know,

[57:16] it's every time I see it, you know, like his laugh, like, oh, he come.

[57:18] You know, whatever, but even here, you know, my kids, his grandma, my other law went to Bankrupt, even.

[57:23] You know, so it does build that type of, of familiarity and plus, you don't dare to clean the process street.

[57:29] So, but all kidding aside though, I mean moving forward having those conversations with

[57:34] Willard over here on the north side, you know, how and what not?

[57:45] Director Felder?

[57:47] Thank you. I just want to point out, as you go into our district wide assessment, that on the information we're receiving right now,

[57:54] that and Watton in Brunmar are not a part of it. And as we go into the district wide assessment piece,

[58:01] I don't think they should just be added on to Norse side as a side bar or as a different piece because they're not included in any of the information that we're using to make changes or that we're putting forward to really say what North Minneapolis has or doesn't have and so I just want to put that out there one more time that they're not a part of that piece.

[58:28] And then, also, for the Davis, I take it, I take it, you may re-prevent the Harry Davis Center.

[58:35] All right, I'm going to just want to double-check that part.

[58:37] And then, are you going to be able to find out about the parking asphalt projects, which 30 something projects will be a part of that?

[58:48] Certainly, I can get you that information.

[58:50] In fact, those contracts are coming forward on the consent agenda for the able board meeting.

[58:57] So those will be listed in the background information of what specific sites those are.

[59:02] Okay, and I know we talk about adding on to schools that are overcrowded, and are we taking a look at how many students

[59:09] robusting from North Minneapolis to those schools?

[59:12] Because when we started the whole conversation around it is building the schools up.

[59:18] So students don't have to travel as far, and so in filling up those schools with the students in the neighborhood

[59:26] and making them a wanted thing. So are we still on track to that piece?

[59:34] Dr. Feller, I'm not sure

[59:35] I'm cracking what you're saying. You're saying we built schools so that they would be capacity

[59:43] yet we're transporting kids elsewhere. That's right. Very transferring them over, bringing them

[59:48] over south, which is driving up our transportation bill. And I'm looking at some of the schools I have.

[59:53] I have Willard Gordon, Lincoln, and those are unutilized buildings that don't even like have

[59:58] numbers, but yet I know.

[1:00:00] We have a lot of students at Southwest. We have a lot of students at South West. We have a lot of students at South

[1:00:03] South. We have parents that bring their children across, even to bring them out of here. So we

[1:00:09] had talked about in our earlier meetings about around the district-wide comprehensive

[1:00:16] program about making the programming better so that people in the community choose the schools.

[1:00:21] And in that way, that would have threw that up. I just don't want to go forward and well, I have

[1:00:25] space so let's close something down. Let's sell something. Let's do all of those negative pieces

[1:00:33] you know until we give the community a wonderful education. I know that we have a lawsuit

[1:00:39] out there right now because we haven't been giving children a wonderful education and I think that

[1:00:44] the opportunity gap, the opportunity to have the same educational pieces and opportunities is a

[1:00:53] big piece and so before we talk about capital, I really want us to dig in to what the district

[1:01:00] white assessment is going to look like because that's going to affect everything and I'm

[1:01:05] going to feel nervous voting on anything until I know it all together.

[1:01:09] So just to clarify, what the board will be voting on is already part of a project plan that

[1:01:17] of developed and the district-wide comprehensive design will not impact that plan as it is today.

[1:01:25] Next year our comprehensive design work is really around the predictable staffing and that's it.

[1:01:30] So the discussion around what the programming looks like, that's what we'll be bringing for the

[1:01:35] before the board in April on April 30th and that will help drive the discussion and development of

[1:01:42] what that design work will look like for the district in several years to come.

[1:01:50] I'm just getting really nervous over here.

[1:01:52] So I'm looking forward to it. Thank you.

[1:01:56] All right. Well, I think that unless you want to sum up.

[1:01:59] That's pretty much sums it up.

[1:02:01] Thank you very much for bringing this forward Chief DeVette.

[1:02:03] I'm super intended to have any final thoughts on this.

[1:02:06] Back in the prom.

[1:02:08] All right. Thank you very much.

[1:02:09] We have now we have the quarter two update.

[1:02:15] So thanks Chief DeVette.

[1:02:16] Thanks. I'll ask Chief Mordakum forward, and as he's making his way up here, I want to remind everyone that we initially had intended to provide the board with an update around our graduation rates.

[1:02:29] But we received notification from the Minnesota Department of Education that there were delayed and getting that information out to districts, so we do not have that available at this time.

[1:02:39] But we would expect that as it comes forward, we'll be able to figure out a way to share that information with the Board, whether it be through a memo update or some additional presentation in a future community of the whole meeting.

[1:02:54] So again, the intent regarding the committee of all meetings, we designed these quarterly reports to keep the Board and the public prized of our progress toward the key indicators that we've had in our existing

[1:03:09] district plan, and over the past two years we've tried to evolve these presentations and

[1:03:14] do not just providing the data, the so-called information, but also how the data is informing

[1:03:20] and refining our work.

[1:03:22] And again, you'll see that our work is focused more on data related to our four core priorities,

[1:03:28] social-motional learning, literacy, equity, and multi-tiered systems of support.

[1:03:33] And again, just for our mind, as we're trying to be consistent in how we deliver this information

[1:03:37] in the format, you'll see that it is in the plan to check and act model, and so hopefully

[1:03:45] we're getting more clarity around how that alignment looks in all of our work in the district.

[1:03:51] So with that, I'll turn over the chief more, so you can go through the quarter two report.

[1:03:59] But if you see one tenant, chair ends, members of the board, good to see all of you tonight.

[1:04:05] My pleasure to go through the Committee of the Whole Quarter Report.

[1:04:11] As simply as mentioned, we do not have our graduation rates.

[1:04:14] We are hoping to have those for this presentation.

[1:04:18] We believe we will get those rates week of April 15th.

[1:04:24] So, since we have those available, we will make those available to you.

[1:04:29] So, as a superintendent mentioned, we are using our plan to check Act cycle.

[1:04:33] And this is quarter two data that represents period I think roughly November 6th of January 23rd.

[1:04:41] We're actually in quarter three in March 28th.

[1:04:47] So, the work continues.

[1:04:48] And I think that what we're attempting to do is, is every time we look at the data,

[1:04:54] we want to have an opportunity to analyze process what that means and then try to change the trajectory of what we're seeing.

[1:04:59] So

[1:05:00] So just assembly for quarter two, what we're seeing is expect at level of progress on deliverables and priorities.

[1:05:08] And we're presenting the deliverables and priorities to you, because we want to establish a relationship, obviously, between the data that we're looking at, but also the work that goes behind it.

[1:05:19] And I think at some point, I'll go to those quickly, it's really for you, so that you have confidence that we are lying in our work to the data that we're looking at.

[1:05:29] I suspect at some point, we'll just put those in the appendix for you, but I wanted to take a look at some of the items that we've completed because I think it is a source of pride for us, and it's indication that we're doing the right type of work.

[1:05:43] We're going to see a slight gains in math and rating, quarter to 1718 to quarter to

[1:05:49] 2018-19.

[1:05:52] We're still on track, at this point we're on track about 2% gain in reading about a 1% gain

[1:05:58] in mathematics.

[1:05:59] And again, this is a quarter to a half way point.

[1:06:04] And so I think what we'll also see is that those gains are actually true across the board

[1:06:10] for all groups.

[1:06:11] So we always also want the sense of urgency we have, that we want to accelerate through learning.

[1:06:20] But we also feel confident that we're on the right track as we see games.

[1:06:24] And we call it last year, we also experienced a game in literacy as well.

[1:06:28] So that we're continuing.

[1:06:29] We see some course failure reduction in ninth grade, various by school.

[1:06:34] We're a point out, one school in particular, Edison High School,

[1:06:37] that we'll point and I'll share the day with you but had a 61 percent ninth grade

[1:06:43] course failure rate and over a series of years and through the hard work of community members

[1:06:51] and staff and obviously teachers and leadership at a high school I was gone down significantly

[1:06:57] to 21 percent so you know that's still work to do but again it shows that progress can be made

[1:07:04] trying to capture the slightly down, and then disproportionately

[1:07:07] in this one down for most groups.

[1:07:11] So, I'll go to these quickly.

[1:07:13] These are the core two derivatives,

[1:07:16] the NTSS systems of support.

[1:07:20] You see that, I mean, in progress,

[1:07:24] and so we're continuing to finalize the core components.

[1:07:28] A lot of that work will focus on the standards.

[1:07:31] That's our core work.

[1:07:32] making sure that the teachers are teaching the standards and that's how you move achievement.

[1:07:39] One of the key elements.

[1:07:41] So, multitudes are some support, social and social learning.

[1:07:46] If you look at the bottom SEO integration, really get work on equity and SEO standards.

[1:07:52] And so, what we're attempting to do is really move towards integrating SEO and equity standards into our core work.

[1:08:01] I mean, that should be the core work.

[1:08:02] When you have a conversation today about this stuff,

[1:08:05] what's the economy between teaching as just a cognitive process?

[1:08:10] And it's actually, you can't separate the cognitive

[1:08:13] from the social emotional.

[1:08:15] And so that is good teaching.

[1:08:17] And I think all of you are aware

[1:08:18] when you're going to a teacher's classroom,

[1:08:20] they're doing the right work around teaching the whole child.

[1:08:23] And if you make students for value

[1:08:24] and welcoming the classroom, then you're

[1:08:26] going to get the achievement as defined by a test score

[1:08:30] or a great point average or participation and advanced courses, etc.

[1:08:35] So that will continue.

[1:08:36] And so we're committed to integrating that.

[1:08:40] We have, if you look at equity,

[1:08:43] a lot of work that's been done on equity.

[1:08:46] We, as mentioned, we have completed equity considerations,

[1:08:50] budgeting process, the work around parent history evaluation continues.

[1:08:54] We started cohort two last night,

[1:08:57] And we have those parents continuing, which is a very positive, they were made committed to the work and committed to us and believe in us.

[1:09:07] So we've completed our Quarter Activities, Ranocio agreement.

[1:09:12] Literacy.

[1:09:13] We are continuing to work around the toolkit.

[1:09:16] So the Bounce Literacy Toolkit for Literacy is complete.

[1:09:20] We're continuing to do professional development, align with the multi-lingual department.

[1:09:25] You see a number of things on progress that means the work continues.

[1:09:31] Secondary literacy.

[1:09:32] Again, you see that we've completed design and we've delivered personal development

[1:09:38] around across the disciplines and multi-tier system of support.

[1:09:41] So, next is on writing.

[1:09:44] We are continuing to work support.

[1:09:48] You should have teacher, including district leader and intervention program.

[1:09:51] We're reviewing our data, we're a progress monitoring.

[1:09:54] A big push for us will be August, we have August Professional Development, so we have our priorities.

[1:10:00] Local literacy, equity, SEL, NTSS, multi-tier system of support, and so we will, while we have days,

[1:10:09] devote it to every teacher and a district receiving work on those priorities. And so they'll be assured

[1:10:14] understand and message around the priorities. Every teacher will get equity, every teacher will get

[1:10:18] social, emotional learning. They'll focus on differentiation and support on how to do that. They will

[1:10:25] focus on literacy and and and work around the standard. So I think it's good

[1:10:29] practice. I mean I think we're building a system and so we'll be looking at our

[1:10:34] multi-tier systems of support. One of the things that that we've done with our

[1:10:39] implementation toolkits is that we want to track progress on the completion what we

[1:10:44] call core components. Those are elements of these particular priorities and we do

[1:10:50] to see the extent to which schools are making positive progress and if they're not making

[1:10:55] positive progress then we want to be able to support them and so I'll just use one example

[1:11:01] if you look at the first core component one in TSS overview for example so I in the green

[1:11:08] is complete and then the blue you see that they're working on that what we're looking for is to

[1:11:15] an increase in quarter one to quarter two. So for example, you see 10 schools completed

[1:11:21] core component one and then quarter two, 11 schools completed. 11 schools work, work in

[1:11:28] a core point one, 14 core component two. And then you can go down the row and you see that

[1:11:33] for each of those core components, you see more are complete or working out in the previous year.

[1:11:39] And so that's progress and I think we identified what is the goal for the year where you

[1:11:45] said we want at least three of those core components completed.

[1:11:49] Now at the secondary level, long-term planning, you know, one of the things that were the long-term

[1:11:55] planning is to work around the standards and we've had conversations about the fact that ACT scores

[1:12:01] are remained flat over multiple years.

[1:12:04] So we know the way you move those ACT scores is you really need to focus on the content.

[1:12:10] And so that is a focus and an under the leadership of our superintendent, Associate Superintendent,

[1:12:18] and our deputy chief, they're working together and working with our principals to make sure that that works for getting done.

[1:12:24] And so we're making progress in those areas.

[1:12:28] And I think we're learning about ways to accelerate progress, the reality is this is a linear process.

[1:12:37] It takes time.

[1:12:38] You're involved in human beings learning content and gaining proficiency in these areas.

[1:12:45] So I just want to show you that progress is continuing.

[1:12:49] Same with balanced literacy,

[1:12:52] the same with equity,

[1:12:56] the same with social emotional learning.

[1:12:57] So, yeah, you can start with,

[1:13:01] yes.

[1:13:01] Is there any, thank you, Chief Mark.

[1:13:03] Is there any way I like to see this, not to see it versus quarter one?

[1:13:09] Is there any way that we can get the schools for each piece because I would like to see

[1:13:13] like if anybody fell out of a certain area, it would be nice to track the schools as we go along.

[1:13:20] Can we get that information?

[1:13:22] I think I've, I think I've, I think I've, like that part, so that we can see what's going on

[1:13:26] with our own schools and other really reacting to it?

[1:13:30] If I may not.

[1:13:31] Dr. Felder, I think this is a question you had the last time we presented, and I think part

[1:13:34] of the challenge with it is that this information is really intended to help the schools monitor

[1:13:41] what their progress is, as opposed to making it a more of an accountability piece.

[1:13:47] I mean, we're not trying to create a game of got you here, we're trying to ensure that they

[1:13:55] are getting the support they need as they progress.

[1:13:57] So if the progress isn't there, it's more about, let's talk about what supports you need

[1:14:02] in reflection of how you implemented this work, how you went about this work, I think.

[1:14:05] So we're trying to be sensitive to that information being presented to the board in a way

[1:14:10] that calls out a particular school without understanding the context to it.

[1:14:15] Just like a student is developing mentally, progressing on a continuum of learning.

[1:14:19] It is not an example of the students' inability to make progress when they're not at that milestone.

[1:14:31] It is more about what supports do we need to put in place.

[1:14:34] So I guess I speak before the team even has a chance to respond to you even have that information.

[1:14:39] I don't know, but because that's not really what it was intended to be done.

[1:14:42] That's not the intent of this.

[1:14:43] I think I'll just share that what we're looking for is progress and it's contextual and so

[1:14:52] well first of all examining is what's the expected progress from quarter one to quarter two and I think we're

[1:15:00] Also understanding that it's not a linear process, that it does take time to move the work.

[1:15:06] So what we will see is, I think we'll be able to report is the percentage of schools that are making progress.

[1:15:13] And that's an important piece that we want to take a look at. And of course, our individual associate superintendents.

[1:15:20] You know, they do monitor the data through the school improvement plans, and so they have those ongoing conversations with the principals.

[1:15:26] But I'll show that was a commitment that we were making with our principles as to make this

[1:15:32] a developmental process and to focus on their own development as leaders as schools,

[1:15:39] and not to use it for the purposes of accountability for the school improvement plans

[1:15:42] or for that.

[1:15:43] Obviously we have our MCA's daughter in accountability measure, but this is the process of

[1:15:50] school improvement.

[1:15:52] I just want to say for equity reasons, knowing what schools they are and where they're situated

[1:15:59] is important for equity reasons across the district, and for two, this is something that

[1:16:07] to superintendent, it's in his report, right?

[1:16:10] So it's not really accountability for the schools, as it is more so for the superintendent.

[1:16:15] And so just knowing, again, what's going on in our districts, I think it's pretty important

[1:16:22] I mean, we are putting a lot of money in a lot of time and social

[1:16:25] emotional learning, which I agree with.

[1:16:30] It's just given an overview of numbers, it doesn't really help very much.

[1:16:36] As far as when I want to see how my district is doing.

[1:16:39] Subjector Felder, with regard to my evaluation, I want to be very clear with the board of

[1:16:44] the public that if your ask is to hold the schools accountable for their progress, then it's

[1:16:50] remain to my evaluation. If that is not your ask, then what the evaluation was set up to

[1:16:57] do is to demonstrate that we are trying to create systems of sustainability and implementation

[1:17:03] with the Minneapolis Public Schools. So other than that, again, I think we tried to create this

[1:17:10] in a way that would actually help the building leaders implement practices and supports for students

[1:17:18] that would be beneficial within the scope of the resources that we provide them.

[1:17:23] So we're trying to be targeted in our resources and our allocation so that they can be successful.

[1:17:28] So I just wanted to clarify that with you in the rest of the board and public.

[1:17:32] But I mean just for us to know what schools are involved.

[1:17:37] Again, I think I think it's really important.

[1:17:39] And we don't have to share that information out.

[1:17:42] But to give us numbers that have no basis except you know it's this many schools there's there's no equity in it and I'm I'm

[1:17:52] I'm not at the point where this moment you could tell me how many schools I have in each area.

[1:17:57] I mean that would be helpful as well.

[1:18:00] But just to say like yeah we're doing this equitably.

[1:18:03] We're not very yet.

[1:18:05] Thank you.

[1:18:08] I appreciate the the ask to find out what schools these numbers pertain to but I would hope that that's something that we wouldn't

[1:18:18] Actually make public

[1:18:20] But I will suggest one of the things that I've done in the past or and have been doing as of late is

[1:18:26] I'm still on a lot of my side councils but I'm on those side councils as a community member sitting not at the table

[1:18:33] but as a listening vessel, if you will, and it's nice to be able to have that opportunity

[1:18:40] to listen in on what's actually happening in the schools in regards to the school improvement plan,

[1:18:45] the family involvement plan, and then have candid conversations with parents or other community members

[1:18:50] that have attended those meetings.

[1:18:52] So I would really like to encourage Director Felder to, if you're able to find the time,

[1:18:57] so that it's a little bit more of an intimate opportunity, because this work is so incredibly important

[1:19:03] And over the years we've constantly the community at large has expected teachers to be kind of put under a microscope and I'm not suggesting we don't monitor some of those practices, but I believe the way that this is set up kind of takes away that

[1:19:23] That scope, which could actually put some schools, some families, some community members, starting to play that pit against one another dance again.

[1:19:35] So I do agree with you that it's important to know what schools, these numbers indicate, but from my perspective, I've been able to kind of find out what schools that I've been on site console,

[1:19:47] where they're at, with some of this work, simply by attending some of those

[1:19:51] side councils.

[1:19:52] And I understand that it's a lot to put on one's plate to try to get

[1:19:55] everywhere,

[1:19:58] but I think how many schools are there.

[1:20:07] So we have a fair bit more of data to get through as I correct. So let's try to maybe we can hold our questions. We only have about 40 minutes left tonight. So maybe we can hold our questions to the end, unless there's a something that we really, really, really need to.

[1:20:29] get clarified. Is that okay? All right.

[1:20:35] So, and I will share, I mean, I think the goal of that

[1:20:39] process is we want people to be as authentic with their responses as possible. In the sense

[1:20:47] that that's a process of support. And so what we want to make sure is that we're not having

[1:20:55] school's identify that for accountability process compared to some process that they need to

[1:21:01] identify and move faster than they actually are. But we'll continue to look at that.

[1:21:08] Let's look at the fast reading amount and so fast is our assessment that we're using for

[1:21:14] multi-tier systems of support and so we're screened. We use it for private monitoring and so this

[1:21:20] This is quarter-two.

[1:21:21] So we're looking at winter, 17, 18, a winter, 18, 19, as mentioned, you know, we're looking

[1:21:27] at about 1% of increase in math and about a 2% in reading.

[1:21:33] And so I think that's similar to what we had last year.

[1:21:37] You know, when we looked at our gains on our RMCA, so we had a chance as a leadership team

[1:21:43] to take a look at this data we're talking about, things that we could do differently in

[1:21:47] share what we're looking at doing now to try to continue to change our trajectory.

[1:21:55] And you see growth is slightly down to the percentage I mean the growth targets in mathematics

[1:22:00] and on reading is constant, so again that's consistent with the 2% gain that we're anticipating.

[1:22:08] Positive is that is so you see increases across the board, for send provision and reading, you know, the gap remains.

[1:22:17] And so that's the clear reason why we need to continue to do multi-tier systems support and literacy in equity and SEL.

[1:22:26] So, so that's the work we're going to continue to do, but what I do see, what gives me confidence in the potential gains is that you see gains across the board for all groups.

[1:22:39] Okay. And then we've attempted to do some cohort analysis and what I'll tell you

[1:22:49] not to read too much into this in the sense that I see the

[1:22:53] class of 29 so that's going to represent different

[1:22:57] populations of students okay so those are kindergarten to first

[1:23:01] grade so those are different students and I think what you see these are

[1:23:07] students who have remained enrolled from time one to time two so from

[1:23:12] winter 17 18 to winter 2018 19 you know you don't see a lot of

[1:23:19] I think the message here is that if students remain enrolled in our district, then they will have

[1:23:26] gains.

[1:23:28] And so this is a case for, I've done some analysis, our department sense of analysis,

[1:23:34] looking at students who have continuously enrolled for five years.

[1:23:37] We've found that there are similar growth rates, no matter what portion of the city you

[1:23:42] were in, if you're continuously enrolled for five straight years.

[1:23:45] The challenge is that poverty isn't equally distributed and homeless in the mobility

[1:23:54] as an equally distributed across the city, so the extent that we're able to use state-wise

[1:23:58] enrollment and address mobility, challenges and partnership with the city, I think, the more likely

[1:24:05] we can see consistent growth and in the meanwhile, we still have the responsibility to structure

[1:24:11] our system such that no matter what challenges our students are facing, that we can meet their needs.

[1:24:17] And so that's the work that we continue to do.

[1:24:20] And this is mathematics.

[1:24:26] And again, consistent across the board, one percent

[1:24:32] in the growth.

[1:24:36] Again, math is a bit more inconsistent.

[1:24:38] I think what's supporting the consistency and literacy is obviously having a literacy curriculum.

[1:24:43] We've had discussions about its born in mathematics curriculum.

[1:24:46] We are awaiting obviously state standards and so but we are exploring that.

[1:24:53] I mean, I think obviously a curriculum matters.

[1:24:55] I have an a share curriculum matters and so that's something that again.

[1:25:00] There's an indication where you're seeing this level in consistency by great level. That's just the indication that you need a set of any curriculum and you need to have a line standards.

[1:25:11] Okay. Ninth grade on track. Let me just share first, fast math, fast reading and math. So, you know, you'll have to quarter one to quarter two and now are acting on what we're seeing.

[1:25:24] So here's what we're in progress of doing now.

[1:25:27] For continue to have the emphasis on the multi-tier system support, that is the data cycle.

[1:25:32] We're identifying based upon data, the challenges students are facing.

[1:25:35] We're using that to group students in the classroom for supports.

[1:25:39] We're progress monitoring, we're interviewing, doing interventions as needed,

[1:25:42] but essentially focusing on quality core instruction.

[1:25:46] So we're continuing to implement the literacy curriculum.

[1:25:49] We're continuing to look for progress on the toolkits,

[1:25:52] which are the core components, we have a stronger school improvement process.

[1:25:57] Schools in fact actually completed the comprehensive needs assessments.

[1:26:01] They're sure not if folks in the evidence face practices identify those.

[1:26:06] And so what you can look forward to next year are three year school improvement plans.

[1:26:10] And so what we have is more consistency in process,

[1:26:13] and I think that certainly matters for schools if you ask a leadership.

[1:26:17] Learning walks is needed, and of course you're doing all your own training on equity training mindset,

[1:26:21] I mean, you can't underestimate the importance of high expectations and the belief of our teachers

[1:26:28] that our students can do it and that can rise to the occasion and, you know, that we

[1:26:34] as adults have a responsibility for these spaces for students to be successful.

[1:26:40] So, on track, so we look at on track data and I think the first presentation on track, you

[1:26:47] know, at least three years ago, but again, to just remind you they're a great predictor

[1:26:52] This is the enriched Chicago Steady Gray's predictor of graduation rates was ninth grade

[1:26:57] course failure and so something as simple as focusing on the failure rate of students

[1:27:03] in ninth grade does impact the ability to impact graduation rates and you know again we have

[1:27:11] an contract system and we have an contract system at data pool in middle and high school.

[1:27:18] The high school portal is in process is more developed in middle and so I'll share with you

[1:27:24] we do have a middle school plan completed and we'll be able to fully implement that middle school

[1:27:30] on track system starting in a fall but here are indicators a priority below 85% which is

[1:27:40] the equivalent of about eight days a quarter.

[1:27:43] a quarter, 1 or more suspensions and 2 or more ferals and a given quarter.

[1:27:52] And so we have about 59% of our students on trend.

[1:27:56] 16% focus and so that's about 70%, that's 75%.

[1:28:03] And then our graduation rate is 66%.

[1:28:06] So you do see that relationship obviously between the two.

[1:28:11] Again, you see gaps by race.

[1:28:13] We've had those conversations over a number of years.

[1:28:17] Again, the importance of focusing on the multi-tier system

[1:28:19] of support identifying the course failure rates,

[1:28:23] but also having an identification, what to do with it.

[1:28:26] And I think, as we go deeper and we're looking at the extent

[1:28:31] to which we are able to reduce the on-track rates,

[1:28:35] what you're going to see across the board with me

[1:28:37] high schools and I'll get to that data shortly is that we're starting to flatten out with

[1:28:43] our ability to reduce the percentage of course failures across the board which again

[1:28:47] is looking at the superintendent mentioned looking at data only goes so far you need to

[1:28:52] have the relationship between data and practice and so we can identify students that need

[1:28:55] supports we need to have a clear plan of action for those students once we identify them

[1:29:00] But you see the early one in system by school.

[1:29:06] You also see it by group.

[1:29:10] And we're looking at, we are seeing,

[1:29:15] quarter one, quarter two, we see slight increases

[1:29:20] from quarter one, nineteen, a quarter two, nineteen,

[1:29:24] and I think that would be expected.

[1:29:27] What we really want to look at is,

[1:29:29] comparing quarter to 16, quarter to 17, 18, 18, 19 and you know what I will say is that

[1:29:39] you know that it looks fairly consistent and again it's an indication that we need to have

[1:29:46] a stronger process in place but you know what you also see is when we started the initial

[1:29:53] work you see the decrease and then this is why we're focusing on the MTSS at the secondary level.

[1:30:00] Is that we need to have a strong relationship between the data and practice? I've mentioned Edison, and so I'll take a look at Edison.

[1:30:10] You know, Edison, 15, 16, they 61% of their ninth graders fell in one or more courses. And over that period of time, three or two, they've gone down to 21%. And so they're still work to do.

[1:30:24] But I would like to accelerate progress and then those schools that are looking at that are

[1:30:31] very increasing.

[1:30:32] Then the high school social superintendent, Carlos Steinberg, is having those conversations

[1:30:37] with principals.

[1:30:38] They've already reviewed this data and so we're already thinking about a plan of action.

[1:30:43] What we're doing now is we're doing additional professional development for principals counselors

[1:30:47] and ninth grade teams on the ninth grade on the contract system.

[1:30:52] In particular, we're emphasizing action and so we're relationship between looking at the information and aligning that to work on a daily basis.

[1:31:04] And then as I mentioned before, we have a completion of our middle school on-track plan.

[1:31:09] The final piece, so you see the act, and I just want to mention the plan work that we're doing.

[1:31:15] Because the planning has to do with aligning the work to our budget.

[1:31:21] And some key initiatives that I think will support the acceleration of achievement next year.

[1:31:28] We have a balanced budget.

[1:31:31] That matters.

[1:31:32] It creates a sense of stability.

[1:31:34] It makes things more predictable for schools.

[1:31:36] It supports the development of three year plans.

[1:31:40] And so that makes a difference.

[1:31:42] we'll have continued focus on the priorities.

[1:31:45] We have the halftime differentiation specialists

[1:31:48] as far as a part of our predictable staffing model.

[1:31:52] And in that differentiation specialist,

[1:31:54] is addressing the challenge of having students

[1:31:56] with wide ranges of abilities.

[1:31:58] I've yet advanced or students who need additional support

[1:32:01] and how to have great level standards

[1:32:03] have those students have access to great level standards.

[1:32:07] We'll have our biggest professional development.

[1:32:09] It's a lot of our teacher will hear the same message.

[1:32:10] We have our network team for school improvement, so that's the team that can support the coaching and

[1:32:16] on evidence-based practices, and then we'll continue our comprehensive district design work.

[1:32:23] So that is the quarter two report.

[1:32:28] You know, the work continues, slight gains, and obviously slight gains in proficiency.

[1:32:34] I'll grow this similar to this time last year and then I think we very clear on the action steps that we're doing from last quarter to what we're doing now.

[1:32:45] So at this point, any questions?

[1:32:58] Yeah, those numbers are something else and I just want to say that it does see on the sheet the percent of 9th graders failing one or more courses this year.

[1:33:10] But these are the ninth graders that we are failing, and it starts all the way from elementary.

[1:33:18] And so as we look at the district wide assessment plan, I think we should really take a look at these rates,

[1:33:25] by which we're failing these students and put the work in.

[1:33:30] Absolutely.

[1:33:31] Thank you.

[1:33:34] Director Eisen.

[1:33:38] Thanks.

[1:33:39] you called out that particular Edison, that particular year, and I just, I don't want to

[1:33:47] quite brush past that. I just wanted to kind of just dwell on that for a moment. I think

[1:33:52] that, you know, I'm fan of celebration as well, and it's good to acknowledge what's different,

[1:33:59] but I also wanted to say that I, you know, I consider that year, pretty tragic for those

[1:34:07] students. It was really more of a tragedy. It would be really more collected at a

[1:34:10] treasure duty. I feel like then kind of made progress, other were making progress

[1:34:16] as long. And I know that class very well. It's a class as I know very well. Maybe

[1:34:21] just because I can very clearly see the faces of the students impacted. I still

[1:34:25] have a lot of thoughts around that, and still actually haven't had some anger

[1:34:31] that I'm struggling to let go on that. But what I wanted to highlight for this is

[1:34:36] good to call out the progress that I wanted to, and it has come from hard work, but I think

[1:34:43] we need to acknowledge the other factors, some of which you reiterate, maybe some of

[1:34:46] the points that you've made today, because my lived experience of that was that there is

[1:34:51] some other issues including just poor attention, for example, to the basics and the younger years,

[1:34:57] what I know about. My kids are in that class, and I know, for example,

[1:35:00] At some point during their elementary years, the district decided science was unimportant, and the least not one day out of the entire school year on that.

[1:35:07] So it's really important that we're talking about the younger years, I think, in our attention to that because that impacts them at ninth grade.

[1:35:16] I think what I noticed as well is, at that point, there was no ninth grade on track system. We had a pilot, not a medicine, but in other places.

[1:35:25] So we had no way of really responding.

[1:35:29] There was not really any systems in place.

[1:35:34] And that led that led to these things.

[1:35:36] I think it also the district was in transition.

[1:35:39] So we paid frankly the little attention to the data and

[1:35:43] made no attempt to connect the data to a practice in my

[1:35:46] observation from at least from this level.

[1:35:49] In fact, I recall not even reviewing data until

[1:35:53] third quarter until about this time. And then it was kind of a big surprise. It seemed like

[1:35:58] at least from my perspective that kids were failing and, you know, then you had limited time in which to respond.

[1:36:04] And so I think what it, I, so I guess, in conclusion, what I would say is I would reiterate some of the points that you mentioned.

[1:36:11] It's really important that we are paying attention to our rapid response rates, that we have a main grade on tracks.

[1:36:18] we need systems and we need to be intentional. Otherwise, we accidentally end up in tragic situations

[1:36:26] and it's not okay in the series, these kids are still in our system. So I'm glad that we did better

[1:36:32] the next year, but that doesn't mean that we didn't, that we, um, that what we did was okay for years

[1:36:42] It's like, I just felt like I needed to kind of add that personal perspective.

[1:36:50] Superintendent Graffierner.

[1:36:51] Yeah.

[1:36:51] Dr. Harrison, I want to thank you for bringing that up also.

[1:36:54] I think Dr. Felder for noting, you know, that there's a significant concern around where our students are.

[1:37:02] I think the challenge, the balance is always that we recognize that and we also recognize that there are many people in the schools.

[1:37:09] in the on the board in central office, we're working to make those improvements, so we don't want to.

[1:37:18] We want to make that acknowledgement, but the context in the history that you provided, as well as the reference at Director Fallen made, are very, very important.

[1:37:25] And I think there are a couple of points to be made with that.

[1:37:28] One is the idea that as those freshman students were not successful, what happens to them in 10th grade, 11th grade, 12th grade,

[1:37:36] as they move forward, what kind of supports do we put in place to ensure that they get the resources

[1:37:41] they need to, that they can have quite a recovery, if that's what's needed, or they have interventions

[1:37:45] for skill support. And that is part of the multi-tiered systems of support that we are continuing to

[1:37:50] try and develop. We're trying to use this data, this information, to better align our resources

[1:37:56] and get schools to collectively identify what those needs are with their students, not only at the

[1:38:06] subsequent years. So that is what we're dealing with right now and that's going to take several

[1:38:12] years to do that. But it doesn't mean that we are committed to it and it doesn't mean that it still

[1:38:18] is off our radar. The second point, and again it was mentioned as what led up to that. Kids don't

[1:38:24] all of a sudden in ninth grade or tenth grade or in 12th grade become unsuccessful in their graduation.

[1:38:30] That happens over many, many years and many other factors outside of schools as well. So we try

[1:38:36] focus on what we can control and a big part of it is making sure that we have

[1:38:41] curriculum in front of our students that is aligned to the standards it is also

[1:38:47] representative of interest for them as well as it's conducive to the

[1:38:54] teachers and their abilities are to present that information to students and that

[1:38:58] takes time as well as you look at a student entering into kindergarten receiving

[1:39:03] that quicken them for the first time. A teacher may be teaching it for the first time. You

[1:39:08] have to continue the ongoing professional development, first grade, second, third, fourth, and fifth.

[1:39:14] So we again have a commitment to that with our literacy and we're building that throughout the

[1:39:19] district. But again, I don't want to minimize the importance of what we're trying to do around the

[1:39:26] alignment of our priorities and the systems that we are trying to create for our students.

[1:39:31] It's nice to see a bump in a year or to see progress, but we're about over 13 years, you know,

[1:39:39] other experience for students, and we cannot forget that, that that is what we have to continue

[1:39:46] to look at.

[1:39:46] The immediate urgency that we have, and how do we make sure that what we're doing actually

[1:39:50] will help build that pathway and that trajectory for the outcomes that we want for our kids.

[1:39:55] Thank you.

[1:39:56] I completely agree, and I think we're seeing very similar sorts of things in many ways.

[1:39:59] Thank you.

[1:40:00] I think this is kind of a living example of just how important systems are and just what kind of a disaster happens when we, at whatever level, don't have our systems in place.

[1:40:11] And making that connection, as you say, that K12 connection is really critical in what sorts of things have been when those things are ignored.

[1:40:17] So I think we're saying the same thing. And so yes, I think is a great example of where some things are working for sure and how it does take time.

[1:40:27] And certainly on unfortunate reality when things get overlooked and we're too casual about things.

[1:40:37] And the final thing I'll say is to the leadership that we have within our schools and how they are unified around this work.

[1:40:44] You know, when you have the four core priorities and that is part of where you know, we selected these two areas as a cohort that we're going to be committed to that's what we want.

[1:40:52] We don't want this to be an edict or a mandate that, you know, I have to do, we want it to be at the grassroots level, something that they believe in and something that they can see through this work, these are the outcomes that we're expecting to get for kids today and then as they matriculate into a middle school and high school, you could actually see the support that you provided for them so they can be successful.

[1:41:12] So that, that is part of the adaptive change that we want as well in our, in our district,

[1:41:17] is that people are committed to seeing this, not only from their immediate classroom,

[1:41:24] but to their building and into the different divisions that we have in the district.

[1:41:28] And so then you see just, I just add, or support as well. I want to clarify that it does not mean

[1:41:36] that they weren't even three years ago, four years ago, good people doing good work. So I'm not suggesting

[1:41:41] that it all. Rather I'm saying it's really important that we have systems and accountability

[1:41:46] and at all levels and it's pretty disastrous and we don't do that.

[1:41:53] All right. Thank you, Dr. Arson. We have a student representative Ahmed, Director Ellison,

[1:42:00] Director Capriini, and then Director Walzer, and then if we were down to like 15 minutes here,

[1:42:06] you know, and then Director Felder again.

[1:42:11] Thank you.

[1:42:12] As a junior who's preparing for the ACT coming up next month, it's a lot of pressure,

[1:42:20] and it's very stressful knowing that you don't feel fully prepared for the ACT,

[1:42:25] and determined by your scores, that determines which schools you get into,

[1:42:29] and where you can go and what you can take.

[1:42:31] So, you talked briefly about content review for ACT prep, so my question is what does that look like?

[1:42:39] And what can students and teachers expect from the content changes and for younger students that are coming after me,

[1:42:47] so that when my little sister who's a freshman at Henry is prepared when she takes the ACT and has a higher score than mine, hopefully.

[1:42:56] So I'm going to ask my two of my colleagues to come forward at Deputy Chief Sattler and

[1:43:01] Associate Superintendent Steinbuffer there here and I'll let them tackle that question and

[1:43:07] more detail.

[1:43:12] But even chair and sport members and superintendent, one of the ways that we've been trying

[1:43:16] to work through ACT content because we know people have concerns about teaching to the

[1:43:20] test.

[1:43:21] We have already done some training with some teachers and principals around looking at the

[1:43:28] in areas, what we look at for literacy, so helping them understand when they put the components

[1:43:33] together, here's what ACT is looking for, and it actually matches what we think should

[1:43:37] happen when students express themselves through a written format, and how that should be connected

[1:43:41] and then what's the rest of the professional development for the teachers, so we're also partnering

[1:43:46] with the University of Minnesota to make sure that we're kind of getting at those pieces.

[1:43:51] So in other words, whatever you're delivering in the classroom should be preparing you for

[1:43:55] those kinds of assessments in the gateway, whether it be ACT,

[1:43:58] acupilacer, or what have you just going to the workforce.

[1:44:01] So we've been trying to make sure that we're aligning our content.

[1:44:05] Two meat standards, two be able to move forward beyond high school.

[1:44:08] So that's through professional development.

[1:44:10] That's through conversation about what their content and curriculum should look like.

[1:44:15] And it's also through making sure we're evaluating the implementation part of it.

[1:44:20] directors, Superintendent, to add to Deputy Sadler's comments about preparing for the ACT,

[1:44:27] certain schools do certain pieces that fit the students' needs and starting in the freshman

[1:44:35] years, Pearson offers Cambridge tests at the freshman years to help kids prepare for when

[1:44:41] they take the ACT their junior year. Also, ACT test taking strategies are embedded in some of the

[1:44:48] LA classrooms and as far as across the

[1:44:50] Concendorias well, oftentimes there are ACT prep classes after school before school and also

[1:45:00] I'd say not grants, but opportunities for kids to get subsidies to take Princeton review and such not on weekends.

[1:45:13] Thank you. And to the point about afterschool classes and morning classes and other different, because I know at Henry we have Europe and we have college possible and things like that.

[1:45:24] But just having those alone is like, okay, we should already have these implemented in the courses in the classes that we're attending five days out of the week so that we're well prepared so that I don't have to skip softball to go do ACT prep when I just spent 55 minutes in class.

[1:45:41] So I want to make sure that in the future, we're doing content review that is surrounded around ACT prep and accuracy readiness so that all of our students and Minneapolis public schools and all juniors have that stress lifted off their shoulders.

[1:45:54] and they're ready for college.

[1:45:57] I think the other piece to that, again, we need to look at our continuum is the emphasis

[1:46:04] on teachers being able to clearly instruct with the standards and what the students need to know.

[1:46:11] And I think once we do that over the early years, repeatedly students become mastered in those standards

[1:46:20] So they have mastery of those standards, and so then when you get to maybe a new type of assessment

[1:46:25] that they have to take, they do get the review of what that will look like and what that

[1:46:29] experience will feel like, but they already have the content standards they have that knowledge.

[1:46:33] So it's, again, building that over time, our students don't get there, you know, over one,

[1:46:38] one class, you know, over one year, it's over a series of years.

[1:46:42] And so it's our job to make sure that we're putting the highest quality information in front

[1:46:47] of them.

[1:46:49] All right, do I get our Ellison and Director Capriini?

[1:46:57] I was looking at, same thing, everyone else has been asking questions about the core course value rates,

[1:47:03] and wondering if we've identified best practices I've heard MTSS in some of, like,

[1:47:09] especially heritage, jump down, state down, no Edison's gun,

[1:47:14] down consistently, washburn, and wondering if we're looking at things that are occurring

[1:47:21] consistently that we can spread to other high schools, and then second question is, we didn't

[1:47:29] just get the students in ninth grade, we've had them for eight or nine years, are we looking

[1:47:35] at students middle school and elementary school experiences and seeing, but we have all the

[1:47:42] students who are struggling with passing these courses and they all came from maybe just one

[1:47:47] or two different middle schools, and we then putting supports in those middle schools to

[1:47:51] help them be prepared for more care for 9th grade.

[1:47:55] I'll start in the near-concerning I think what this data does is it gives us an aggregate

[1:47:59] and what we are really focusing on at the district level is breaking that down and so you

[1:48:05] would be working associate would be working with the division so the high school division

[1:48:10] looking at what practices do you have in place around your course failure information

[1:48:15] and strategies that you're doing in your building and then from there they the specific

[1:48:20] subject days or contemporaries, they would look at the students and see if there are any trends

[1:48:24] within that.

[1:48:25] And I was fortunate, I think it was last year or maybe two years ago, fortunate to be

[1:48:29] a part of that team planning that was occurring over at Edison where they actually came

[1:48:33] together.

[1:48:35] They had data around students that they were concerned about and they essentially developed

[1:48:40] a plan of support.

[1:48:41] What were the variables that they think were affecting this student in their classroom grades?

[1:48:48] And so they really, they targeted again the individual student, and I think that is part of what we're trying to create is that as the data gets aggregated together, you know, we can see as a school what that looks like, but really we want to make sure we're breaking it down for the individual student.

[1:49:07] And so that model of how the teams come together for their planning or for their intervention support or team support is really critical. That's part of the systems if you, if you will.

[1:49:16] And then it was already mentioned that we're moving to a middle school model where we're actually getting to see the on track for our sixth seventh and eighth grade students.

[1:49:27] And hopefully that will again allow us to see some of the trends that we have there related to the proficiency of our students.

[1:49:38] Okay, Dr. Kpreenie.

[1:49:43] So, Director Ellison, thank you. That was exactly what I wanted to ask about middle school.

[1:49:47] But I also wanted to add to that that a lot of students that start to attend

[1:49:52] many of the public schools may not be many of the public school students in the elementary grades.

[1:49:57] So it's really important to record.

[1:50:00] We recognize that we do have students that will end up that many households that may not have had the kind of experience that we're hoping will become a trend and become those systems that are in place.

[1:50:13] So I'm very excited about the small increments of progress that we've made.

[1:50:17] And as I've said before, we didn't get here overnight. So it's going to take us some time to get to that place where we're doing cart walls over the leaps and gains.

[1:50:25] But I'm pleased with this. I just wanted to point out that, you know, middle school, we've got a lot of schools and students believe and come back it can be kind of a rolling door.

[1:50:37] Thank you.

[1:50:38] All right. Director, Walsert.

[1:50:43] Thank you, Chair.

[1:50:43] Can I see slide two?

[1:50:54] Is there anybody here who remembers Slugbug?

[1:50:58] Right?

[1:50:59] Okay.

[1:51:01] If you don't remember Slugbug, Slugbug is a game I used to play with my brother when we were kids driving around in the car.

[1:51:06] because in the early 60s, when I was a kid, the only foreign cars that you ever saw were Volkswagen.

[1:51:14] So whenever you saw Volkswagen, you said, Swagbug, and you gave your brother a bump.

[1:51:18] But if you drive around today, it's not Volkswagen CC, you see Toyota's and Honda's and Nissan and Mazda's.

[1:51:29] something changed, and the reason it changed, the reason that Toyota is now the dominant,

[1:51:35] well one of the dominant carmakers in the world, has to do with that little sign-up there,

[1:51:40] and the work of a man named W Edward Stemming. How many of you are familiar with Stemming?

[1:51:47] W Edward Stemming was a quality control guy who went to an American who went to Japan,

[1:51:53] and the Japanese really took on board the ideas that he had, and a lot of his ideas are really,

[1:51:58] really powerful. And one of them that's often attributed to him is this cycle that we see up here

[1:52:03] and we've been seeing a lot in our meetings here. There's another of Deming's ideas which I think

[1:52:09] is worthy of consideration. Anyway, he said, and as this quote is rough and it's not absolutely

[1:52:17] his words or whatever, but it's often attributed to him. He says, every system is perfectly designed

[1:52:23] to get the results that it gets.

[1:52:28] Every system is perfectly designed to get the results that

[1:52:32] it gets. So the results that we see and that we've just been through are the perfect result

[1:52:41] of the system that we have, the logical, natural result of the system we have. And that means

[1:52:49] If we want different results, we have to change the system.

[1:52:58] The quarterly and yearly results that we see are broadly consistent and have not been

[1:53:02] broadly consistent as long as I've been on the board and paying attention.

[1:53:05] I think they go back much further.

[1:53:07] Certainly, the disparities that we talk about all the time are historical going back decades.

[1:53:19] The disparities that we see today are still with us.

[1:53:23] They've been with us for decades.

[1:53:24] we are the system is perfectly designed or as Chief Morse said earlier tonight the gap remains

[1:53:33] if we really want different results we will need to change the system design in 12 years as an

[1:53:38] MPS parent and six or seven years as the husband of an MPS teacher and two and a bit

[1:53:45] years on this board I have not ever heard conversation about systemic change.

[1:53:53] Things do change

[1:53:55] usually with an acronym. But if the results tell the story, the changes that we have seen

[1:54:01] have really not changed the results dramatically. Bendings, if you will. I hope that the

[1:54:09] conversations that we have around the New Strategic Plan will offer an opportunity to explore

[1:54:13] deep and meaningful change. Time will tell. For now, if you are interested, if anybody here is

[1:54:20] interested in how Deming's ideas can work in education.

[1:54:23] I just happen to have brought this book for other reasons, but it happened to be here.

[1:54:27] So here is an example.

[1:54:28] It's called After the Education Wars by Andrea Gabor, and in particular, she talks about

[1:54:34] Leander-Texus, where they've really taken a lot of Deming's ideas on board with pretty interesting

[1:54:39] results.

[1:54:42] We don't have to see results like we've seen as far as the idea you can see, but if we want

[1:54:48] change the results. We're going to have to change the system that produces them.

[1:54:55] Thank you.

[1:54:59] Director.

[1:55:00] Alley, we have heard from you yet tonight, and then Director Felder.

[1:55:05] Okay.

[1:55:15] Can I please leave a touch? There's two on suspicion. And this is one of the chronic

[1:55:23] disease we have, frankly speaking, and I want to also hear from the sub-attendance, what is

[1:55:37] This has been on goal-in, and particularly,

[1:55:45] I'm here in a lot from the families of color

[1:55:51] and still not far much improvement going on, and I went to hear from you, but I want to first

[1:56:00] hear from Chief Moor.

[1:56:03] Thank you.

[1:56:09] Dracurally.

[1:56:11] So you're just taking a look at our suspensions, I've said this before, and I think we

[1:56:16] as a district have some of the lowest suspensions rates in the country.

[1:56:22] If you look at the data, we're at a 2.7% of students that have been suspended, and so we still

[1:56:33] have challenges with disproportionality, and so that's the work of our OCR agreement and

[1:56:39] Minnesota Department of Human Rights Agreement is to really address disparities.

[1:56:45] That is why we're doing embedding equity in all of the work that we're doing.

[1:56:50] Taking a look at bias and taking a look at our systems as Dr. Walter mentioned and deconstructing our system.

[1:56:57] I think what's different in the work we're doing is we're embedding equity in our layer to the system from the individual level to school improvement,

[1:57:05] organizational level to a systems level as evidenced by our EDI work and our policy work.

[1:57:11] So, you know, this is, as mentioned rates are low, you know, significantly lower, but

[1:57:18] our disparities remained and we were making small progress there.

[1:57:22] But that's why we have, you know, of the rights agreement, that's why we focus on a multi-tier

[1:57:28] system to support to make sure that we're meeting the students in the classroom.

[1:57:31] I mean, I think often times there are some behaviors that are the result of some students that are disengaged

[1:57:37] and not getting learning that's relevant to their needs and who they are.

[1:57:42] So that's the work of the student services and the MTSS work group.

[1:57:48] So I think that what we'll also expect to see is I just said double double down on our story practices

[1:57:57] And so we look forward to doing some additional work in that area as well, and all of our schools.

[1:58:02] But I do think the work on social and emotional learning equity will get out these issues.

[1:58:08] But I mean, some of the, you know, there's different tiers, tiers 1, 2 and 3.

[1:58:12] And so we're really trying to identify the levels of sports that these students need.

[1:58:17] I think the focus I'm pretty cool staffing with our social workers and our school psychologist, the partner and TSS.

[1:58:22] I mean, again, that's at a support there as well.

[1:58:28] Dr. Charlie, I think Chief Morgan have captured what our plan is at a broader level

[1:58:34] of, in terms of how we address district-wide systemic practices of changing, you know,

[1:58:42] what would be more in the past of traditional approach to addressing concerns with student

[1:58:48] behavior.

[1:58:49] Obviously, creating a safe and welcoming environment is a priority for our schools and for our staff.

[1:58:55] And so with that we want to make sure that we respond appropriately to behaviors or actions

[1:59:01] that are concerning or compromise that welcoming environment or the safety of our students.

[1:59:07] But I will tell you I had a specific conversation with a parent I believe yesterday around

[1:59:11] how she felt her child was.

[1:59:15] The child's behavior was addressed and for her it was more a case of she was very clear and saying

[1:59:20] I want to support the school when there are concerns, but I want to be clear as to what

[1:59:23] those concerns are about my child.

[1:59:26] And so my commitment to her was that I would follow up with staff and make sure that they

[1:59:31] understood that she's there to support the school, but needs to be very aware of what those

[1:59:37] concerns are.

[1:59:39] The school has the behavior of the student.

[1:59:42] So I think in some cases there's a communication gap around, you know, this is what happened

[1:59:48] the concerns we had with the behavior and therefore these are the consequences.

[1:59:53] So we've got to spend more time in that communication with our parents when those situations happen.

[1:59:59] We also have to make...

[2:00:00] We're reinforcing the interaction between the teachers and the students and making sure that we're putting the supports for the teachers to be successful.

[2:00:10] And sometimes that is a very specific curriculum again that is more engaging, or it's resources in terms of another support person.

[2:00:19] If there are things outside of the school that are affecting the child, you know, in their interaction in the school.

[2:00:28] So I think those are elements of what we're trying to do systemically in the district as well.

[2:00:34] But certainly more attention to reviewing this data as the school leaders are looking at the disciplinary results,

[2:00:42] The fun within their building and understanding, you know, that if these are the concerns

[2:00:47] that are coming forward, are they taking place in the cafeteria, they're taking place

[2:00:51] before school, is there a certain day of the week that we're seeing an increase in our discipline

[2:00:56] referrals and our behavior data.

[2:00:59] So, using that to better inform our practices, but again, I will say that, you know, this

[2:01:04] is a long standing kind of challenge that we have and we want to balance the data with

[2:01:13] what our students and our staff are feeling in the schools as well.

[2:01:19] Thank you very much.

[2:01:20] It's a bit of an aircraft.

[2:01:22] But frankly speaking, I want to show that well on board on this issue.

[2:01:28] And I'm, you know, don't want to first have my core here, but I have that each and every principle,

[2:01:39] and the sun is how this is important. You know, we can have, you know,

[2:01:47] this is...

[2:01:47] There's no game for suspending, you know, elementary school kid, because of his stand-up,

[2:01:55] or because of his speaking the class, or an in-zone group.

[2:02:00] In here we have this discussion to make improvement.

[2:02:04] And I'm raising this because of I want to see the change.

[2:02:07] I want to see the better material for our kids.

[2:02:10] But we can't just have continuing this.

[2:02:12] And I, you know,

[2:02:15] supporting the end-grantest time is best.

[2:02:17] But if you're not getting the support from associate superintendents,

[2:02:21] And this was, you know, frankly speaking, you don't have to excuse the mistakes that they are making for not improving the system.

[2:02:34] You know, at some point you don't see accountability for what comes to the suspension of the discourse.

[2:02:43] You know, it's, it's, it's, it's, you know, you know, you say, it's 2% but we, we can have the numbers,

[2:02:52] how many students, you know, that's what height, towards what height, so do I very, I'll just

[2:03:00] clarify that when we talk about data, what's most important is that we're actually talking about

[2:03:05] the individuals and so to your point, I know the example you're describing and I'm very

[2:03:10] And so for me, that's what we're wanting to make sure happens that we don't get our students lost in these numbers,

[2:03:16] that we actually break it down by school so they can look at of this amount, how many students are from my school,

[2:03:24] of this amount, how many students from my school are in this classroom or when is that occurring and how do we address that?

[2:03:30] So we really are trying to utilize the data as a way to address those situations within our schools,

[2:03:38] for the benefit of the individual students.

[2:03:40] So, your point is taken to heart, and I agree that if we have concerns that are out there,

[2:03:48] addressing them directly at the most immediate level of possible, what we need to be doing.

[2:03:53] Thank you.

[2:03:55] All right.

[2:03:55] Director Felder, you have the last question.

[2:03:58] It's 805, so hopefully you can make it brief.

[2:04:02] I'll try.

[2:04:04] I just want to mention the opportunity gap with our students and where they're placed and

[2:04:11] what the failure percentage looks like and I want to talk about how sports and self-esteem

[2:04:20] play into the role and how after school activities play into the role of building a

[2:04:26] student's self-esteem and actually having them enjoy school because if it's all work and

[2:04:30] play, it'll make a very dull day, right? And that's real. And so, um, you know, I was going through

[2:04:38] and I was looking at the high schools in North is one of the few high schools that doesn't have

[2:04:46] JV teams.

[2:04:50] I think that plays a big part. That's part of that 39% that we saw. And I think that

[2:04:57] something that when we did it just to buy the set.

[2:05:00] We have to take a look into that because, you know, the kids know that they are getting less. And if they're all they're doing things, they're not studying because they have no reason to be grounded in that school.

[2:05:12] Nor do the eighth graders who are coming over have a reason to be excited. You know, when we're certainly really taking a look at growth and filling in those empty spaces with beautiful bright faces, we're not making it very pretty for them.

[2:05:26] Again, the district-wide assessment, you know, in those pieces, it's not like we're asking for a

[2:05:32] sale boat racing team, which they have at self-west, with 10 people out in this picture,

[2:05:37] and those 10 people make up our whole varsity team from 1912 grade, right? And I know that our numbers

[2:05:43] are small, but again, the district-wide assessment, because we were supposed to add another

[2:05:48] class to it last year, we were supposed to add another portion to it last year, another program.

[2:05:53] Equity. Equity. Equity. When are we going to do it? That's my question.

[2:06:01] All right. We'll leave it at that. I just want to remind folks next week is Spring Break.

[2:06:08] And the board, however, has a training on next Saturday. So that's the 6th August 6th or August April 6th.

[2:06:20] I've been up since 630.

[2:06:24] So we'll see everybody on Saturday and we'll see the Finance Committee on Thursday.

[2:06:32] Alright, so have a good night.

[2:06:34] Thank you very much staff for being here and have a good spring break.

Committee of the Whole - Mar 26th, 2019

Agenda

Transcript