good evening I'd like to call to order tonight's meeting of the ISD 191 Burnsville Egon Savage school board the date is January 2023 2020 and the time is 6:30 p.m. I'd like to start by welcoming everyone who's here tonight thank you so much for joining us and also extend thanks to the folks that are watching from home we always like knowing that people are paying attention to the work of the of the school board and and all of our work on behalf of the students with that director Chester will you lead us within the Pledge so we'll start tonight by approving the agenda do I have a motion to approve moved by director shot second second second did by director courier any discussion hearing none all those in favor of approving tonight's agenda please signify by saying aye aye opposed nay and the motion carries we will start with our information section and fall activities recognition and I'd like to invite athletics director Guillaume Peck to the podium we're excited to have several students and coaches here tonight so we can recognize their achievements from the first portion of the school year mr. Peck welcome and thank you for joining us to share a little bit about these outstanding students thank you board chair alt superintendent battle and the members of the school board here I appreciate the opportunity tonight to share some of our of the wonderful accomplishments of our students and teams in district 191 each of the people will honor tonight were recognized the state or even national level unfortunate to see the amazing dedication and character our students show as they participate in activities and athletics throughout the year they represent themselves their peers and our community in such a positive light and I'm proud of all their accomplishments students and coaches when I call your name or activity name please join me at the podium I'll read a little bit about your accomplishments accomplishments will ask you to pose for a photo with chair alt and superintendent battle and shake hands with the other members of the board with that the first students will recognize tonight are members of the all-state honor wires so six 10th grade singers from Brunswick High School were accepted to the American coil Directors Association of Minnesota honor choirs Evelyn Taylor has been accepted into the ACD eight nine-ten treble Koya hundreds of young women submitted auditions for this choir each year and Evelyn was selected as a first soprano for the on aquire she has a lovely tone and strong range which are complemented by her kind and cheerful disposition said choir director Jack Lynch Michael she is an asset to the BHS choir program and has a bright feature ahead of her in vocal music Payton bunnell Michael Fisher Campbell white and yakumo youma were all we're all accepted into the ACD a nine ten tenor bass choir this is the largest number of young men to represent Burnsville high school at this event in many years Schmeichel said all four have strong vocal talent coupled with musical skills that have been developing for many years there are well-rounded musicians with interest in musical theater choral music and many other genres of Performing Arts we have proud of their accomplishments and can't wait to see what they do in their future time at BHS everett has the distinct privilege of being placed in the nine ten mixed choir where he will sing with both young men and young women Everett has excelled in choir both in his vocal quality and his sight reading ability such Michael also excels in academics where he is taking multiple honors and AP classes we love having Everett in the BHS choir program and we are excited to support him as he grows these students will perform with requires on Thursday February 13th at Central Lutheran Church in Minneapolis [Applause] thank you next the members of the Lakeville Virgil Farmington see I adapted soccer team Jake Muhammad a junior and the only Burnsville team member on the Lakeville Burnsville Farmington C I adapted soccer team helped his team conclude the season with a record of eight two and two and a fourth place finish at the state tournament this is the blazing cat soccer team's 13th consecutive state tournament appearance Jake is one of the hardest-working members of the soccer team with true competitive drive said coach Shawn tacky we look forward to having Jake return next year as one of our senior leaders nice work Jay King Congrats next we have Casey Meyers and Sam sconce Consing and Jeff Nelson who is the coach seniors Casey Meyers in Sam's concen qualified for the TBF bass-fishing national championships in La Crosse Wisconsin which will be held this June by finishing 5th out of the hundred plus teams in the state tournament last summer in Red Wing they were literally six ounces away from finishing in second place Jeff Nelson Jeff Nelson said both Casey and Sam are wonderful young men with a combined GPA of around 3.97 there are are obviously very intelligent and hardworking students their ability to learn and problem-solve has helped them become excellent fishermen over the past three years of being a part of the team Congrats Casey and Sam and good luck at the national championships [Applause] next up the members of the Burnsville high school speech traveling team the principal high school speech traveling team qualified for and attended the Glenn Brooks Invitational speech tournament in Chicago this fall Glenn Brooks is a national tournament and is highly competitive all students on the team did very well in May Burns was named known on the National circuit for speech traveling team members are Zoe Lewis Alicia albergue Kylie Crick Sylvia Croatan and uma thud and the team is coached by Kathryn rider and PHS social studies teacher Derek tano in the fall KSTP TV did a story about the program's incredible growth the speech team grew from 17 to 74 students in just one year coach Ryder said this team is possible because of the dedication and excellence that our students exhibit each and every day looma 'the Ellie Kiley Zoe and Sylvia are all extraordinary students with extraordinary extraordinary potential and Burnsville should be proud to claim them Congrats BHS speech traveling team [Applause] [Music] awesome thank you very much next if we can have Zoey done Dhin and Charles Burnham come up zowie done Dhin a 10th grader qualified for the state cross country meet this fall she placed 10th in the South Suburban Conference meet 4th in sections and 69th at the state meet her time of 18 minutes 57 fifty point two seconds at the section meet is the second fastest 5k ever recorded by Burnsville athlete Zoe Zoe was first-team all-conference and received the MSHSL academic all-state award Charley Burnham BHS cross-country coach said Zoe is the ultimate competitor and teammate she gives it her all in competition but more importantly she makes practice really fun by bringing a positive attitude and supporting all the other girls on the team Congrats OE on your accomplishments [Applause] next is grace FL and coach Kim married grace I felt a ninth-grader qualified for the state diving meet by placing third at the section meet in one meter diving at the state meet she made it past the first round of cuts and ended up placing 20th and statement she was one of the five eighth or ninth graders who qualified for the state meet coach Kim Herod says grace is an amazing member of our team she's hardworking and dedicated to the sport of diving every day she gives everything 100% whether it is perfect perfecting her dives encouraging her teammates or committing to excellence in the classroom we are very excited to have three more years with her on the team Congrats grace [Applause] alexxa spinel in the fall alexa spinel was named one of just 25 winners of the target women in science and technology epic awards the award recognize and honor high school girls from the Twin Cities for their dedication to STEM science technology engineering and math and for demonstrating engagement passion innovation and curiosity within these fields this isn't Alexis's first stem recognition as a sophomore alexis earned the aspirations in computing award rising star distinction from the minnesota state IT center of excellence in advance to the state science fair with her project our teens on snapchat crack alexis has shown qualities of a true leader both inside the classroom and in the community said Cindy derechos technology and business education teacher she uses her great communication skills to inform her peers community members and school faculty of opportunities to bring awareness of the computer science field to all and demonstrates a positive visionary outlook and all that she accomplices accomplishes Congrats Alexis [Applause] all right thank you next we will receive a report about attendance boundaries and I would like to invite Lisa Ryder to the podium welcome Lisa [Applause] good evening I would like to present a report on the attendance boundary scenarios this comes to you after a bit of work since December 12th which is when we have been working since that point in time in which three schools were identified as closure for next year and so then that necessitates a need for us to address attendance boundaries so the overview of this presentation is shown here I won't read these all out loud but just for you to be able to review I will say that during this process there was quite a bit of work done at various different levels which we'll talk through and aside from the fact of the necessity to address the closure of the schools we also then needed to address some indicators that MDE has noticed in that our balance among our schools is not necessarily balanced and so they have a metric they use which we'll get into a little later and so that's one of the other factors that we needed to bring into the mix as we developed this process so as we go through this presentation I will start with the design team a design team was created which included other than myself as facilitator to co-chairs our community co-chair is John Christensen who is here tonight and our internal co-chair Don leak also here tonight our community members that were included in the process and that gave us great insight from their perspectives Cathy Radner Jane Kaplan carolyn thornton teddy walls and Carlos Lopez in addition our executive team members and operations teams which included curriculum special education business and human resources were involved including transportation we have our routers as well as our minion sons who are present our routers come from CSO transportation so with all this team together at various different time we will go through exactly when we met but we all needed a place to start from and so we started with their guiding change which the board had seen and it really was very very similar to that which was used for the facilities process with the exception of the current reality being changed to be more pertinent to our purpose which was to address attendance boundaries therefore you'll see under the current reality column that that was shifted slightly very very few changes were made between unacceptable means and desired results between the facilities process and our attendance boundary process with that we were using the the flow chart of information as you see down in the lower left corner and just for those who haven't seen this before it basically means we were at that consultation level for quite some time in fact since December 12th that's what we've been doing our design team has been working on various different option scenarios scenarios to bring able to bring forward to the public as well as to our administrative team for that stakeholder input input and their voice to be heard and so all of that has been happening back and forth between those top two that you see on that diagram all in preparation to be able to bring this information to the school board for decision once that's done we will then move into the implementation in my payment phase so let's talk a little bit about the meetings that were held our design team work and community member input took place on the dates that you see on the chart before you in addition we do have the attendance at each of the different meetings some of them you will see were smaller meetings because it was in some of the cases it was more about getting someone up to speed on just the current reality for us before we delved into all the potential options that there might be so there was quite a bit of planning that needed to be done as well in order just to kind of present the current information you know what do we have in play right now and that's where we that's a grounding to make sure everybody is at the same point of reference and that we can then refer back to that as needed as we move forward in addition then we had our administrative team input on these various states with attendance as you see and then we held stakeholder participation we held six different meetings that were held throughout various different times of the day so that we could gather garner input from people who maybe they work second shift and they couldn't make an evening meeting something of that nature so we wanted to make sure that the meetings were available for all families and various times you can see the participation that we had in the process you can see the times that were noted we did hold meetings in with an interpreter for the smally meeting and for the Latino meeting was actually presented by our cultural liaisons in Spanish and so that was very helpful for families to be able to hear it in their own language and and then we had the interpreters to be able to understand what it was at the comments and the discussions were amongst the family members around the tables in addition at each of these various meetings we obtained input prior to that though let's talk a little bit about the goals and requirements that we needed we needed to make sure that we had a very clear understanding of what those goals and requirements were when you talk attendance boundaries it's hard not to have emotions coming to the mix it's it's just a topic that typically has a lot of different perspectives from each different person and and so it's a matter of how can we make sure that what we're looking at is vetted against certain goals and criteria and so the guiding change that you saw earlier is what we utilized to create the goals and requirements that we then had in a matrix and every scenario that was created by the design team was run up against that matrix to see how I compared both to each other as well as to the current and with that in play we am gonna run through these real quick just because this was a really critical point for us is helping our our community members also to understand what are we what are we looking at when we're comparing these and comparing measuring them so we wanted to make sure we are creating better racial and economic equity among our schools and each school then gets resources based on those needs that are at each school that's how finance works and that's how the budgets work so we needed to kind of see if we can find some more equity there and that ultimately means better results for students right so that's the goal there the state as we talked we spoke with them a few different times in conversation around what we needed to accomplish and they were that's where they shared with us the fact that they often use that metrics of 20% above or below so if you compare one school to another school the lowest and the highest when you're speaking of whether it's students of color or whether you're talking about free reduced eligibility the the point is is you compare lowest to highest is that greater than a 20% difference and if so that's then they consider that not necessarily racially they consider it isolating school or a district you mean they use the same metrics for various different reasons so the goal is to not have it greater than the 20% so we also want to address our capacity issues particularly as we close two of our elementary Zinn one Middle School in this whole process the whole goal is to be more efficient with our dollars so we can spend those dollars on programming that's that's the point of this other considerations that we did bring into the process we're monitoring the number of students that are affected and keeping designated areas together as possible so as we get into the map that may make a little bit more sense but considering that impact on transportation is key to because we can't necessarily create boundaries that then are gonna cost a whole lot more to be able to transport students so that was in the mix and our Elementary making sure that they had capacity for a pre-kindergarten program as you know we've been working with our voluntary pre-kindergarten or prope up with it a number of our elementary schools and we want to make sure that the capacity of our buildings has room for them as well as the k5 education that is going on as we take a look at the attendance boundary scenarios I want to walk you through a little bit of the information that was shared at the public meetings and kind of in the flow and format that they heard it as well I will say to you that our my report to you tonight that I'm bringing presents to elementary scenarios we took to the public to elementary scenarios and one middle school scenario throughout the process there were a number of opportunities for people to give feedback and to provide suggestions we have reviewed all of those suggestions as we had indicated we would and no additional scenario was created as a result that worked against the metrics that we were comparing everything against so therefore you are going to see exactly what the public saw and that is what we would be reporting to you as being possible scenarios at this point in time again we want to reiterate to people that we are we were not we could not create racially isolated schools that was something that is not a possibility for us to do in this process we want to focus on elementary boundaries because the goal also is for all of our elementary schools then to attend one middle school meeting if I am at sky Oaks Elementary I'm not going to be going to two different middle schools potentially as a student population but rather just the one and which one would that be the presentation that you're seeing tonight are two scenarios that are both viable they meet our goals and there are no major increases in transportation as a result as we get into this let's talk a little bit about how did people know how to interpret this information and so one of the first things we wanted folks to do as they walked in or as they we're learning about this online was to determine what area do they live in and you'll know what I'm talking about as we look at the map next but we walk them through on your phone for example how you could get to that location on the website where someone could type in their address and be able to identify what area of the district do they live in there's certain things in this process that are not changing where they reside does not change so if we can get people to understand where it is that they live what area is that related to then they can follow along as to what the resulting impact these scenarios may have upon them as an individual family so this is the map that everybody saw when they first walked in and saw the table or went to their tables and as you can see this is a map of our district with the red lines indicating what we call areas each of these areas have a number and there's over seventy seventy attendance areas that you see noted here with that number then you'd find your address that number then would tell you what area you live in the area is not changing but which school the area is assigned to May and that was the point of this process so then we moved into sharing with folks now that they knew their area what does the map look like for the first scenario scenario a so I'd like to walk through a little bit about scenario a there are two things both scenarios let me start with this both scenarios actually are very similar in nature for these facts we know that in both scenarios MW savage attendance needed to be shifted to a different school of attendance we know that was true also of Sioux Trail Elementary and of Metcalf middle school we know that in both scenarios areas number 14 and 22 23 and 25 and area 30 31 and 76 were all shifting in both scenarios shifting very similar there's no change between a or B but they are shifting from where they currently are and I may have failed to mention this but in this whole process every student was sent to their home in our software which means if they did have a variance or they do have a variance excuse me that variance for our purposes was out of the picture and they were sent to their home and that's where they were accounted for as our starting point so as we look at this all of the information that we used in our metrics are based on that residence okay so with that having been said the residents having then shifted for those seven neighborhoods I just mentioned along with MW savage and Siew trail what we have as a result is in the lower right corner so this map is color coded by school and you will see numbers then behind it the lighter blue numbers that you see are the areas that are shifting while the black numbers are the areas that do not have a change from the current for attendance having said that then you will note also that area 58 which is up in the upper right corner right along the top edge and it's purple and it's yellow at the same time let me see if I can I'll move the mouse over here for those viewing so these two right here are actually one area to begin with but there is a power line that goes right through here that's right behind the sutorius school this would seem to be a good line for us to use in our process to be able to address the difference between scenarios a and B which I'll speak to next scenario a has the Sioux Trail Elementary School population moving to two different elementary schools Ron and William burn and in order to do that we needed to take 58 area and actually create a line of that has one side the north side they're heading over to Ron in purple and the south side heading to William burn in yellow so that's the significant difference between a and B having done that with a it pretty much allows all the all the students then would be just in those two elementary schools of Ron or William burn okay as we move now to a scenario B map looks fairly similar especially on the left side of highway 35 but as you look over to the right side of highway 35 over the east you will see here that both 58 a and B that we were just discussing in the upper right corner here they are both the same color and that is the same color as the sky Oaks Elementary so in this scenario Sioux trail families would go not just to two Elementary's but instead to three different elementary schools if that's done then it does require that there are some additional areas neighborhoods that are impacted as well that are in sky Oaks currently that would then need to shift over to William burn so you see areas I believe 38 45 46 and 47 impacted fifty-seven as well okay both maps were provided in paper copy a on one side B on the other color-coded as you see them here and families were able to then take their area number and I and find which spot they are in if they're impacted on area or scenario A or B then we shared with the public the fact that this these two scenarios who wanted to help them understand how do they compare so we looked at the various different factors we've chose three main factors out of our matrix to bring forward so that people could claim or clearly understand as they most aligned to our goals and requirements the first of which is our students of color and so this graph was used to show that the there are three bar lines for every elementary school the eight new elementary school is opening next fall Guinean pond is in blue you see the current information whereas then you see next the option excuse me scenario a and then the third column over that's more gray is scenario B and so as you look at gideon pond for example you'll see that currently our students of color are just under the seventy percent and under both A or B you see how they compare to each other just above the seventy percent line this graph also allows you then to compare from one elementary school to another elementary school and see what shifts or adjustments might be represented I would point out now in the lower right corner we started out with a forty percent difference between our lowest percentage students of color at a school compared to the highest and so with scenario a we bring that forty percent down to nineteen percent or nineteen points under scenario B we bring it to thirteen the next slide talks a little bit more about similar type graph but it talks about socioeconomic status so here again the blue being current the red being option excuse me scenario a and the gray being scenario B it's a comparison of our free and reduced eligibility across the schools and comparing the current to scenario a and B currently we start out with a 49% difference between our lowest and our lowest percentage free reduced eligibility and our school with the highest percentage free reduced eligibility we can bring it to 21 percent difference in scenario a and under scenario B 18 percent keep in mind again we're working with everyone back at their home residents when we're comparing a and B okay as we move to the next slide then we also focused on what about building capacity what's gonna happen there so this building capacity is showing then what the capacity would be under current scenario a and B for each of the different elementary schools here again you can see that currently we have a range from 64 percent to capacity to 107 percent capacity and under scenario a we can bring that 277 to 94 percent as the range a little little tighter and under scenario B we have 72 94 percentage range then we told our talked to our families about our middle school scenarios as we mentioned earlier our goal was to make sure that every elementary school was going to then be moving towards the same middle school whichever that might be and so with that in mind as we looked at our elementary scenarios that we had created we then began to look at how they compared to the middle school scenarios we had created as a design team and realized that a and B which I I may have not mentioned but back here on the graphs you can see they were numbered 83 and 75 those are the number of different scenarios that we work through as a design team and with that having been said the to that rose to the top and met all of the metrics that we were talking about 73 and 85 said very they had exactly the same areas attending middle schools so since they were alike and they matched very well we then took a look at what about what about was the map look like and then what do those same areas of interest look like so this graph is trying to show the racial balance the economic balance and the capacity similar to what we just talked about for Elementary's but in this case you're gonna find that on the left side of the screen is our current ego Ridge Middle School and Nicollet middle school current on the Left yellow being the bar for our racial balance purple being the bar for our economic balance in green being the capacity and then you can see what that looks like then under the one scenario we have for middle schools since both a and B for middle schools are the same and what I'll point out they there is a eight point excuse me nine point difference for our racial balance to begin with which comes down to only two percent difference to a point difference under this scenario and then for economic balance you will find that that goes from an eight percentage point to two percentage points our capacity you'll see the green bar shoots up for both of them as we are closing a middle school so going from three to two does result in a greater capacity of and use more efficient use of those of those buildings in both cases you'll see we're still under 100 percent we then moved the conversation to providing us information so our public had an opportunity to ask questions we we gave the answers for those that we could for those that we couldn't we asked them to write them down and then with that information we asked also what questions do they have what what is the reaction to this and the process and what needs what needs clarification we also asked for what suggestions do you have and so with that information being gathered we had a white paper sticky paper on the tables everyone wrote on those and then they were photos were taken of them and in addition we scribed them into a Google Doc so what you find in the next slide is the links to those photos every one of them and the link to the reactions questions and suggestions that were then organized by us under themes and with that I want to show you those themes so we have a few here listed variances what will be allowed moving forward and what preferences may be given and to whom transportation was another theme that you saw quite a bit if you read through everything a lot of it is not so much about cost does it can be just more about what's the length of time that my students going to be on that bus and what does that mean for them and we're gonna continue to transport high schools from middle school as a bus stop and is there any added cost programming there were conversations there on the on the paper or I should say notes comments concerns about magnet schools if we're going to restore cuts if there's new programming quite a bit of dialogue around the tables around transitions how is this gonna work truly I think people are coming to that understanding of the why behind all of this and that's something that we were we spent a lot of time just talking with people and making sure that they they understood what it was that that we were talking about and what it meant to them and then kind of sharing what they felt and underst had questions about and then staff assignments is another theme wondering also about support for for various with a higher population the concern being do we need more support and then the boundary design process just as it is you know any pros or cons to either of the scenarios on class size concerns was mentioned with all of that information now made available both to the public and to you the conclusion of this process at this point in time is to bring to you this report and our next step within to bring to the next board meeting February 6th a recommendation for the boundaries to be determined by the board so that we then can begin our process of implementation that concludes my report thank you very much Lisa board members I'll open it up for questions and comments director shots thank you Lisa you said at the beginning you know a little bit of work you know but a lot of work so so actually I just have a question but so that option a is labeled 83 and option B is labeled 73 those were the numbers of the scenario that were chosen right in our software each time you create something new for under the planning mounted module it just adds to the next number okay and so so how many total scenarios were run do you know we had 83 different counted scenarios on the system so this is they this isn't the 83rd scenario this is 83 - it is Oh got it okay so it was a cumulative yeah it's the cumulative number I really I wasn't really clear about how that how that process work that way we we we attached it to the scenario A or B simply so it was easier for us to make sure we had all the right data and everything's kind of the same you know right yeah purposes of archival okay super that's that's very helpful but that wasn't clear if that if it had if there was 97 that had run in 83 turned out to be the 186 in total but 83 and 75 were the ones that rose that was actually thank you that was actually my I think youth great thank you any other questions or comments dr. Miller just for thank you again for the work I'm and and to the whole team and the lack of questions is not I you know many of us attended a lot of these meetings and stuff and I've seen this report a number of times now so I feel comfortable with the information that's out there but I know a lot of work is done in this so thank you very much thank you any final comments director Chester um I just wanted to say that I appreciate all the feedback that was accumulated and the voice of the community especially with the parents of the schools that are closing to have their perspective and their priority of opinion in terms of which scenario that they were most moved by and that's something that it has been valuable for me so thank you anything else I just had a couple of things yes I want to concur with with what everyone has said that you and your team and and mr. Christiansen have really done an awesome job pulling a breadth of information together for us and preparing for this and reviewing all of the images and all of the feedback and all of the themes has been really informative at least speaking for myself one question on the point differences between the two different the two different options am I correct in understanding that really if we had to fall slightly outside of that 20-point recommendation the socioeconomic status it gives us a little more there's a little more wiggle room from the state with that as opposed to the student the balance of students of color yes the state was very clear about the fact that we cannot create racially isolated schools in this process and so the key focus from their perspective is of the racial equity okay great thank you and then I guess director Miller I agree I this information we've seen this and reviewed it it heard the presentation quite a number of times and and having I attended probably well we attended probably all but a couple of the meetings and it was just really great to see the turnout director Chester you pointed it out that you know we had families from across the district whether they were impacted thankfully we were hearing from the families from the schools that were that were closing in from the areas that were being impacted and we had probably more more participants in the spanish-speaking side of the evening than we did on the english-speaking side of the of the presentation which being on the board for seven years it's it's just really great to see that that level of participation from across the board among all of our families and and the the feedback from the families really has been you know loud and clear what what families are concerned about you know they're concerned about okay what can we do to try to disrupt as few families as possible and specifically within the close schools because they're you know they're carrying the the burden there in addition to the other schools that maybe are experiencing shifts of their students and so certainly the families have been heard and and the themes are just wonderful to be able to read and and I just want to thank everybody for their participation because I feel like this this really was a whole community effort and and we have we have we have a lot of information to base our decision on so thank you very much next I don't believe we had any committees meeting between our last meeting and tonight so I will turn to any other outside any assignments outside of the regular standing committees if anybody has a report director courier Thank You gerald I have three quick ones here the association of metropolitan school districts am's St the January meeting of a MSD was held on January 10th the two major takeaways which you can access on a MSD org website where the a MSD position papers and school board renewal of an operating referendum and tierd teacher licensure and a presentation by dr. Thomas Kottke MD any anti-crepe Eck master in public health vaping what to do which if you recall here we talked about and then it became more apparent in the news media so thanks to our student rep who raised our awareness on that topic also I encourage board members to consider attending the February 7th a MSD meeting it's the annual legislative preview meeting the start time is a little more reasonable it's a 7:30 a.m. start but from 7:30 to 8:00 o'clock it's mixing and a continental breakfast and it goes until 10:00 a.m. legislators are invited to the meeting and the agenda includes an a MSD presentation comments by Education Commissioner Mary Katherine Ricker a legislative panel presentation by rich representative Cheryl you Hakeem representative Sandra Erickson senator Carla Nelson and Senate Senator Chuck we're followed by a concluding question answer session by the way so that I didn't mispronounce the last names representative you Hakeem and senator Wiger I did how do I pronounce search of their names using their titles both the House and Senate have a pronunciation chart of their names so if you see a name of a an elected official that you don't know how to pronounce the charts are there so that concludes my report on a MSD 917 just a reminder to the public and fellow board members for in-depth information about 917 meetings programs and activities please check out their website ISD 917 k-12 mn/dot us slash home the January 9 17 meeting was held out in the seventh besides regular business items Superintendent Mark Susak made a presentation on planning and staffing to meet the needs of our member districts the presentation covered the 917 planning for the next three fiscal years and beyond planning for growth especially in special education was the core of the plan and the hall-of-fame report the committee met on January 13th we have a new nomination form to capture a bit more information before we contact the nominees for a more in-depth interview the new form will be up on the Hall of Fame website by this coming Monday to get to the Hall of Fame website use the search option on the ISD 191 dot org site a reminder that if you have nominated someone and they were not selected you can rename innate them for reconsideration also let me simply say we have amazing and accomplished graduates here's a way to showcase them to current students in our school community and that concludes my report thank you very much any other reports right then we will move to the business part of our meeting turning to the consent agenda although board action is required it is generally unnecessary to hold discussion on these items in the event a board member wishes to discuss an item that item will be moved for separate consideration is there anything that board members would like to set move for separation all right I will take a motion to approve the consent agenda so moved moved by director Chester second seconded by a director Miller all those in favor of approving the consent agenda please signify by saying aye aye opposed nay and the motion carries next with new business I would like to invite Stacy Sylvan executive director of Human Resources to the speaker's table we are being asked to approve the proposed revisions andreadd opt the unchanged language in the 2019 to 2021 collective bargaining agreement with the Burnsville food services Association and ISD 191 welcome Stacy evening Cheryl dr. battle board members bringing before you an agreement proposal with foodservice folks we began meeting back in July wrapped up in early December they voted last Friday before they went home from the snow but they did pass the the vote we have a two-year agreement with them the primary language that we worked on this go-around was working on layoffs and bumping around seniority to kind of clean that language up especially with taking into consideration the closing of buildings also we modified language when long term disabilities that was a pretty straightforward conversation once they saw the real benefit of that and accepting the language as as the previous units have also accepted so we're moving forward with that also we're looking at a two-year increased cost of $157,000 with an MSB a package of 6% again this is primarily funded out of Oh to fund Oh to not sure fund one and also the MSBA package will always look a little bit larger for this unit because their base is so much smaller than than many of the other units thank you and the recommendation is that the Board of Education approved the proposed revisions and re-adopt the unchanged language in the 2019 to 2021 collective bargaining agreement with the Burnsville food services Association and independent school district 191 is there a motion moved by director shot second second second by director courier questions hearing none all those in favor of approving the recommendation please signify by saying aye aye opposed nay and the motion carries and staying with Stacy for our second item we are being asked to approve the 2020 pay equity report the pay equity report is due every three years all public entities are required to do a pay equity report on those three years with the purpose of determining that different work groups at that agency are receiving equitable pay for the type of work in which they do across genders male and female okay again this year we have passed the test it is a three prong statistical test I've given you the numbers I won't read through all the different paragraphs it is getting a little bit tighter for us to pass but we do keep an eye on that as we do our settlements to make sure that we don't have any one group outpacing another group in the process but I am pleased to say that once again we have passed this test it will be submitted by the end of the month with your approval great Thank You Stacy I'll take a motion to approve the recommendation moved by director Miller second seconded by director Chester questions or comments I had just noticed the same that were a little closer in passing the the report so that was just interesting to note so thank you for pointing that out all those in favor of approving their Commendation please signify by saying aye aye opposed nay and the motion carries next we will adjourn to a workshop where we will be receiving information on open facilities revised FY 20 but and FY 21 budget assumptions I will take a motion to adjourn move by director Schatz second seconded by director courier all those in favor of a journeying please signify by saying aye aye and we are adjourned we'll take five minute to do the