you good evening I'd like to call to order tonight's meeting of the ISD 191 Burnsville Egon Savage school board the date is February 20th 2020 and the time is 6:30 I want to thank everyone for joining us this evening we also know that many folks are paying attention to our awesome girls hockey team who are playing in the first round of state championships tonight and I just want to take this opportunity to congratulate them and wish them luck on behalf of the school board director Miller would you please lead us in the Pledge thank you we will start by approving the agenda tonight I will take a motion moved by director Schatz second second seconded by director Chester is there any discussion all those in favor of approving the agenda please signify by saying aye aye opposed nay and the motion carries we will start the information portion of our meeting tonight by inviting Amina off to Dahle director of curriculum instruction and assessment to the speaker's table we will be receiving a report about the FY 21 achievement and integration plan welcome Amina thank you very much chair all board members superintendent battle the achievement integration plan is a three year plan that we put together and it has long term goals addressing our instructional disparities and our access to programming for all of our students so tonight I hope to provide you with an overview of our achievement integration plan for the next three years 20 22 23 and provide a summary of our activities and strategies that are involved in that plan and then later on the agenda for new business request approval of the 2020 21 budget the purpose of achievement integration has like four bullets we want to make sure that we're pursuing our integration for both our racially diverse and economically diverse students we are looking at the number one priority to increase student achievement not just for our diverse students but for all students we want to make sure that we are creating equitable education opportunities and finally we really want to work to use this plan to really reduce our academic disparities and one of the things that when we think about the definition of equitable access it is that you want to eliminate the probability of of students not achieving based simply on who they are we can erase that that will make us a much stronger organization we do create the plan every three years this plan as I said before is for fiscal year 2020 through fiscal year twenty three and the alignment of the goals and the reporting are found in the world's best work force report and so as of the last couple of years we do those as a joint report and the goals should overlap and be integrated there are three requirements for goals this year for this round of plans it is the achievement disparity so we must have at least one goal that addresses that we must have at least one goal that addresses integration of our students and that could be in representation and/or access and finally the third goal is access to effective and diverse teachers and how do we provide that opportunity for all students the revenue for the achievement integration plan is comes as a mix of state aid and levy and we get this significant portion 70% from the state and then the 30% is levied there is a very specific way that the budget is supposed to be distributed 80% of the budget must be spent on services that directly impact students only 20% and nothing more could be spent on professional development activities and no more than 10% can be spent on admin costs and I'll show you those figures for our proposed budget so when we think about the goals our first goal is to increase our four-year graduation rate from 20 19 or 20 yep twenty nineteen seventy eight point five percent to 90 percent recognizing that the 90 percent is our 2023 goal so three years along the way and the way the plan is written it does have benchmark goals for each year this is our achievement disparity goal because we have a significant disparity if our academic or our graduation for your graduation rates between our students of color and our white students the world's best workforce is a goal is all students graduate and close all racial and economic achievement gaps the kinds of strategies that we're going to apply for this is really providing targeted cultural responsive support for students this will take place in the form of cultural liaisons it will also represent a part of the time for social workers in every single building it will include the fire parent academy so that we have that available to two families both spanish-speaking families Somali speaking families and all English speaking families so that the indicator for that is really how many more parents can we include and grow that over and over the next three years we will be using the avid program as a support we begin the avid program in sixth grade for our students knowing that if we can continually give students who are traditionally underrepresented opportunities to learn those college-ready skills and goal-setting could be even filling out college applications as well as working on critical reading and math and learning to work in study groups all of those things can support students being successful in advanced coursework and so that will lead them toward better graduation rates we also will be applying to continue our equity training and work with our staff and knowing that that will help create access to teachers who are using culturally proficient strategies and instructional methods in their classroom the second goal is to increase the percentage of incoming racially and economically diverse students demonstrating kindergarten readiness this aligns with our world's best workforce goal all students ready for kindergarten and the goal to close racial and economic achievement gaps with the redesign of placing section of pre-k in every elementary building and integrating them into the pre-k 3 system we believe that we can continue to do some strong alignment in curriculum and instruction for those students to see an increase of students entering kindergarten more kindergarten ready the and I believe we talked about this on previous times but to know that the measurement that we're going to be using is in pre reading skills this is not the only measure for kindergarten readiness but it is the one measure that we'll be looking at in terms of our accountability we will be working on recruitment among our diverse families within the school district and trying to get the voluntary pre-k seats awful and really looking at using our staff our social workers are cultural liaisons and our teaching staff in order to build really strong school home partnerships knowing that our parents are the key educators for our pre-k students and really looking at offering the supports to for students and for families to transition many times first time into the school system at kindergarten and we'll be working with the pre-k program that in the early childhood program - over the next couple of years to work on our pre-k three alignment system so the pre-k 3 system is a piece that Cindy Czech and her staff have been working on as well goal number three is to decrease the disparity in representation for the enrollment in advanced classes right now when we look at the enrollment disparities we have a 24% gap between students of color in advanced coursework and and our white students when we talk about advanced coursework we're talking about courses that can potentially earn an industry certificate or will earn college credit and this is a tremendous gap and we know that by using our avid program to support students by supporting our Advanced Learner's all the way down into elementary school to prepare them as well as really creating connections and supports for families that through our social workers and our cultural liaisons and building those strong family partnerships through the fire program and through other types of family engagement especially at the high school level of what courses people can take and really making sure that we're directing students and examining our practices to remove barriers for access to those courses and our final goal is the percent of students who have access to teachers or classrooms that demonstrate culturally responsive pedagogy through our kind of equity walkthroughs we were able to identify 46 percent of classrooms that were meeting all the targets for cultural proficiency and we'd like to increase that over the next three years to a minimum of 75 percent of the classrooms hitting all of the criteria for our culturally proficient pedagogy we will continue to work on our social emotional supports and our SEL learning for all of our staffs to be able to deliver that to our classrooms and also looking at academic support for students both our advanced learners and students who are struggling to meet benchmarks and increase the capacity of teachers through professional development and training we know we have invested a huge amount of training into the C PSS system and in this district we have approximately nine trainers and folks who have been through the full training with the with the Lyndsey's and dr. Lindsay and dr. Lindsay and we will take advantage of those to begin to grow building level equity teams in each building to carry on the equity and C PSS training at the building level as well the budget projection from MDE is 2 million seventy six thousand three hundred and eighty two dollars and thinking about how that can be divided we do have the 80 percent for direct student services we do have about 10% for professional development and about almost 9% for indirect cost of supervision that is what I have for the achievement and integration plan are there any questions thank you board members questions director shots great stretch goals and and some solid plan behind that I have a question about the rigorous coursework piece of the disparity and the students of color and white students that are enrolled in those what did the students say why they aren't enrolling those classes there's a couple of things one we do have some gatekeeping practices and they are not necessarily culturally responsive we are looking at enrollment into some of those courses being based on a single test score and some other kinds of practices that need to be revised we also need to look at some in some cases students of color have shared that they are they see those courses as not available to them or too hard for them or they somewhere along the line we have created messaging that if you are a certain type of student this is not the course for you and we need to interrupt that narrative and start providing opportunities to scaffold for teachers we also need to look at because students have said that they they are hesitant to take the courses because they are concerned about the level of support that they would receive in those courses when they begin to struggle and so again looking at our practices to support Advanced Learner's our advanced learners need to struggle as well but we need to make sure that we are providing support for them in that also we do have college admission requirements for some of the courses and so we need to make sure that we're providing those students who are unable at this time to meet those college requirements or believe that they cannot meet those requirements and therefore choose not to pursue that path and so we need to make it more welcoming we need to share a lot more information with parents so that they understand that those courses are available and we need to make sure that we're offering courses that truly differentiate and don't necessarily mean that they get more homework or more work to do but work that really asks them to stretch their critical thinking and make connections and and learn in a more complex way great thank you mm-hmm thank you any other questions or comments no I shared with you before that I really appreciate the goal three around the rigor and the access to the rigor because I think it's definitely it shows in the in our data that it's an area of opportunity for us and making that more a more of a systemic focus across the system and at all grade levels I think is really gonna going to make a difference for our students so thank you very much for the report this has been really informative thank you next we are staying with you and we're receiving a report about the indian education program plan someone else knows where it is take your time don't worry about it I just wanted to share with you that related to our indian education program one of the key components of our indian education program is the engagement of our american indian parent advisory group and i want you to know that this is a group of folks who meet regularly they meet once a month and they share some traditional activities together as a group and they are welcoming of anyone who wishes to join them but they are also a really fantastic partner in terms of being a critical friend they ask difficult questions they ask questions about equity they share with great candor experiences that they that they've had what hopes and dreams they have for their children and I find working with this particular group just so rewarding I am sorry that none of them were able to make it this evening but I just wanted to share just what a fantastic group that they really are and how they really think about advocating for their children both with a historical perspective and a future looking perspective so tonight going to share the Indian Education Program plan give you an overview of that and then I'm going to share you just a couple examples of what the plan and the funding how they support American Indian students in our district and approve the and ask you later and the new business to approve the American Indian family committee's concurrence findings the American Indian education program plan is really based around the same goals as the world's best workforce and so the committee looks at data of how students are performing in all of these different areas and they select the areas that they want to prioritize with the funding that they do receive and there was a real strong consensus about the all children ready for school they really wanted to take a close look at how many American Indian students were accessing the early childhood and pre-k they know that it is an opportunity to build some strong relationships with our parents and to offer parents support in early learning so two of the strategies that they're working on is the partnership and with active recruiting at community events with the early childhood and also using some of our resources to reach out using our census data to families that have identified as American Indian and do some invitations and tours and other things that that might be helpful for them and really working with our early childhood staff in engaging in professional development sharing some cultural pieces that they should be aware of as they're working with American Indian families and thinking about strengths that American Indian students would bring and how to really leverage those for the students the other area that they're looking at is the world's best workforce area four which is all students attain college and career readiness and so this was a very strong goal as we looked at graduation data as we looked at dropout data and as we looked at enrollment and success for our students American Indian students in advanced coursework and they really wanted to take a look at how do we increase the number of middle school students attending targeted college experiences with the funds they are do have the opportunity to support middle school students to attend school as college school visits the College Native American College Fair and interact with students from other districts and look at what those post-secondary options are that really are focused on the supporting the cultural and historical strengths of American Indian students it also is a way to continue to connect them to scholarship opportunities that are available to students in the American Indian community the other part of the goal is to increase proficiency on the Minnesota comprehensive assessments in both reading and math for American Indians to we have a small number of those students and we are seeing great disparities we may only have 16 students in the middle school in one of our middle schools but we're only seeing you know 10% of those students which is only a couple of students who are meeting proficiency in the MCAS and so they're looking at having to provide additional opportunities for academic support for our Native American students as well it could look like a tutor perhaps or even additional support in heritage or cultural activities one of the pieces that we host here in this very area is the drum and dance classes this is a partnership with our neighboring districts in the South Metro there are about seven districts that join us and they come they share food they share a nice community and talk about some heritage pieces but then they do get to participate and with professional drum and dance instructors and develop those skills as well and in these pictures you can see some of them are looking at some instruction on traditional beading as they are making the dresses the jingle dresses and other types of costumes for their for their powwow dancing you see an elder in the middle picture who is instructing the students and sharing some it's actually a storytelling piece for all of them and there you can see the number of children that are there it's really a really great time and then the third picture is one of the drum groups coming in and demonstrating and then sharing with children the opportunity for them to learn to drum as well and they meet every week we also participate in collaboratively with the south of the river powwow powwow is funded by donations as well as some support from the Indian ed budget and it this year it will be at Burnsville high school students are invited to come they prepare they start preparing through drum and dance even now for that May event and so it's going to be held this year on May 2nd here at Burnsville high school so I would invite all of you to come the grand entrance will be at 1 o'clock the American Indian parent advisory committee has reviewed the Indian Education Program plan and I will say not reviewed it but wrote it and which is their way of really making sure that their voices are being heard in what we are doing with the limited funds that we have and also challenging us with in our other areas about how we are supporting students in the American Indian community tonight you will be asked to examine the concurrent status the American Indian Committee voted unanimously to support concurrence with their concurrence with the American Indian education program plan any questions questions comments I am disappointed that none of our Native First Nation families could join us tonight but it's reassuring to know that even though they can't be with us tonight that there's with concurrence there comes engagement and critique and that hasn't always been the case and so to hear that as part of your report is is really really good good to hear so thank you thank you and last we're full of reports tonight receiving a report about k-8 pathways schools and the middle school redesign so I'm really super excited to come before you again to share the next steps in our pathway schools as we have been looking at the elementary pathways and I've shared with you before we are putting together a lot of structures into place and pulling in expertise from all of our staff to really address the feedback and the information we've received from families and students we continue to hold pathways information meetings at schools for PTO sessions and other kinds of family meetings in fact I believe there is one happening right now at Hidden Valley so it really is a great opportunity to even talk with parents one-on-one answer those questions and when we finish the meetings we'll be able to take most of those questions and the feedback that they've provided and put together responses to all of those questions and be able to post that on the website so folks can begin to look at those if they weren't able to attend any of the sessions so today my really the outcomes I want to share is to look at the components and the timeline for our elementary pathway school but also to provide an overview and a timeline for the pathways middle school and that's tied up in the middle school redesign but not to be lost with the idea that part of the redesign is to increase that alignment and create that pathway school for our students in grades 6 through 8 and then to submit a recommendation that the that the board established pathway schools at our elementary and middle schools again why would we look at pathway schools it is an issue about equity and access for all students at all sites it is about making sure that we are creating a system of rigor and high expectations for all students and that alignment from our beginning smallest learners all the way through graduation and post-secondary the elementary alignment really does look at the four pathways and have the the age-appropriate instruction and curriculum involved with each of those as they are aligned to the school pathways themselves this is the timeline and you've seen this before really looking at next year being able to roll out some highly trained advanced learning specialists at each site looking at the band in Orchestra round-robin experiences for grade five looking at the design and coding units aligned to the high school and to the middle school project lead the way as a as a bridge into the high school ongoing support for organization and management of the maker spaces and we will begin our math curriculum pilot year two and year three again those could be adjusted but that is the kind of the direction that we want to go bringing in theater Performing Arts in year two and begin the training for the our entrepreneur ship and project-based learning looking at year three being an implementation of math and project-based learning considerations of avid and also looking at the next next generation science standards and thinking about our science instruction for our elementary when we think about our middle school we really wanted to take the opportunity of the condensing of the school populations into two sites to be able to implement some of the research-based strategies and models that we know are there for effective middle schools and the models that we're using are coming from the Association of middle level education and the national middle school school middle school Association we want to make sure that we are providing those supports for students those social-emotional supports because if you have spent any extended amount of time in a building with 812 to 14 year olds you know that they have some unique needs and they have some unique ways that that that they operate and it is important that we do not treat them like elementary children and they're not quite young adults yet and so it's that transition period in which there is a huge amount of variety that we want to make sure that we're addressing in our in our systems and in our responses we also looked at how do we build that explicit bridge to the high school pathways at this part we're no longer just kind of awareness and emerging this is where students are beginning to do some exploratory pieces where are the choices that students are beginning to take that interest and be able to make some beginning choices about what they may want to do and finally to really look at how do we support our advanced learners and how do we encourage students to be more involved in the advanced learning opportunities that we have and eliminate those barriers so when we think about the middle school philosophy and design we're using the the model that comes from one of a research-based texts from the American middle level educational Association this we believe and that is going to be our seminal text this we believe oh my the numbering it's not quite right there should be 16 items there the 16 items in this we believe really are divided into these three categories and what we'll be looking at is curriculum instruction and assessment how do we instruct students to ensure we have high high expectations and that the learning is very active and purposeful students at this level really do need to physically move as well as be actively engaged and asked to be engaged and also to look at how are we assessing students and not assessing them all in the same way but they have a variety of options to show how they have learned the leadership and organization that's about the professional development that's about our our principals our building leadership teams our department leaders all of them having that shared vision of how do we build this cocoon around our middle school students and support them and watch them fly away as young adults into the high school then also looking at the culture and community this is about school climate this is about making sure that students feel safe in their classrooms to share their opinions to use their voice as well as recognizing that the adults are their partners and the result adults can serve as advocates for them this is really thinking about how do we provide guidance and support as they make those choices and really focusing on what is that wellbeing for that whole child as they are developing the so I'm gonna take you through each of the pieces when we think about the schedule for the middle school we're thinking about the opportunity to use a teaming model in which one group of teachers has share the same group of students throughout the day and so they form their own little mini house or their mini school and so that group of teachers is looking at that same group all year long and really working together to see what's what supports they can provide to students where are students strengths and weaknesses student may be performing really really well in math class and not as well in their language arts class and these two teachers then can have that conversation about how they might be able to support each other to make sure that that student gets exactly what he or she needs we really want to look at the block schedule and the block schedule is intended to reduce the number of transitions when you have eight hundred middle school students moving in the hallway by the time they're at their eighth or ninth transition there tends to be a lot of fatigue which results in a lot of energy and emotion of being expended for students and what we want to do is we really want to focus that energy and engagement into classroom learning and so by reducing the number of transitions we are able to really make sure that students are getting the active kind of movement that they need but at the same time not in such short bursts so that they can really focus the block schedule is intended to be 90 minutes and really looking at other ways that we can use those blocks in flexible ways our intervention and enrichment will be directly linked to the course so even though we're using a block schedule the students will still receive the same minutes of instruction that they are now in each of the content areas so science for example may be done in alternating days so one day they'll have 90 minutes of science the next day they'll have 90 days of social 90 minutes of social studies so those will flip daily aid B day however language arts and math they will meet in a 90 minute block every day half of that block will be core instruction the other half of that block will replace a separate blaze time so that it is at that time and I'll talk a little bit more that students will receive their intervention so it and then it's tied directly to linked to the core instruction itself instead of as a separate piece they will stay off time for their two electives and so what we are trying to do here is ensure that the students have the same minutes but we have reorganized them in a different way to kind of quell the energy we also have really looking at the exploratory and electives this is what a lot of year one work will be it will be looking at those exploratory Xand electives and making sure that the units and the curriculum and the content of those align directly to and can see those clear connections to the high school pathways so while we have Family and Consumer Science and we have for many years we also have full kitchens in those in those buildings and how can the content of that class clearly align as a precursor to culinary arts or hospitality we also in Family and Consumer Science do a child development unit is that and looking at how can that be a precursor to our pre education courses for our students who choose that pathway or our Health and Human Services courses for our students at the high school as well so really giving them that a chance to learn some of that content and explore that straight forwardly as they are and see those connections to their high school pathways we are looking at Project Lead the Way and looking at how we can bring in our pre engineering units that connect directly to the pathways so exploring how our green architecture and energy and clean energy unit really connect directly to some of our construction and some of our science courses at the high school also looking at our prea Project Lead the Way is can we create a precursor to flight and aerospace which is one of the new pathways that we are looking at at the high school and really just looking at the art the drama and really trying to focus here over the next few years on our world language opportunities for students at the middle school we're also looking at how do we provide really solid connected intervention and enrichment so the wind times will be invented embedded into the language arts and math block core instruction for the same amount of time they receive now and then having that other half of the time for intervention and enrichment this allows us to do both push in and pull out methods when we have students who are significantly below grade level in reading we can pull them out to a very structured intervention like read 180 but when we have students who might be struggling with a specific area or a specific piece in language arts or in math then we can push in with an interventionist into that group and that allows those groups to be flexible and changing depending on the content we have also be able to use that time for academic interventions through avid as well as interventions through Al as well so that allows the ELT Chur to be able to push in and do direct service for those level three and for students so and then looking at our enrichment happening not only in our honors courses but it can also take place during this win time and giving another opportunity for someone to push in and really work with that group of students who maybe use are looking at advanced content another component that we're looking at is our social emotional learning and transitions and really just super excited to be able to say that we are going to implement next year a grade six elementary to middle school transition program for our students this is the web program or where everybody belongs is what that stands for and it's a program that utilizes student leaders so our eighth graders become those leaders for the activities of orientation for all of our sixth grade students and then also on the other side as we have our outgoing eighth graders they will also participate in a student-led orientation through Linc crew on their way to the high school and so making sure that we've got those transitions covered we know that school to school transitions are of a very magnitude and looking at how can we not only create leaders within our buildings but also use that those folks and their experience and their connections to younger students to assist those students in being oriented and more comfortable and take care of that transition for them in a lot of different ways we also are looking at expanding our avid community and relationship lessons and embedding those into our advisory time eighth grade students will continue to use Naviance as a career and college exploration and finally a college and career readiness we will continue our avid implementation we do have avid electives in each grade level but we will also be looking at more push for avid school-wide in and we're going to continue the work that was started this year but also looking at targeting sixth grade as a school-wide bridges program in which the students don't necessarily have to be in the avid elective but now if there are in a team with teachers supporting them and with our web leaders because web is not just for the transition of the first-day web leaders we'll continue to work with students throughout the year and really looking at how can they support avid strategies in their everyday classrooms and so that that is a very exciting step for us to go and continues our implementation of school-wide avid so that that I think will reach more students we also are looking at doing a career interest pieces through Naviance as well as the connection to the high school planning tools within there the timeline proposal in year one it looks like we got a lot of stuff to do a lot of people are working hard but to implement the schedule redesign looking at rebuilding the avid advisory it used to be based on ramp up for readiness we feel as though ramp up for readiness is a better served in the Advisory time for grade nine students as a college preparatory planning tool and the avid a relationship building lessons are better suited for our middle schools and to improving climate there we're looking at making sure that our folks are very well-versed in how to deliver in mentions in the wind time and also looking at that curriculum work we're doing within our electives and our exploratory 'z implementation of the transition and orientation programs and looking at the social emotional learning implementation as well your - we'll take a look at our honors courses what that content is and how students are participating in those continue to expand our restorative practices and really looking at how project-based learning can support both the science implementation of standards and some of the entrepreneurship links that we'll be able to have within our electives finally we'll be looking at that next generation of science standards and looking at that implementation with inquiry based science and I think the block schedule will allow students to do a lot more hands-on inquiry in those areas so I don't have any other fancy graphics besides this one but I do want you to know that there is a real sense of excitement among the staff and about and with the administration and about some of the changes and the benefits that will come forward because of these alignments to the high school thank you board members I'll open it up for questions and comments director Schatz I'm with you this I can't wait this yeah I'm super excited about this and I really have been hearing a lot of really positive comments about this from members of the community you know just thinking social media in different just different comments and things like that from people I've spoken to as well as online that this yet there's an absolutely real sense of excitement among parents for this as well so thank you for all the work that you're putting into this and everyone else that's looking that's putting the time and effort into this it's it's gonna be a game changer for the district for sure and I I feel as though we have used a lot of the family feedback that we got throughout all of our community meetings and really trying to address some of those concerns and in many cases wishes in hopes that people have had for for their students experience in middle school I also want to make sure that you know that Franny Becker our secondary curriculum coordinator and eager ki our teacher on special assignment for secondary have worked endlessly with our middle school principals to really put together a plan and they are taking the forefront of this work unfortunately Frannie was not able to be with us this evening any other questions dr. Kerr just to emphasize of what Darci said is this is what we need a coordination k well e 12 that we now have that we can tell our public about and that we have for our students so thank you for your work and for the work of the that the that your staff has put into this so thank you any other questions just to reiterate what they have already said but I won't I did have a couple comments and questions so to clarify you've shared this before but just so that we're all clear this is all happening without any additional expense we're just repurposing the funding the existing funding that we have improving the programming but not any adding any additional expense we are not adding additional expense we're using the funds that we have for example for Project Lead the Way to redo units shifting funding to make sure that we have the staff in place to meet these particular needs but the idea is to move forward with the with the resources that we have and a clarifying question about what's staying the same we have a tradition tradition of a fourth grade chess master in residence I'm gathering that that will continue I'm staying the same it it would be be terrible if that wasn't true I really want to be able to make sure that we are using some of our funding that we have especially our achievement integration funding to provide those extended learning and extended participation opportunities and what those might be to make sure that students still have many of those opportunities and some that we may have lost like a spelling bee or a geography ve or other things in which students can really dig in and compete in a way that allows them to share their talents and also have future programs again aligning to what's available at the high school making sure that I know there are any number of additional enrichment opportunities that could be added so we'll stay tuned on the test residency because I know it's it's important district-wide [Music] just a wandering about with with focusing on coding in the elementary school I imagine down the road or soon will have to also look at what we're doing with the high schoolers in terms of coding because the elementary students will arrive far more advanced than those that have been we have that problem now good and it's a good problem to have in which our middle school digital courses are really the specialists are looking at how do we increase the rigor for that because now we have students who are arriving at middle school no longer at the basic levels of coding they are really building projects and so that's part of that alignment piece and at the high school we are looking at the opportunities for app development and right now it's really limited to students who have that high level of coding and we believe that by providing that foundation it will be something that people will be able to dn't swill be able to have more of them access to that because they have those basic skills great awesome I have more many more but I'll save them for later so thank you thank you very much all right next we will turn to committee reports starting with a policy review committee director Chester yes we met on Tuesday just two days ago and they're starting to review several policies that are up for just our annual regular review and will be coming forward in future board meetings great thank you negotiations committee director Schatz the since the last board meeting there's been a mediation session and there's another one scheduled for March 5th March 5th great thank you legislative committee dr. Hager is not here and student performance and achievement committee update on the committee of the whole dr. battle and Ike are working and director Miller are working on pulling together a couple more committee of the whole conversations on particular topics probably parsing them out every other month or so so stay tuned for that are there any reports or updates on other board appointments or school assignments director Carrillo yes the MSD the association of metropolitan school districts February meeting was held February 7th it was called the legislative session preview many of the legislators from the metropolitan area were in attendance the morning went like this there were an a MSD presentation by Scott cronquist a MSD executive director superintendent Mary Krieger Rosemont Apple Valley e'en superintendent Aston OSI st. Louis Park and superintendent sandy Lewandowski intermedia district 287 this was followed by comments by Commissioner Mary Catherine wicker then there was a 30-minute legislative panel composed of representatives Cheryl uwah uwah kiemce representative Sandra Erickson senator Carla Nelson and Senator Chuck Weaver the morning concluded with a question answer session the MSD has its legislative positions on its website if you're interested in following those I also have an intermediate district 917 report the regular meeting of intermediate district 917 was held on Tuesday February 4th the business items included legislative update by Valerie docile and lobbyist for the intermediate districts approval of the revised budget review and first readings of the following policies Employee Assistance Program student medication unpaid meal charges uniform grant guidance policy regarding federal revenue sources public data requests approval of maintenance payments to member districts approval of a revolute resolution directing administration to make reductions in programs if enrollment fluctuations go down and also an improvement of an overnight camping trip an approval of contracts for assistant directors principals technology coordinators and directors for the 2019 and through 21 that contract will be meeting on March 3rd however the start time will be at 4:00 p.m. due to election day and I also have a Hall of Fame report can I ask you one question about yeah from the 917 report so it sounds like there were some positions that were added correct the d'haran not that not yet okay so you're but the board the 917 board is moving into budget discussions some budget - somebody asked us yeah there was a workshop in January regarding that do you have is there any preliminary glimpse that you might be able to give us in terms of our expenses as a 9:17 partner I can pull that and that would be even what would probably be better is to have the superintendent come and maybe come to one of our we can figure that yeah and explain it explain our role and responsibilities I think would be a better a better option for us I think because we have many new school board members who maybe don't understand the role and responsibilities with sense yeah and it's just knowing that we're going into our own budget discussion we for sure need to understand implications from 9:17 so dr. battle you and I can can work on that with director Miller yeah and let me know if I can facilitate availably yep and then the hall-of-fame the 2020 hall of fame nomination form is up on the BHS website you can find it by searching the Hall of Fame in the search box nominations are open until March 15th just a couple of reminders if you are nominating a graduate it must be someone who graduated 10 or more years ago if you are nominating a BHS staff member they must have been employed for 10 years and have been gone retired or have left BHS for five years and don't forget the community member organization category we have an extraordinary school community geographically Burnsville ian savage so get in those nominations and that concludes my report thank you very much are there any other reports on board assignments alright moving on to the consent agenda although board action is required it is generally unnecessary to hold discussions on discussion on these items in the event a board member wishes to discuss an item that item will be moved for separate consideration or there is there anything that board members would like to move for separation hearing none I will take a motion to approve the consent agenda moved by director Miller second seconded by director Hume all those in favor of approving the consent agenda please signify by saying aye aye opposed nay and the motion carries new business we will invite em you know after doll back to the speaker's table we are being asked to accept the American Indian Parent Advisory Committee resolution welcome back thank you very much Gerald super-tender battle board members I would recommend that you accept the concurrent status from the American indie American Indian education family Advisory Committee they as I said before they did vote unanimously to identify their status as concurrent with our current programming okay so I'll be the actual recommendation pursuant to Minnesota statute section 124 D that seven-eight subdivision - it is recommended that the is d-19 one school board except the parent Indian American Indian Parent Advisory Group vote of concurrence I will take a motion moved by director Schatz second seconded by director Hume questions our discussion hearing none all those in favor of approving the resolution please signify by saying aye aye opposed nay and the motion carries staying with Amina we are being asked to approve FY 21 achievement and integration revenue budget as I shared with you the budget does meet the MDE requirements in terms of distribution and it is aligned and supported by all of the strategies within the plan once you have approved the budget I will submit it to MDE and we will make adjustments based on any of their feedback okay thank you and the recommendation is that the Board of Education approved the proposed FY 21 achievement and integration revenue budget I will take a motion so moved moved by director courier second seconded by director Miller questions hearing none all those in favor of approving the recommendation please signify by saying aye aye opposed nay and the motion carries thank you next I would like to invite Stacy so line executive director of Human Resources to the speaker's table we are being asked to approve the proposed revisions Andrea topped the unchanged language in the 2019 2020 one collective bargaining agreement with SEIU Local number 280 for custodial employees welcome Stacy good evening Cheryl dr. battle board members we have 12 bargaining units in district all of their contracts expired on June 30th 2019 with the bringing of the custodial contract to you tonight we are two-thirds of the way done so that is we're making progress one unit we're still meeting with and the other three have yet to bring me some dates in which they'd like to start so we haven't even started yet with a three of our groups we will shortly started with the custodians negotiating back in July and the unit represents 81 employees we came to a tentative agreement On January 15th and they voted earlier this month to approve it ratify onand they're in primary language items include the elimination of fair share language with Janice law our the Janice Court ruling from the Supreme Court also we made significant changes to the emergency closing language one of the problems we are running into whenever we close school the language I've kind of created an opportunity to where most of our custodial staff didn't report therefore we couldn't open any of our buildings for any of the other activities that may either still occur or clean sidewalks or take care of boilers or do anything so we readjusted our language to have our essential personnel here to make sure that our buildings are safe and maintained during the worst of the weather conditions also we modified our long-term disability language to allow for the exploration of a more mutually beneficial plan again I talked about this to where we look I'm moving trying to eliminate the language within all the contracts that identify specifically a 30-day qualifying period that is really not normal in the business either 60 or 90 day qualifying periods to do that we put in an MOU that said if we do change our current plan design we would also implement a short-term disability plan which actually kicks in after 14 days so it's very beneficial for the employee it also allows the district to be efficient and look for other ways of providing income protection for our employees at the best possible rates so far all the different units that I brought to you with approvals have all adopted new language to move towards the Ltd it just makes sense at the end of the day so the economic package is a two-year increased cost of three hundred and seventy three thousand the salary schedule increase on both years was one and one and the MSB a two-year package is a five point four six percent increase overall and this proposal economically does fit within the board parameters thank you very much having already read the recommendation I will take a motion moved by director shot second second second it by director Chester questions hearing none all those in favor of approving this recommendation please signify by saying aye aye opposed nay and the motion carries thank you Stacy next we will turn to dr. battle we are being asked to approve establishing k-8 pathways goals Thank You chair alt and members of the board tonight I bring a recommendation that the Board of Education prove establishing pathways schools at all district 191 elementary and middle school sites the ISD 191 board is has shared their commitment to providing equitable access to rigorous programming to all students the k-8 pathways schools will ensure that students will be able to participate in program for Advanced Learner's stem literacy Visual and Performing Arts social emotional learning college and career readiness and will replace the currently existing magnet schools in the spring of 2019 the district reviewed the three magnet school sites established in 2008 and 2010 the conclusion of review was that the current sites were not meeting the original objectives aligned to the Minnesota achievement and integration plan nor did they results in a significant increase in enrollment in sites with available capacity in the year since the establishment of the magnet sites budget reductions have eliminated support of the unique learning opportunities at each site the adoption of common schedules including a required win time and specialist schedule along with the adoption of district-wide core curriculum created an even greater alignment amongst the buildings with the facilities realignment comes the opportunity to bring the support for Advanced Learner's stem and other rigorous curriculum and literacy and math to all buildings within the 3-year implementation of the k-8 pathway schools aligned with the high school pathways program thus creating full access to a unified k12 matriculation for each and every student at all sites with this change and the discontinuation of magnet schools in district 191 transportation will no longer be provided to students who attend schools other than their assigned schools under the pathway schools model students will no longer require transportation to access programming at a site other than their assigned school since all programs will be available at every site thank you dr. battle I will take a motion moved by director Hume second seconded by director Chester questions or comments just one that I know in in the reports section we were all very favorably supportive of this and it's really about making each school a great school and making sure that we are delivering on our promise to have equitable access to learning and opportunity for each and every single one of our students regardless of what neighborhood they might live in so thank you very much I know a lot of work has gone into pulling this together with that those in favor of approving the recommendation please signify by saying aye aye opposed nay and the motion carries before we adjourn I just want to call out that we will be a journey to a workshop on repurposing open schools with Stephanie white presenting after that we will adjourn to a closed session as permitted by Minnesota statute 13 do 3 to discuss is d 191 s labor negotiation strategy I will take a motion to adjourn moved by director Schatz second seconded by director Hume all those in favor signify by saying aye aye and we will adjourn for five minutes to allow Stephanie to prepare