##VIDEO ID:aQApiFyhscc## I'd like to call to order the um let me figure out what today's date is November 19th 2024 business meeting of ISD 622 I'd like to call our meeting to order first um up is uh the Pledge of Allegiance flag of the United States of America and to the Republic which it stands one nation under God indivisible with liy andice all right first up we just have to get um an approval of the agenda could I get a motion and a second to approve the agenda so move moved by Livingston second second by Martins um so that is approved do I have to do we have to discuss I always forget okay any discussion okay um all in favor say I and all opposed say nay all right um the agenda is approved um next up is our public comment so this is an opportunity for the public to comment on items speaker shall register by completing the public comment signup sheet they'll State their name they and they'll have between um two and four minutes depending on the number of speakers to speak on a topic the public comment section of the meeting meeting shall last no longer than 30 minutes um we do have some speakers tonight so um and I will call it based on how it's listed here um and each um speaker will have may you said three minutes okay all right so uh first up is Jenny Cook okay yeah um and just a reminder um so we don't follow up we don't respond right away but we'll follow up after the meeting so okay um so I'm Jenny Cook but I'm actually reading a statement from Deborah Toronto who is a par educator in the prek program at Richardson I'm a parah uh but I'm at Justice alen page so Deborah says I have been a par professional in the district for 18 years this year it saddens me that after all the years of service through covid and Staffing shortages that the district would change how we get our time off my sick time is crucial to me as I have two small children I don't get to use my time for me I use it for my family the district making us acrw time each pay period is making it so that I have to choose between work or my kids being paid or going unpaid and wondering if I can truly afford it I ask for you to please give us our time upfront so that we can afford to be home with sick kids if we need to and for us to not have to come to work sick and for your staff to know that you do care about us and the work that we do thank you thank you um next up I have Cindy Swain Schoolboard superintendent and cabinet good evening so remembering back to when Christine first came on as superintendent one of the very first things that she did was take time off to go to her daughter's 15th birthday celebration her motto was family first after more than 23 years of frontloading our sick time suddenly HR decided not to frontload Our Sick time now Paras cannot take care of their families or themselves they cannot and if they decide to they cannot pay their bills they have children who need surgery parents who have passed away parents who need care all the illnesses that go around schools including about of Co and new babies being born all these things come out of our sick time that is not there and at one day per month will not be there until June a good Recruitment and retainment Tool I think not Families First only for some as a district you should be ashamed of yourselves and as a board if you know about this and approve of it you should be ashamed of yourselves too we are not valued or cared for as a district you cannot recruit and retain us so you hire our workout to a staffing agency Sun Belt and their contract states that you pay their employees sick time you should be ashamed that you pay for non-district employees sick time but are not paying for your own employees and leaving them in the Lurch having to choose between care for themselves and family or being able to pay their bills stop diminishing us and our contract we deserve to have dignity in our work thank you for your time oh I'm sorry I like to present this to the board okay thank you all right so next up we have Adam is it Horwath um hello my name is Adam I am 23 years old and I'm a resource perah at North I'm also a proud North graduate in 2020 and was um a student in 622 um kindergarten through 12th grade um I'm here to briefly talk about how my experience last spring would have been different if I was not granted sick time and the hardship ahead if we don't get any moving forward on Saturday June 1st of this year I spent a night out with my partner in Downtown Minneapolis as we were walking back to my car from the bar we were randomly attacked by four men I ended up with four fractures underneath both eyes swelling on my face back pain and the entire right side of my face was numb a lot of this numbness was still there up until last month needless to say I could not return for the last three days of school for finals week um I was thinking a lot about the students and my colleagues because I very much enjoy and take pride in my job like a lot of the people here hence the reason we are here tonight um I also thought a lot about money and I had no idea what I was going to do um because I an the average person can not afford to miss 3 days of work and go unpaid so I'm pretty lucky that I had the sick time available but I think about how I would not have it today I think it's important to acknowledge two our Import in the schools as peras I sometimes catch myself saying to people when I describe my job that I'm just aah in which I get a response of just aah you're an essential piece of the school running properly however things like this taking away our sick time and having to even be here tonight makes us feel like just Paras turnover for peras as high as it is already taking the way the sick time does not help hire new ones or keep the ones we already have when we just keep going down the hierarchy of importance we have lives and things to pay for like everyone else and we need sick days off getting sick which is a universal Human Experience should not Define anyone being behind on bills because of their job I work two jobs and a lot of other Paras and Educators alike work two jobs we should be worrying about recovering not whether we can put food on the table gas in our car or we can pay medical bills if we're sick enough for hospitalization or office visits like I was in June so I am asking on behalf of myself and others for you all to step up for us and fight alongside us and not against us we expect to be treated fairly by the school and district and with the respect that we put into our jobs um so thank you guys for being here tonight and for listening to us speak um and then up last is it Al alela alela Pierre Lou Louie I'm just grateful I get the opportunity to speak tonight and I wanted to say that I know everybody is coming from a lot of different backgrounds but I just want to share my story um I've come out of a very difficult um family situation and dealing with Abus of parents and I'm on my own for context I'm just 18 years old so um I have currently don't have their support right now and um my plan is that I'm going to be saving up money so that I can go study abroad and um I'm going to be studying in Italy and pursuing my dreams and moving there permanently but um not having that sick time front loaded has made it really difficult because it keeps me trapped in this situation where I still have to deal with the kind of aftermath of escaping the abuse of my parents and then also kind of still dealing with well I have enough money to support myself when I do go abroad being in a new environment and just survival is just something that's been on my mind and has caused me a lot of panic and I would really just appreciate if you would just humbly consider a request and the stories of everybody here and not just me but our all of our voices and how we all have our unique struggles and that everybody here is a person thank you thank you everybody um and just like I said before if you requested a response we'll um get back to you so thank you all right um next up is the consent agenda this consists of routine items that are acted on in a single Consolidated motion without board discussion board members have the option of pulling items off the consent agenda if they wish to discuss them or consider them individually um on the consent agenda is the minutes of October 22nd business meeting the minutes of the November 12th special meeting minutes of the November 12th work study session routine Personnel bid award bid calendar change orders and dispersements um can I get a well does anybody want to pull anything off okay um can I get a motion and um a second to approve this I moved okay moved by y yanner good seconded by Nardi um any discussion all right all in favor say I I um and I'll oppose say nay all right um the consent agenda is approved um and then we have now our reports uh first up is our uh student School Board Representatives all right I don't have too much today um some of the same stuff as last time so our winter sports have officially kicked off so I know they've all been hard at work um I'm excited to see the basketball games this year and all that stuff um our play Anastasia just finished its two weekends uh I just saw it last weekend it was very good I was very impressed with all the talent I am every year uh coming up we have a salt conference I think I mentioned this last time I still don't have too much information but it is this Thursday so next board meeting I'll have lots of information but I'm really excited there's a lot of uh Juniors and seniors from North attending this so and then if this sweatshirt is actually from a fall Forum that I went to at craigin which is um I was part of student council and I had so much fun I met so many new people and I got so many new ideas for our school and I'm super excited about that uh upcoming this Friday we have Coco and cram because it's finals week next week and we also have cozy for cause which NHS is promoting right now which will be us uh collecting money to make thae blankets that we can then give to people so yeah and then my personal update is I was accepted into the U ofm all right first off hi it's been a while um so for Tartan I mean she touched on it nor started it uh Coco and cram Coco and cram is a is a space where students are able to get help after school um we used to have a thing called Titan Academy that got taken away this year because of the absence of the library so a lot of students teachers have been talking about an abil or the ability to reach with students after school and they have the ability to retake tests and get any extra help like I touched on um other otherwise we got fall fall Sports completely wrapped up uh swimming season uh wrapped up last week no qualifiers unfortunately uh girl soccer suffered a defeat and um quarterfinals to Woodbury boy soccer same same thing football ended in the section finals was defeat to Craton durm Hall uh and guys and girls tennis both wrapped up their Seasons uh winter sports also just officially kicked off we had girls basketball uh trouts last week teams are completely made uh boys basketball triy outs ended today which is where I was I was late um uh guys wrestling started up today and girls hockey has played their first three games one and two and uh they they host EAS Ridge tonight I'm pretty sure after the merderer with Gentry uh guys hockey trials lapped up last week and they held their annual scrimmage Fest this this weekend that's all I got congratulation on being uh accepted at the U ofm thank you yeah um what's going to be your major um well the major I want is engineering so I was acceped to the engineering program there but um I'm not sure that's where I'm going to go yet but yeah okay yeah what you said what's your goal school oh uh Purdue okay yeah that was her question you already wrestled with the microphone well that's good thank you so much um we're going to move on to the superintendent all right thank you and good evening um this evening we have two items to share with you and the first is and I've got some members of our team ready to present to you the first is actually hang on one second here our achievement report followed by our achievement in integration report um achievement report is as as Amy is getting set up is basically a follow-up W up from last year's world's best Workforce um goals and how we did on those thank you guys and um also um the achievement and integration report is the program by which we get extra funding um related to basically integration desegregation and so you'll get an update um from director lyf about that one as soon as we finish up with uh Dr luckner and her re report and again you had a long version of this last week so it's going to be a little bit shorter than that but um as a reminder all the slides from last week and this week are both in boardbook and online for anyone to read as well excellent well good evening chair Yang and members of the board and superintendent Chio Soro and cabinet members um my name is Amy luckner I'm the director for research evaluation and assessment and I am here to tonight to give a review of our achievement report um as superintendent tuio Soro mentioned we did the full kind of detailed report last week at the studies session and so our purpose tonight is really to focus on um highlighting kind of the world's best Workforce goals and progress that we made and of course both presentations are available uh for further review as well so our agenda tonight is to look a little bit at our enrollment data who we are as 622 as well as our student attendance and then we'll go into our goal areas for ready for kindergarten our academic goals as well as graduation and College and Career Readiness the work that we're going to talk about tonight or the progress we're going to talk about um really aligns with kind of two key areas of our strategic plan and that is the academic achievement and graduation and post-secondary um work as well so you'll hear a little bit more about those so I do want to give you a little bit of preface here uh this report is primarily a world's best Workforce report which is the plan we have for last year but there was a change in the legislation uh this past spring so you'll you'll probably hear me mentioned especially towards the end um also that world's best Workforce is now becoming the comprehensive achievement and Civic Readiness Plan so you hear about both of those um but the process we have for both plans is we first kind of review our progress and and create our goals with our 622 advisory committee and then we have our full discussion with the study session last week and our review tonight and fer reference there is the committee list from our 622 advisory team in addition to this achievement report we will be having um additional presentations throughout the year from each kind of level uh so Middle School would be coming in December High School adult basic get adult programming um Elementary and early learning and there's the calendar for you and with each of those presentations they will get into more depth about the strategies they're using at that level to work on the goals that we have um for within our strategic plan and for each building so we're going to start with our some of our enrollment data who we are as 622 and as we get started I wanted to um share some highlights a quick video highlights of our students uh because this is really who we are and who we are here for [Music] all right so we as you saw in those pictures have a a diverse student body that we're very proud of um this show is kind of our enrollment again we're primarily reporting on last year this is for last school year I mean you can you can see the diversity of our student there on for comparison we have on the right hand side the state as an as an average I think what's kind of interesting to see though is also see our student enrollment across time and so you'll see in on this um graph kind of almost the past 10 years of our student enrollment and broken down by different student groups and so for example the it starts in 2014 2015 and it goes all the way through last year and this is the % of our total enrollment that fall within each of these groups um so you can see that there has been a change in terms of percent of that identify as white as well as a change in the the percent that identify as other racial and ethnic groups there as well we also have students who participate in different programming in our district on the programming is that we often look at um our our English learner or multilingual programming our special education programming uh students who are eligible for educational benefits like free and reduced lunch and students who um are receiving services for homelessness the dark blue bar in each of these graphs is the our percent average the percent of our our students who um received these programs last year the light blue bar is the state average for comparison and we can see how this has changed across time as well um in this graph so again uh these show this graph shows um the past about 10 years and you can see the change across time I'll highlight two of them so the blue bar at the top is the percent of students who are El eligible for free or reduced lunch and you can see that um in 145 we had 51.8% there was a dip during uh 2020 2021 because of covid and and how that was reported um but most recently in 23 24 we had um 66% of students who had identify for educational benefits like free and reduced lunch um and so that is um a change there across time you'll also see um that there's a change in or a noticeable change meaningful change in the percent of our students who are receiving English learner Services um and so we went up about seven percentage points there over the cross that that's the gry line over the cross the last um 10 years as well oh we also have a ver number of Home languages that our students and their families speak uh last year uh we had officially anyway 68 languages um the top languages are shown there and so that's uh really exciting um and a great source of talent in our district so the next little section we're going to talk about is student attendance and the reason that we focus on this is that um attendance is really a foundation for student learning and graduation and so that's kind of a key um a key indicator for whether students will be able to benefit from schooling and um be College be have Civic Readiness and a comprehensive achievement the uh there's a lot of ways that you can look at attendance one of the things that we've been really highlighting in our district for the past couple years is chronic absenteeism and so this is showing the percent of students who are absent 10% or more of school days and the reason that we look at that that particular indicator is that's been shown to be kind of Highly predictive of um decreasing the likelihood of graduation decreasing the learning that students um are able to benefit from so that's kind of one way that we've been looking at it so what the this graph shows for us is the percent of our students who meet that criteria of missing 10% or more school days the darker orange bars are from the 2223 that was kind of the first year was that it was a primary focus for us and then the lighter orange bar was the past year 2324 um and so you can see overall that the percent of students who were absent 10% or more school days decreased for us between those two years by about 2% points so from 30% to 28% um and so that is also showed here just in terms of the raw numbers so we saw about a 100 fewer students who were absent for that um signicant period of time for us it's about 17 or more school days that would uh fall on that 10% of school days range um but we still have still have a number of students who are missing a lot of schooling we have broken it down here by grade level and so you can see in these next slides the the graph on the left is the actual number of students um the dark blue the blue bar was the 2223 the green bar is 23 24 so you can see the change across here and then the graph on the right is the same numbers but represented as percentages and so this is our elementary graph and you can see some of the some of what we highlighted before is that in elementary school a kindergarten was a grade we were very focused on because they had a pretty uh relatively high percentage of students who were chronically absent and we saw some great Improvement there um and and every grade we saw some some decreases in the number and percent of students who were chronically absent this next slide shows Middle School grades um again comparing 2223 to 23 24 and in this case we saw an increase in the number of students who were chronically absent between 20223 and 203 24 and then on this slide we have a high school by grade level um and then you can see for high school we did see an imp uh decrease across the two years although the overall level is still the highest of our of our um three breakdowns if that makes sense so there's Improvement but we still see kind of the a high level for example in 11th and 12th grade of the number of students who are chronically absent so these are things that our buildings are working very intensely on um and every school and program have specific goals related to uh attendance um and absenteeism as part of their school Improvement plans and those plans are linked at the end of the presentation all right I'm going to go into now our um goal areas uh the first area is that all students are ready for kindergarten the way that we have been looking at that is we have a district screener that we give all kids um at every Elementary grade level but including kindergarten in the fall um it's part of the fastbridge assessments that you may have heard of the ones we're going to talk about here are early reading and early math and so what we're looking for is to see what percent of our students are showing that they're meeting a bench The Benchmark for in this case early reading to say that they're on track for entering kindergarten so those are the kind of Gold Line the gold uh bars here for the past couple years of what percent of our students entering kindergarten were ready to learn reading um at at quote unquote grade level and we saw from 2022 2023 2024 we had 55% of students entering kindergarten on track um and then in this fall we had 47% uh so we had a decrease there I should note here that you do also see the winter and spring data for prior years but with this with this assessment as you might know the Benchmark gets harder across the year um and so to be on track um you have to continue to grow in the skills across the Year this is a breakdown for early math so that includes things like uh for fall kindergarten like counting numeral identification and some really basic number sense um indicators and here we saw for fall last year 23 24 we had 68% of students on track in early math or early numeracy and this year we had 66% on track so our goal coming into into La this last year um was that we would have 60% of students on track for reading and 73% of students on track for math I mean we did not we have not yet met that goal um as you saw and so at the end of the presentation I'll be showing sharing you our goals going forward here as well um some strategies that we're working on to to ensure that we continue to support our students in being ready for kindergarten it our strategies from our early learning Department uh so just a couple key things is that they are really focused on aligning their work their curricular work with kindergarten in our district um both in terms of the academic work but also in terms of preparing students to be ready for kindergarten uh in terms of their social emotional Readiness and behavioral Readiness as well we have a i we have about 59% of our current kindergarteners who've come through some form of our pre- programming so of course we also have welcome kindergarteners who are may or may not have gone through um Early Learning programming other places so there's kind of a variety of experiences that students have coming into kindergarten we're now going to focus on our academic goals uh specifically reading and math goals that we have I want to start talking um in terms of reading with kind of an overview of our MCA uh results uh the this is kind of showing some trends of the percent of students who are proficient on the MCA reading assessment over the past several years the dark blue bar is us as a district the dashed orange line is um the state average so you can see in both cases there was a drop between 2019 and 2021 um due to most likely to covid although we uh tended to drop a little bit more than the state and then we've kind of seen um now kind of a a plateau here uh both the state average as well as in our district for reading um between 23 and 24 we went down by about 7 percentage points um in terms of of percent proficient so it's pretty flat um so that's just the overview of all grades that have tested in Reading one grade that we focus specifically on on is third grade and I'll get to that in two slides um we also like to look at our reading our our data in terms of student groups so again this is overall reading um this is the breakdown based by student graay and eth ethnicity groups and so you can see the trends across time uh for all of our student groups we also have a breakdown um for students who are participating in different programming that we have um this breakdown is a little bit different so I'll talk you through it the solid lines there's a comparison here between students who are participating in the program and there are students who are not so the green lines for example are uh the solid green line are students who are who are eligible for free and reduced price meals or educational benefits the dashed Gren line are the students who are not eligible so we often look at the differences is to see how we're supporting our students who are in these programs so for one example in that example you can see the solid green line it's pretty flat over the past couple years um whereas the dash Green Line students who are not eligible for free and reduced price meals we've seen a little bit of an increase and so that's something that we pay attention to and work on addressing one area that we focus on specifically for reading is third grade reading that's often the transition time from learning to read to reading to learn you've probably heard that phrase before and so it's really important that our students are proficient in Reading at that point so that they continue to benefit from learning moving forward in this case we also look at our district data which is uh fastbridge this is a reading which is kind of a general screener for reading skills we're looking now at the end of third grade so this the purple bar as the spring data what percent of our students are on track um a meeting Benchmark AC according to this assessment and this past year 53% of our students were on track so that was um lower than we expected and so uh we're continuing to work in that area and I'm going to invite Heidi Lee the director for teaching and learning to talk a little bit about some of the work we have going on focusing on reading thanks well good evening chair yang members of the board superintendent toio zorio and fellow cabinet members um I've been here before to share this exciting shift that we have made in literacy and so we've done a lot of things the last couple years so to highlight last year we implemented a structured literacy framework we shifted from a balanced literacy framework to a structured and implemented a new K5 literacy curriculum amplify uh core knowledge language arts the acronym is ckla and 120 Minutes of explicit literacy instruction K5 we continue the implementation of mtss which is multi-tiered systems of support which allows for daily uh what I need time when time is often what it's referred to and what this allows is that students receive what they need it could be intensive intervention remediation continue practice or even enrichment we've last year all of our teachers also engaged in um the science of reading PD on a smaller scale and also learning around how to implement that ccla resource and most importantly is that our grade level teachers are talking across teams with Advanced academics intervention teachers MLS special Educators to make sure that they're making those um data- driven instructional decisions so that work continued into this year a bigger lift is that all of our prek through fifth grade teachers are participating in the read act professional development so all prek uh teachers are engaging in letters for early childhood Educators it's very specific to them and then K5 classroom teachers ml uh special Educators Advanced academics intervention are working on the core online language and literacy Academy core olola for short it's an intensive training but the feedback has been actually really well received it's just been a heavy lift for our Educators who are working every day with implementing a really robust literacy and then again year two of amplify ccla our mtss framework and our data discussion so I look forward to coming back next year with great outcomes thanks thank you okay we're gonna move on to a couple highlights for math um this is a kind of just the overall big picture uh this is our scores from MCA U math assessment the percent of students who are proficient over the past several years again the Blue Line Is Us the the the orange dash line is um the state as an average and you can see kind of again that that Co dip and then kind of a a plateau um we did see a very slight improvement in our overall math scores um where we moved from 29.3% proficient in 2023 to 30.2% proficient um in 2024 so that's a gain of about 0.9 percentage points which is um basically flat but but um something that we continue to look on what's important to know also know about these overall pictures is that as we've dug deeper we do find um areas where we have seen some growth uh at specific buildings specific grade levels and so we do dig deeper to really see where growth is occurring and how we can leverage that as well so here is the breakdown by student race and ethnicity group you can see the trends across time and then here is the breakdown by a student program groups um I'll just highlight one thing again the green lines again are uh students who are the solid green line students who are eligible for free and reduced lunch and educational benefits and the dash screen line are students who are not eligible for um educational benefits and you can see that the solid green line we saw um a slight Improvement um but that the dashed Green Line the students we see a little bit difference where there's a little bit more um Improvement across the past couple years there as well so again we continue to focus on how we can support all of our students for math one key area that we focus on is eth grade math um and to see how our students are progressing and getting ready for more of the content specific math that they engage in in high school we again look at our district assessments um we did have a change at Middle School in what how we monitor our students progress with our district assessment and so the data you see on the left is from 2223 and that's when we were using nwaa map growth assessments and then on the right um in order to align with with Elementary School we last year um switched to fastbridge a maath there're similar assessments um but I just wanted to acknowledge that difference and that change and we see um that again we're looking here to see how what percent of our students are on track in math at the end of 8th grade so we're comparing Springs across years and last year we had 40% of our students on track and math according to the fast Bridge assessment our goal going into last year was to hit the 50% U Mark of students on track so we're continuing to work towards that and I'm going to invite Courtney McCormick up to dor of post-secondary writing to talk a little bit about strategies in this area Sher y members of the board superintendent tuoro fellow cabinet members um as you look at this slide you can see our progression from our strategies for 2324 and how they moved into the 2425 school year so we have our aligned middle school math curriculum which is illustrative math and that's actually aligned to our high school math as well we are 611 is the best way to think about aligned math curriculum in for our core resource in addition to the aligned math curriculum last year we focused on common assessments this year that that continues into content specialist L PLC work focused on student data and the intended level of rigor of our Minnesota State Standards so you see the progression of the work that we do to continue to support also we're looking ahead to new math standards at this time we have a commissioner approved draft of the 2022 math standards so we don't have a final implementation timeline but it's projected to be the year 2728 thank you thank you excellent so for um the those academic goals um we were highlighting the goal areas related to world's best Workforce um but for more information I do refer you to the full report that we gave at the study session so if you're looking for more academic uh information we're moving on now to some of our um graduation and kind of post-graduation Readiness goals so for graduation which is kind of our ultimate goal here we want our students to graduate and be successful in life postgraduation um we look at kind of two different things the the primary one that you probably anticipate is the four-year graduation rate what percent of our students are graduating on time the uh those are the two bottom lines is the foure gradu uation rate the dark solid blue line is our district and then the dashed Gray Line is the state average and so you'll see that in 2022 we kind of had a we matched the state at 83.6% and then 2023 which is the most recent data that we have for graduation uh we um dropped a little bit to 81.5% uh so that's our fouryear graduation rate graduation rates don't come out the official ones in until the following spring so we're looking ahead to our 2024 data coming out um in end of March or April and we'll be able to share that then the other thing that we look forward though is that when we look into four-year graduation rate and who maybe did not graduate in four years there's a lot of reasons why students may not graduate but some of those are because um they're continuing on for programming so that would include our transition programming um ml students often continue on for additional entitled programming uh also students who are receiving special education and so we also look at our seven-year graduation rate which is what percent of students continue on and within seven years then graduate have with a diploma and so still having that kind of Readiness for the world uh it is a so this the top two lines are the seven-year graduation rate but that does capture students who would started in 2017 you know and then we have the group that grad uated in four years which would have been 2020 but it also then includes the students who then graduated in 5 years 6 years or seven years um going forward so within seven years then we had 90.6% of our students graduate um so that is higher than the state average of seven-year graduation rate which is 89.1% so we're seeing a lot of our students continue on and gr still end up with a diploma um and skills for uh postsecondary life we do look at this broken down by student groups so you can see here a comparison of our graduation rate again this is 2023 um and then next to that you'll see the state uh graduation rate for the same student group uh this is kind of the similar information but across time for us as the district so this is the graduation we for students broken down by uh race ethnicity um two things I'll highlight for you because there's a lot of lines on this graph um but if you look at this um dark like the kind of middle blue bar that's our students who identify as having two or more racer ethnicities so our multi-racial students you'll see that we really see continue to see that increase across time where that now they actually have the highest um percent of of students graduating with within this group of stud students so that's something that we're that I think is exciting um we also see the kind of maybe purplish looks like purple U darker purple bar here line here and that's our students who identify as black or African-American and there we can still we also see a great trend line where it continues to increase every every year this is our graduation uh data broken down by program group um the other important information as I kind of highlighted here is there's a lot of reasons why students may not graduate in four years some of those reasons are they're continuing on and then some of those reasons are they they might drop out and so you have to flip your your view here a little bit and think about now we want to be lower this is our percent of students who drop out so we want to be as low as possible there and here we can see that we are um in a good way lower than the St average of the percent of our students who drop who officially drop out so last year 3.9% of our I'm sorry 2023 3.9% of our students dropped out um versus the state average which is 4.5% so fewer of our students were dropping out of of high school those who didn't graduate more of them were continuing on for additional programming and learning and this is the breakdown of the dropout rate for 2023 um so our progress in terms of students graduating again is that um 81.5% of our seniors graduated in 2023 and we'll talk about our goal moving forward in a few slides so our last area is in addition to graduation we want to make sure our students are College and Career ready um ready for the world and so we look at that this is criteria that was developed to get together um several years ago with 62 advisory that we continue to monitor what we're looking at is students who graduate in four years because that's a key indicator of being College and Career ready is graduation and that also have demonstrated skills for post-secondary life um by doing one of these things either they've earned a college credit or an industry credential while they're here um they've scored three or higher on an AP exam which um often entitles them to some possible college credit um they've earned a bilingual seal which is another way that demonstrates that they may earn a college credit um that they have a GPA of 3.0 or higher that demonstrates kind of learning of the Minnesota state standards and is a criteria that a lot of post-secondary Institutions look at to indicate that a student is ready uh for their learning um and then or they may have an act composite score of 21 or higher and again that score is chosen because it's a score that a lot of um post-secondary institutions May look at to say you're ready for the next step uh because this includes graduation as a criteria again we're looking at the seniors in 2023 what percent of them who graduated also showed skills in these areas and in 2023 we saw an increase in the percent of our students who have participated and successfully in these um additional areas of showing College and Career readiness and this is the breakdown by race ethnicity student groups and so you can see here um the prior year which would have been 2022 is in blue and then 2023 is in Orange and you can see the percent of students who have um demonstrated College and Career writing this according to our indicators and I will invite Courtney McCormack up again uh to talk a little bit about our work in this area so to address this goal area we focus on strategies to enhance opportunities for students to meet one of those established criteria that Amy talked about and how we help our students see themselves as career and college ready so you can see that we have see a lot of the bullet points are continuations of our audit of early college credit opportunities our career Pathways opportunities which Lynn will also touch on later in the Ani uh update the Ence aptitude invent inventory the thing that's new for 2425 that we've added is a reflection on our second year of participation and direct admissions Minnesota a part our students at all three of our high schools participate and the goal of that program is that all students that are on track to graduate see themselves as College material and then looking ahead a bit we are continue to se seek out opportunities to guarantee or guarantee career connected learning for all students through required courses so we guarantee that all students will have those opportunities we'll also be looking to use our strategic plan to Define our ISD 622 portrait of a graduate and post-secondary Readiness will surely show up there as well thank you thanks all right so we did see some progress in our area here as well um although we continue some of the great work um to support all of our students in attaining College and Career Readiness so as we move forward um there has been a slight change in the goals that are required with the move from world's best Workforce to the comprehensive achievement in Civic Readiness um plan and so these are our goals kind of for this current year that we've developed um again we have specific goals for all children being ready for school looking at kindergarten um we have a a goal specifically for looking at our achievement Gap our goal for that area is that we are um decreasing our achievement gap between the high highest achieving student group and any other student Group by five percentage points or more and so we're working hard on that um we also have a a graduation goal that the percent of students who graduate in four years will increase from 81.5% to 84% to continue to move the needle on that uh we have a College and Career goal that continues that 97% of our seniors will meet one or more of the College and Career Readiness criteria with all student groups reaching 95% or higher and then we have a new goal area uh that is preparing students to be lifelong Learners and in this area our goal is that we as a district will provide students opportunities to engage in learning experiences outside of required learning in order to develop a lifelong learning mindset so you'll be continuing to hear about that across the year um especially as we report out about high school um coming up in a couple months so this last little piece is just um for your ref so all of these goals are realized through our school Improvement plans so our uh School leadership teams take our strategic plan and the analysis of our district and their school data to develop goals for their for their schools that they've been already working on obviously uh throughout the year um so those plans are linked here for your reference um and we will be excited to share back more about their progress as we move forward any questions I know that was a lot of information some of that you you have heard before um any questions that I can address um yeah thank you for the information uh like you say it was a lot to process but can you remind me again how we um calculate H how we come up with the um dropout about rates is it how H how do we distinguish it from from transferring to a different um high school or a different school yeah that's a great question so a student would be um kind of considered as dropping out if they had no other additional enrollment after our district um and also if they have officially kind of indicated that they're dropping out of school so so we find that information if they have not enrolled we find out through mde then yes okay and if I could add to a request for records if a student like leaves us and moves to another school district we would get a request for their records because obviously they need to know which courses they've already completed and where their credits are um and so they either enroll somewhere else or they move on to our next step program for adults and so those that have dropped out are the ones we have either have no idea where they landed or they told us they're dropping out but if we don't have other indications on where they might have gone after leaving us we assume them to be dropouts if we did not get any requests for records at their other sites so and I think it does get at that point we've talked a lot about the fact that you know fouryear graduation rates are always in the news but we know that there are students with special education and um English language Learners have a right to stay in school longer if if that meets their needs and so um I think it's important to that's where we kind of started looking at the dropout rate is a little different than just how well our four-year graduation rate is because our four-year graduation rate combines with our five and our six and our seven-year graduation rates to show us who's still in school and so the dropout rate is a cleaner way in some ways to look at who is not being served well by our system am mean can you tell me the when you look at Minnesota is it public schools in Minnesota or is it all of Minnesota well that's a great question so it is public schools because they're they're the ones who are required to um for example participate in MCA testing um but they it would include Charter Schools as well I I think that the line around free and reduced price lunch is similar you know I think of it as poverty yep and it's interesting that I'll wait for you to find it if you can sorry hope I'm not making you dizzy hang on here we go yeah do you have the one with the oh that has the state as well oh no that's sorry that's just our longitudinal there's the state yeah average so the increase in the I think of it as poverty rate you know the ISD 622 is at 65.9 kids in poverty we know that our um city or I know that our city does not have that level of poverty and so it does seem that people are selecting out of the public school system and that we're having a greater concentration of poverty within the Public School System then really is reflected in our city or in our district or in our state and I just wonder about for the future of Education because this trend has been going on for you know all of the years that I have been involved in public education and I just wonder how that ends I know that's a philosophical question you can't really answer but I think it's like an important piece of the conversation about this data could I make a comment to I think what you're bringing up Michelle is a really important point and I know um there's very clear research out there one of the greatest predictors of getting out of poverty is your direct contact hours with people who are not in poverty there's a real uh cohort effect for that and that's one of the reasons why we have been really working hard to make sure we stay competitive and keep middle class families in our school district for a couple of reasons it's good for our middle- class families to be in in more diverse environments and we know that the poverty line generally follows a color line by race because of all the systemic racist reasons that exist in society and we know that by keeping the middle class here it's good for all of our kids and so that's part of why we're constantly looking at how are we being competitive with what we offer in our middle and high school programs versus versus neighboring districts because the goal is to try to never have anyone leave us in search of better programs if they can find those better programs right here and it it's it really stems from that same understanding that um our kids will do better our kids do best in racially diverse environments and socioeconomically diverse environments those are very important and I would add too um as our number of English Lang Learners is increasing as well another thing that's really important is direct exposure to native English speaking peers because that also helps when you're developing language when it's not just coming from teachers but from your own peers out on the playground and whatnot so um all of that all of those layers of diversity are so important for the education of all of our students and so I think it's it it Bears the reminder that we really need to keep focusing on that too um I was just curious if we know what percent of our prechool students or if we know what percentage of our kindergarten students um were from our 622 preschool programs versus outside preschools or maybe no preschool at all no great question so about 59% of our current kindergarteners received some sort of programming through us the last year um and so little over half um and we do we have kind of looked at that difference then to see um it's about the same for reading we see a slight a slight Improvement in their math scores um coming in but it's a little bit hard to compare because many students have um other Early Learning experiences outside of our district coming in um but we do we do see a slight difference there I'm chuckling Caleb because I literally told Amy last week that you were going to ask that question oh it's a great question asking one that did not disappoint but I know because you are because you yourself are a preschool teacher I knew you were going to ask that question and I told Amy I said let's make sure we have that information for him when he asks it well it's something that our Early Learning Program is also very interested in in tracking us they continue to Lo at their alignment with kindergarten for sure well I just want to say that that um you know my grandchildren are in our school system right now our district schools and they're having a great experience um my uh uh fourth grader had uh 99% on the MCAS in math um so you know we have the full range of of uh skill sets and experiences I hope that these really dismal scores are um motivating you know uh and not discouraging um because we are doing so many good things that we need to continue and grow on and uh and uh to your point Christine about the value of being in a diverse environment um uh I I totally believe that that's preparing them for the world much better than if they were in some homogeneous um environment where everybody was the same so um so it's good that we're measuring I mean we have to measure and we uh and we have a um a long way to go you know um but anyway thank you for the information I appreciate all your uh it's really excellent data so well and I really appreciate your point Nancy because I think one of the things that we think about we're talking about being prepared for be lifelong Learners and College and Career Readiness and it's it's these things that are harder to capture in the data how you get along with other people how you interact with people from different backgrounds that are so vital for those pieces and that's what I think our district can provide um but maybe it's not captured as much in the data as well thank you Amy I just had a quick question so what were our um chronic absenteeism rates before the pandemic like what was it prepandemic that's a great question I will look into that and get back to you okay that they were certainly a lot lower so they weren't monitored as closely yeah so we we'll take a look at that yeah I was just wondering too like I mean obviously our goal is to be at zero but like is is ultimately our goal to be kind of prepandemic uh or is it sort of like we're going to wait to see what our new normal is as we as our societ shifts post pandemic or well I think it's it's um you know part of there's different ways that we look at it you know part of it is we as you see these data one thing that we look at for context is the state overall and our chronic absenteeism actually is actually pretty similar to the state average um but that but then I also think we think about um the buildings have been able to break it down for their building because there are some it's just in some cases very Val of reasons that students are absent and so they know that and so they're focusing their efforts on on students that maybe um they can that maybe have other reasons that they can work through or other barriers to attending um so it's it's a very kind of almost heterogeneous group of students that that may have different reasons for attending or not attending so there's kind of a variety of of entry points to do that work um but I ultimately I don't think that we because there are reasons that some students aren't able to attend I don't think that zero would ever be a a reality um but certainly we want to make it as low as possible so those students can benefit and um succeed sure and just to remind everybody um watching that this doesn't mean the number of kids who just miss school this is the number of kids who are missing 10% or more of their whole school year which if we have 172 days of school that means these are kids who these are the percentage kids who are missing more than 7 days in a school year so if you are missing 14 or 15 you're not on our chronically absent list probably should still be having conversations about attendance but they're not the 10% Mark is a pretty high threshold and and those that are being counted as chronically absent are more than 10% of their school year absent so it's a pretty high number and you'll see there's a lot of stories in the news about that right now still because it's happening everywhere so is um chronic Tardes also in that cap Amy answer that I think they're it adds up yeah so this is um the way the data are calculated is it it is it does add up so if you miss half a day one day and half a day another day for example it will continue to add up across time to be a certain number of days and the same with missing a specific period or being late as well and it goes back to like the main goal that we're looking at is loss of instructional time so missing out for whatever reason mhm thank you thank you for the great questions appreciate it next up we're going to be hearing from director Lynn fam our who's our director of equity and Communications um and while she's getting set up I just want to remind you that in the the weeks and months ahead you'll be hearing from different um principal groups so you'll be hearing from Middle School principles in December and we'll make sure they're talking specifically about what they are doing related to attendance and achievement goals so it's going to be very much looking at their data and talking through some of the things they're working on and then in January you'll hear from our our High School principles and the whole chart was on there but every month you're going to hear from them and every group is going to be speaking directly to these exact data sets as well um turn on your microphone I'll grab it unless you don't want it on no yeah it's okay Does it include um students who uh have excused absences it does so there are lots of students who have excused absences and for very valid reasons but this this is anyone who's missing that 10% or more of their school year whether they be excused or unexcused absences because they're literally just not missing they're just missing a lot of school now when we look into referring students to um you know truancy court or something like that which is a a pretty extreme response we don't want to just start with that we always have our internal things we work on first there's always a consideration because there are some students for example who are um out sick for a lengthy period of time and and or who have chemotherapy treatments or who have some injuries or whatever in those environments though we do set up Homebound instruction so that an instructor goes to their house so they would be counted as present so it's really when people are missing a lot of school and we don't have a a clear reason that justified them getting homebound instruction the numbers still add up and they are still counted all right ready to go good evening uh Cher Yang members of the cabinet and superintendent tooo and and fellow cabinet members I am super excited this is my favorite part of the job to celebrate uh the programs under achievement and integration and I'm going to start off with a little video here welcome to the achievement and integration program highlights video Ani is focused on promoting racial and economic integration increasing student achievement and creating Equitable Educational Opportunity sorry Tut's mission is to inspire lifelong Learners who thrive in diverse communities our values are the foundation of our community and guide our actions we value inclusion Innovation Excellence growth collaboration and curiosity to achieve these goals we've got several impactful programs in place let's explore how each one helps support our students first we have Avid Avid stands for advanced via individual determination and it's all about setting students up for college and careers we focus on building key skills like organization critical thinking and teamwork it's like giving students a toolkit for Success Beyond high school next Freedom School Freedom School is more than just a summer program it's an experience that builds a love for Learning and a strong sense of community each day starts with harambe a high energy Gathering filled with songs cheers and affirmations that get everyone pumped up and ready to learn the program focuses on literacy and cultural Pride our cross District collaboration with mamidi school district is an exciting partnership where students from both districts get to learn from each other's unique backgrounds and experiences the district collaboration Focus on creating Synergy among students that will allow them to share their experiences through digital storytelling and identity work then we have our culture leasons these dedicated staff members work with students families and teachers to bridge cultural differences making sure everyone feels supported and understood culture lasons are integral to the success of our district because they are the conduit between students staff and family and caregivers middle and high school Pathways offers students the chance to explore career and college options early on we offer robust High School course offerings for students to engage in experiences connected to interest career and early college credits while meeting graduation requirements our teachers work hard to engage in data to create action plans to increase academic achievement finally our Advanced academics program focuses on providing opportunities for students to stretch their skills and dive deeper into subjects like reading and math it's all about unlocking their full potential potential and keeping learning exciting we also provide enrichment opportunities such as creative thinking groups strategy labs and writing clubs at District 622 we are committed to supporting students as lifelong Learners all right and I'll take questions from here no just kidding so um unlike Miss lner who is extremely thorough I have just under a hundred slides here uh but I really wanted to share with you the progress that we have made since excuse me since last year so as highlighted on the slide the purpose of AI funds is to pursue racial and economic integration increase student achievement and create Equitable outcomes for our students and based on our district 622 strategic plan we are focusing mainly on graduation and postsecondary academic achievement and equity and inclusion so as you can see the Ani funding stream operates in cycles of three years so these are the goals for the end of 2026 that we want to attain and I will give you the progress update for each of the uh goals that are listed here so goal number one is to reduce the proficiency gap between students of color and white students students um by the end of 2026 will go from 22% race based to 11% and so the progress for last year is that the proficiency rate rate excuse me before between white students and students of color improved 1% so the Gap closed by 1% from 22 to 23 and it maintained the G um at 21% from 23 to 24 moving on to our second goal the percent of racially diverse staff will increase from 18% to um 203% in 2026 to better reflect our demographics of our students so we are happy to announce that we increased from to 18% to 21% in 2023 to 2024 so so far after one year we've increased our um I our diverse staff within our district and then lastly part of the integration and um achievement goals are to uh provide secondary students the a sense of belonging with the partnership with M Media School Districts and we are hoping that at least 85% of our students build a sense of belonging and we spent last year working to collaborate on student Affinity groups with sense of identity and also um digital storytelling and amplifying student voices so now let's talk about the programs and servic that are provided under AI so strategy number one is middle and high school Pathways we provide the Avid system within four different uh secondary schools within our district and we focus in on group tutorials um organizational supports engagement nights and college tours we serviced 208 middle school students and 349 high school students last year as director McCormack spoke about the career Pathways we're really working hard to create experiential learning for our students and such as Career Connect day financial literacy and the day um in the o with the lake view and region hospitals so the AI funds also cover strategic reading in intervention and that includes Freedom schools and advanced academics so Freedom schools again is a culturally um based program to focus in on the reducing the literacy learning loss for summer and we provided services for 150 scholars in grades K through 8 and I just wanted to celebrate that assessments from the sample of Scholars show that 90% of our Scholars experienced zero summer loss and 50% tested um increased by at least one grade level or higher Advanced academics teachers also use data to provide services to students who need additional enrichment support so what's new last year was our Advanced academics teachers pushed into the classroom and supported the core because we can see that based on our test scores that we really need help in strengthening our tier one supports in the classroom we also provided um uh curriculum and enrichment opportunities outside of the school day and during the school day as well during lunch bunches and and math Masters so now moving on to the goal of recruiting and retaining um black indigenous and people of color um one strategy is to provide professional development that focuses on best needing meeting the needs of our bipo families and that includes how we can better support and understand the lived experiences of our families in our district so we offered PD last year that included Circle training facilitating restorative chats um defining punitive versus restorative practices repairing harm and ways to amplify student Voice last year we also planned for the arrival of our International teachers from the Philippines we partnered with Student Services Grants and special projects HR and finance and in the spring we worked on posting for the positions and interviewing in our district and lastly part of the um strategies to retain and recruit uh byoac staff is to administer um surveys satisfaction surveys such as state interviews um eometric orgam metrics we have a grow your own grant that currently we support six peras um and six tier one or tier 2 teachers and one bis staff member to obtain a teaching license in our district and we pay for their education we also have a come teach in Minnesota stipend um only for um bipac and the recruitment if if they come to Minnesota and teach it's $5,000 and in order to retain them on year four they also get a retention stipend of another $5,000 so a large component of retaining and recruiting bipac staff is our cultural L Leons within our district and we have 10 and they support our schools and departments districtwide and that includes interpreting and translation services cultural events classroom support Affinity groups conferences and the list could go on all over the screen here our collaboration with the moname school district as I book before um we really wanted to talk about digital storytelling and amplifying student voice so um here you see identity maps that the students have created and to really um show their uh their authentic selves and be able to show up at school um being their genuine selves and and providing us the perspectives that they have at lived experiences at in our school system along with their family so we really sought to um take the time to listen more than talk as Educators and to really hear their stories so now that I've covered the updates for this year I just wanted to share with you what I'm energized about for um this coming year and under the goal number one of reducing the proficiency gap between white students and students of color we want to use data to support the district strategic plan by aligning our resources and our programs accordingly um like Dr luckner said that we've had data digs throughout the year and this is the first time that we've brought in principles and multiple people from all departments to come in and to take a look at each individual School data and and align them with their plans and action plans we also um like director McCormack mentioned that we're going to collaborate with all of our departments and we're going to um create a portrait of a graduate and we're super excited about that we have some planning meetings ready to go and under goal number two for rec recruiting and retaining our bipo staff um it's really important that we're on boarding and collaborating with our International teachers so something super exciting is we have a partnership with intermediate district 9917 and they are um partnering with the Minnesota um Humanities Center and metro state to provide free graduate courses for um our teachers of color and our peer Professionals of color and so they also have professional development sessions where we pay them um up to $200 per session to attend we have um just our um welcomed our last our 11th teacher into the district on November 3rd so we have everyone here now and we're super excited and so we've done um our our welcome wagan team has done a really good job of of orienting our new teachers to Minnesota although they say it's freezing here when it was like 65 degrees so we're going to have to work on that we're working on getting them some winter gear um the other piece that I really want to focus in on is the support from cultur lisons trying to get families engaged um and show up at the schools and feel welcomed including um creating goal setting templates with the families together and and the scholars another thing that's new this year is networking space from our leadership development that includes secondary and Elementary assistant principles associate administrators and Deans so for the first time we're meeting together to talk about at the secondary level um consistent Behavior codes of conduct and responses to behaviors and sometimes you know we can um be reactive and go punitive and instead we really want to take the steps to get to know the student students and go through a restorative chat process to understand and and to hear um their lived experiences and then lastly with the monic collaboration this year we are really excited to continue the um increasing student engagement and we're going to connect the two uh choir uh high schools together so North High School and the Mia High School will come together um for opportunities for self-identity and and sharing all right that about sums up what I have to share um and the AI funding stream is about $2.9 million and so I will see you again next year to give you another update and hopefully um we have um more to celebrate and we continue to um amplify um all voices here in our district so thank you your your very last Point Lynn um resonated with me I think when when students um of whatever racial or economic background get together and they can sing together or play football together or be in a play together they just find so much common ground and I and uh I think that's really great that we're um um giving them that opport those opportunities so yeah yes thank you we always talk about we have gifts in different areas right and so if choir is their gift then it's something they should share with the world and and it's all the talent development and and and we encourage that so thank you um thanks Lynn and I loved the video and the narrator had a great voice I was forced to do it okay but I did it anyway Thank You by [Laughter] herself when you talk about um react with punitive versus restorative could you just give me I mean I understand like broadly what you're saying but can you give me like an example sure sure I can speak specifically to what we talked about at the last professional development session with the secondary administrators we were talking about um reactive uh responses when a fight happens for example right and so typically we go directly to all right is it three to five days how many times um has has this child fought and then they'll be like okay second time all right let's go to five days a that's punitive that's giving a consequence and restorative is asking the child tell me more about what happened what what do you want us to know what didn't we know about what are some other um factors that led to to this this argument and there's different ways that we can address what a fight looks like so it could be a push from behind it could also be like punches thrown to the face with the intent to harm right and so we we need to make sure that we are all on the same page with the um the Continuum of what a fight could look like and what the consequences are and a lot of times they'll talk about um restorative not having consequences so that's very that's a myth right so yes we need to restore um the situation and the harm that has been created and how do we fix it and and really we're just teaching them how how can you make a different Choice next time right we understand that in the developmental model of a high schooler sometimes they will be aggressive and what tools can we provide for them to regulate themselves when they're feeling like they can feel their blood start boiling what are some coping mechanisms that we can provide as adult to add to their toolbox so that's more of the restorative pieces and really um and about healing with the other um parties involved and and giving them that Circle space to to listen to their perspectives and to honor it instead of trying to respond and react thanks for asking could I make one quick comment I just want to do a quick shout out here to the work that Lynn has been doing and working with am Le yangang our HR director because what I really love and I always remind everybody that our Equity department is more than just our a&i budget right A lot of people in other places think of your Equity work is just what falls into that budget well that budget has some very specific rules around it but the work of equity is something we all do every day and one really cool thing that's been happening um we keep joking that Lynn is sort of everywhere wherever there's an issue popping up I'm like oh Lynn's already there she's already there and um I think it also really helps that we have an equity director who has been a principal because she also sees how those schools operate and how things flow and what schedules look like but Lynn and Amy Lee have been doing um instead of just exit interviews stay interviews with staff of color to find out well why do you stay here what what is keeping you here how how is that how is our system working for you how is it not but they've been really Innovative in the way they've been approaching this work together and I love I love whenever silos are broken down between departments and we collaborate around topics together and it's just been a joy to work with you guys on that so so so impressed with the work they've been doing thank you Lyn how did we pick Mame as a partner a school partner that was before my time okay and um based on the districts that adjoin North St Paul we need to choose um a district that is 20% over 20% uh racially isolated so the choices were um so the choices that um I had somewh we had were I think Still Water um White Bear Lake South Washington so those are all the joining districts okay and we chose M I think I want to say and before my time too and I'll just add that racially identifiable is is old desegregation terms for schools and districts so if you have more than a 20% higher concentration of students of color than any neighboring District in order to receive these funds you have to partner with a district that's not racially identifiable and again it was before all of our time I think that that choice was made it was not before my oh right I not before your time because you've been on the board a long time I remember all of that y thank you Lynn thank you so much okay we're going to move on to our action items first up is for finance our acknowledgement of contributions um Nancy Livingston Minnesota statute 123b do2 permits school boards to receive for the benefit of the district requests donations or gifts or any proper for purpose and apply the same to the purpose designated in that behalf the board may act as Trustee of any trust created for the benefit of the district and for the benefit of pups thereof therefore the Director of Finance recommends the following resolution be it resolved by the school board of Independent School District number 622 that the school board accept with appreciation the following contributions and permit their use as designated by the donors um the donor Keller Women's Golf Club uh donated $223 for senior enrichment programming uh Keller Women's Golf Club again donated dry food items for senior enrichment programming Curtis hargadine donated $100 for hom delivered meals Michael Testa $50 for hom delivered meals Oakdale Athletic Association $8,000 for ball field repairs Curtis Dale hargadine Creations Incorporated $100 for hom delivered meals and finally Holy Cross Lutheran coats hats mittens and gloves uh for warm clothes for students this winter total fiscal year 2024 25 Monet contributions uh comes to$ 26,8 And1 so I would move um acceptance of the contributions all right so that's moved by Livingston seconded by um Anderson um any discussion okay um all in favor say I I and then all oppose say nay all right um that moves forward um next up is the appointment of the interim School Board member um so School Board member Daniel Petman peltzman resigned um from our school district effective September 19th 2024 um the min statute 123b 09 subdivision 5 states that the board must be filled by board appointment for the remainder of the unexpired term um the school board has discussed and considered residents of the North St Paul Maplewood Oakdale School District to fulfill this position um now therefore be it resolved that the North St Paul Maplewood Oakdale School District 622 school board will hereby appoint Julia Martins to fill out the remaining unexpired term until November 18th 2025 um could I get a motion in a second all right uh moved by Nardi seconded by Anderson um any discussion um well I I just want to say that uh Dan um um would I think he would fully support us um choosing Julia to replace him um and uh I I'm just grateful that that we have a really involved dedicated capable person um that's willing to step up so thank you Julia for being willing to to be with us uh up until next November I also want to thank you Julia because I know you didn't run this time because you decided to step back from being a school board member but for the you know kind of the good of the consistency of the board you were willing to stay on for another year um we were unable to fill the seat by election because when Dan moved out of the district it was too late for us to do that so thank you Julia I I just want to say that um again we're really uh fortunate that uh Julia is able to stay with us for uh uh this year and uh certainly well qualified in the onboarding won't be um there's no onboarding um and uh just uh really grateful that you're willing to do that for another year thank you all right so all in favor say I and then all oppose say day all right um that resolution moves forward welcome Julia um all right so next up we just have to set the January um 14th special meeting um so this is 2025 um let's see here the special meeting is required for two specific purposes this is the election of um officers and acting on organizational resolution um could I get a do I have to move okay um could I get a motion in a second move second all right move by lingon second and by Martins um any discussion on the state and the items all right all in favor say I I and then all oppose say nay all right um that also moves forward um and then we're just setting the agenda and location for um the January 14th 2025 work study session um I recommend that the let's see here our study session well we said set we have the study session we just need to set the time location agenda um so I'm proposing that the work study session begin immediately following the January 14th special meeting um which is that one's at 5:30 um so the approximate start time would be 5:45 in the conference room um 202 of District of this building District 622 education center and it will consider and contain the following items Indian Indian education presentation superintendent check-in and board checkin um could I get a motion in a second second all right moving by Marin second by Livingston um any discussion all right um all in favor say I I and all oppos say nay all right um that passes uh board communication Julia um just wanted to share I was approved to be a chaperone for the second grade field trip on Friday um I'm a little nervous but a fellow mom that we just connected texted and said are you going and I said I am and I'm like so glad you're going so this will be really fun and we're going to the I believe Minneapolis Institute of Arts to look uh walk through their Chinese exhibit that they have and so to our directors in the audience thank you so much for the work that you and your teams do because I was schooled on the things I forgot in second grade by my kiddo on the way home so he's like Mom you don't remember that so thank you very much and he's retaining it I'm like you can't remember this stuff but you remember this stuff so I I said I hope that makes you feel proud that you can remember what you do so um I'm excited to do that with his class on Friday and excited to get to stay with you guys for another year uh well Michelle and I and my husband Tim uh toured uh Webster and Trisha with Trisha and her and her folks and um Webster is just sparkling it's just unbelievable and uh you know unlike other projects that we have there was no ribbon cutting or anything but uh for two years they've been working to transform Webster into this um K12 program for our most challenged students would you say Trisha yeah and um so it it was a really good tour and we um uh taught Tim all about about special education which you know he yeah he wasn't he wasn't uh but he appreciated it he's been talking about it a lot um and then he was uh gratified to know that the mural that he took three months to paint in the in the lunchroom is still there and still looks great so um so anyway thanks Trisha I appreciate that and and we were there at 7 a.m. for the tour so we get special points for that yeah yeah um so I already uh brought this up at our study session um but just for um the purposes of of letting the public know um I had the honor of going to the um annual um Oakdale and Woodberry the Woodberry area prayer breakfast I think it's called and still water and Still Water Area um and uh that was uh just a little just a few days before Veterans Day um but uh 622 um we had a a a good representation there um but um I I was very very proud of how well our Tartan students and North s Paul high school students did um as the the choir students um they sounded excellent uh they sang together really well um you couldn't tell that it was two different schools um and Mr borski the choir director um as always he just did a fabulous job leading those kids um but it was a great time there was a lot of veterans there and um I'm I'm just proud to live in the community that we do I'll just say that I went to the Anastasia play at North and it was really really really good and whenever I go to events like this I think of how exceptional some of our students are and the you know the newsletters that come out they show us students signing for sports you know they're going to go to college and play sports at NDSU or wherever they're going and I just wish there was a way to kind of bottle all of these exceptional students so that we could you know show our pride in these students I mean not that all of our students aren't exceptional but some of them like the lead in this play was just amazing so I was really um grateful for that production of Anastasia and the other thing I was going to say oh just basketball starting so my son is trying out this week so we see how it goes good luck kle um I just had I just had one thing my my son was a student of the month at JN Glenn um in eth grade he uh we went after school it it was the first time I think in well they didn't do it last year in person or they did it with just the students um and so it was kind of fun to to go and see all the you know students and the and the um families and everybody was very excited and students um I love middle schoolers and so to see them like be up there on the pedestal and talked about in nice ways they were very embarrassed but it was it was pretty amazing so um and I just want to also thank um um our Paris who are still here to thank you for staying um and also for coming to to talk to us so um but yeah all right um so future board meeting dates um December 3rd 2024 is our work study session um and then December 17th 2024 is our business meeting 6 pm here in the boardroom um could I get a motion in a second to adjourn the meeting so all right um motioned by yenner secondary by Livingston um any discussion all right all in favor say I I and all oppose all right meeting adjourned thank you