001It's a move. >> Move by six. >> Second by Shabellian. Any other discussion? All in favor? >> I oppose. Motion carries. Uh, please stand for the pledge. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Do you have any open form? Okay. Having no open form, we'll move to the consent agenda. The previous minutes from the September 24th regular board meeting, claims and accounts in the amount of 1,166,216.11. Uh, credit card report and the personnel report. >> I'll make a motion to approve the consent agenda. Second. >> Okay. Motion made by Shabilian, second by Sixberry. Any other discussion? All in favor? I opposed. Motion carries. On to donations. I will make a
002motion to approve the donations. >> Second by Brown. Any other discussion? All in favor? >> I oppose. Motion carries. Okay. Mark. >> Madam Chair, members of the board, as Mark makes his way up here, uh, action-packed for activities tonight. Not only does he have three agenda items coming up here to talk about, but he also has a section volleyball game starting in tminus 8 20 28 minutes. >> So, so if I talk fast, I'm sorry. >> That's okay. >> He's a busy guy, but it's good stuff today. >> Well, thank you for the opportunity once again um before you this evening. First item before you is form A from the Minnesota State High School League and this is through their foundation and we have the opportunity to apply for grants um um or funding from
003the high school league. The grant A or form A is based on our student participation and the students on free and reduced lunch and that's based off our ME numbers and then I also figure in the students that are um that we wave scholarship uh their participation. So it's a nice give back from the foundation. This was set way back when the Twins organization was building the Twins stadium can stay in uh in existence. Now that legislation is sun setting. So it'll be interesting to see what would this next legislative session happens. But that's form A. Form B before you is uh a little bit different of a resolution. Again, it's through the foundation and we can apply for things that can enhance our programming specifically for students. So last year the grant that I
004um uh applied for was to help us um fund the premier sports psychology program and I'm going to do that again with this um foundation plus um some help from sputfest. So those two dollar amounts will help us look at um the sports psychology and keep that going hopefully for next year as well. But again, I'm holding on to see what we get for funding out of both. This one can be upwards of $5,000 is what they kept the second one at. So that's just a resolution for you this evening. >> Can you can you clarify? So on on the form A, does that go do you apply those dollars directly to the students we have that have lower activity fees or is it a general? >> No, actually you can use it within your
005department as you see fit. like we have the Mississippi 8 leadership conference uh within the conference. So I use some of those dollars to help pay for the registration for those students, also pay for the transportation for those students. Um and then I also use it for uh athletic programs and fine arts programs that might not have funding for their program. Could be some help for one act play, uh robotics, um and that type of thing, too. So, it helps me subsidize some of their needs as well. >> Awesome. I wasn't sure if um Thanks for the explanation. I wasn't sure if it had to be a direct to or if it was a general. >> So, those are two grants that uh we'll have you acknowledge for us this evening. Uh the next item,
006any other questions about that? >> Should we do we need to vote separately on each of them? >> I would say yes. >> Resolations. I'll make a motion to approve form A and form B of the MSHSL resolutions. >> Second. >> Okay. Motion made by Sixberry, second by Brown. Do we need Should we vote separate though on each of them or can we vote together? >> I think we should too. >> I think we should use separate. >> Okay, we will vote separately. Okay, for form A, a roll call vote. Sixberry >> I. >> Nelson >> I. >> Shabilian >> I. >> Rezner I. Brown >> I. >> Hancock >> I. >> Okay. Motion A carries. Uh motion B. Sixberry >> I >> or form B. Nelson >> I. >> Uh Shabilian >> I. >>
007Rezner I. Brown >> I. >> And Hancock >> I. >> Okay. That motion or that resolution carries too. Okay. >> Next item up is the cooperative sponsorship uh application that we are doing with Marello Becker and Big Lake and Boyce from the dive. We had in our student interest survey last spring um three to four students that expressed interest in grades 7 through 12 or excuse me 7 through 11 that would be interested in boy swim. Uh early this fall we had some students and parents come forward. Becker was looking at dissolving their co-op with St. Cloud and so Monaceel was in the largest school um classification right now in boys swim. So they're like yep more the marrier. So, um, I approached them to see if they would be interested in the co-op with
008us for 2 years and we will see where Monaceel falls in enrollment after that. If their enrollment goes down and it changes their classification, we might be back here dissolving it because if our enrollment pushes them up a class, they're not interested in that. So, that's just something we'll have to watch two years down the road. Um, but we do have uh two or three other elementary age students that are interested in swim in the future for us too that we know of that haven't have already been in contact with me. Again, this is to help keep our students here at Big Lake and not open enroll to Elk River, Becker or Monosel to get their swim experience. So, >> any questions on that one? as far as like a theater program. I mean, how
009um how do how would people know that we offer this? I mean, in the younger grades, >> um I first of all, I put it out there to the middle schools and the high school on our social media and also on our announcements and that's how we initially got some of the names we did. Um there is a couple of swim clubs locally that have students from Big Lake already in the programming. Uh so hopefully that will be a feeder system for us as we move along. As you can see um I also want to mention the terms and conditions as we were talking. Of course the students would the parent guardian would be responsible for the transportation to get their child to practice at Monosel every day and of the competitions. We will get
010a cost per participant at the end of the season and we have in there um that we will assess the parent guardian hopefully within 90 days. Monaceel will have that wrapped up and can invoice us the cost per participant. Then we will collect that from the parent or guardian. Um our girls swim program last year was about $500 cost per participant. So, I'm going to give that as a estimate to these parents that that could be the dollar amount above their participation fee uh that they will be doing. And then again, um we're hoping that these students, they're going to register with us, pay our fees in conjunction with what the fee should be at at Monteello. So I don't think it's very um big lake kids are charged we charge a one participation fee
011Becker charges a different and Monosel charges a third. I think that could end up pitting parents against parents or students against students with that. So still working on that piece of it but our agreement verbally is we're going to pay the monosel participation fee rate. >> What about so you mentioned transportation to the practice. What about transportation to the needs? Is that included as a registration fee? >> That is right. Correct. They will still have to get to the pickup site at Monaceel for those away meets, but transportation will be provided to or from those meets by Monosel. >> I'm assuming it's like hockey where they have to meet at a central location. >> What are our I mean the girls swim team that we have on site, >> what is the participation cost for
012that? about $500 per participant. >> It is. So it would be a comparable price for a girl >> based on the numbers that we're anticipating in the Monosel program. It's about the same as what we have within our girls program here. So >> that's where I got that dollar amount from. So >> okay, any other questions? >> Okay. >> I'll make a motion um for the resolution for co-op boy swim dive. >> I'll second. Okay. Motion made by Sixberry, second by Nelson. Any other discussion? Okay. Roll call vote. Sixberry. >> I. >> Nelson. >> I. >> Shabilian. >> I. >> Rezner. I. Brown. >> I. >> That resolution passes. >> Okay. The last item is the Minnesota State High School League emerging sports. And uh a sport that just fit into this emerging status was
013boys volleyball. Um, wrestling is a little bit different. Uh, about seven, eight years ago, I changed put the change bylaw in the high school league to allow girls to have a certain number of girls only events in the regular season. And right now that sits at eight. Um, and on my advisory committee that I'm on, uh, with the executives from the high school league, um, we have schools from all over Minnesota that are advising the state of girls wrestling. So, I want to be full disclosure. I do have the inside scoop on this, but I'm bringing this to you as this is a sport that's growing leaps and bounds for us. And currently they can participate on boys teams during the regular season, get the postseason, and they either can go into the girls tournament
014or they can go into the boys tournament. They can't do both. In 2017, we feel we're going to have enough girls teams in Minnesota that we're going to have to sunset that. And so what this emerging status says is, is Big Lake interested in girls wrestling down the road? It could mean for us a co-op just like what we did in boys swim or it could mean that we have 15 to 20 girls and all of a sudden we have their own team and they can compete in the dual meet competition and and tournaments by themselves. But our goal is by 2017 on this committee that girls will be their home 2027. Good catch. somebody's listening um that by 2027 we'll have enough um schools that are interested in girls wrestling. I get a weekly
015update and right now we're at 24. We need a minimum of 32. And many school districts are going through this process as we are tonight um to validate. They have girls in their girls in their program currently or see them coming. Um and so yeah, that's where we're at with this one. >> We just talked about it. >> Yeah, we did. It's not I don't foresee as an issue at all. >> Getting bigger and bigger. >> It is. >> But just to clarify, it's not to start a team. This is just saying we are interested in doing in the future. >> Yes, >> we are the girls one way or another. >> We don't have a girls like wrestling co. >> no, we don't. I mean like a division. You know what I mean? >>
016We're not starting the girls wrestling. >> No, you would you would come back to us when they in 2027. >> Girls currently can wrestle on a boys team right now have been for correct >> probably 20ome years there's been girls wrestling in the boys category. Um but >> but I think what she's wondering is if you go to a girls program, you'll come back and talk to us about that. >> Yeah. In 2027 or the spring of 2027, we'll have to have a discussion of how many schools are interested in co-oping or are we looking at a standalone program? And then if it's a standalone program, we're going to have to build the budget ahead of time for that within that previous fiscal year to be ready for it. So, is there with with the
017levels of interest that's already p poking up, is there a possibility we could be having those conversations sooner than end of next year just to start laying the groundwork for some things? >> Well, we certainly could, but again, um the girls have the flexibility until 2027 with what they're doing right now. There is an um the coaches association this year will run the second annual state high school dual meet tournament for girls. Um they had uh 16 teams last year and I know they're looking at possibly 32 this year. Um so there are schools that are fielding full teams already in Minnesota of girls only. So >> a lot of northern schools have full teams. >> Yeah. Yeah. So again, so uh this is just a commitment form. It doesn't mean that we have to
018>> right now say that we're going to have a standalone girls program, but we're just saying we have girls. We're interested in continuing with this. >> That's awesome. >> All right. Awesome. >> Okay. You just want us to vote on this that >> No, this one doesn't need a vote. It's just going to need a signature stating that we're interested in in pursuing it as is. So, >> okay. >> Which I'm assuming there's no objections to that. >> No. Okay. >> Okay. I signed it. >> I did two. So, I signed it. So, >> thank you, Mark. >> Thank you. >> Angie, your turn. >> Uhhuh. She's in the back. She's hiding. >> Hiding behind. She's hiding behind the platform there. There's the podium. >> Good evening. We got a short report tonight. So, we'll
019start with enrollment. And um good news is is that we did increase uh 10 students with 10 ADMs from uh first day of school to October 1st. But we are still behind budget. And I know I reported last month that we were um quite a bit far off from our budget. So I did a quick calculation just to give you an idea. Um our budget gap is 77 at right now. Um that's approximately 850,000. So next month will be a more lengthy financial report because I'm going to present a a fall revision and then that will include adjusting genetic. But you know we do other things at that time if we adjust staff things. We have a lot of estimates we adjust for actual. So um and I wanted to point out too um our
020audit will also be presented next month and we did have favorable results from last year that will help offset part of that. So it's not total gloom doom. So I guess this is just what I wanted to mention to the board. Um but but it's it's yeah it's enrollment is not coming in where we expected. Um and then then I just have a bullet point there that um from September October that increase was mainly in Big Lake online six big lake online which is what we've been seeing throughout the last few years. So this just shows graphically the normal graph that you that you are used to seeing. You can see there's a big gap from that yellow line on top. So that's that budget gap. Um and then as I I guess as I
021already mentioned just looking ahead what's coming down the road um we'll have the audit presentation next month revised budget um and I guess already talked about that with decrease gen editing we'll do our staffing adjustments and then other other miscellaneous adjustments for updated estimates because when I was doing the budget back last April maybe we got a lot better information. So um so you'll get all that next month. So other than that I really did not have a lot this month. So, unless there's any questions, I can answer the report. >> I'll make a motion to approve the financial report. >> Motion made by Chibilian. >> Second by Nelson. Any other discussion? All in favor? >> I oppose. Motion carries. Thank you. >> TJ. Oh, no. Wait. Sorry. Dana first. >> Minda, sorry. You get
022to wait. >> You can run it. I think it'll be fun to watch TJ do your presentation. >> Yeah. So, first of all, we're kind of um MBE is changing things up a little bit in a few different areas. Um and so one of those is world's best workforce changed over to the comprehensive achievement and civic uh readiness. And so that was always something that was either presented in November or December. We're looking at possibly doing that next year in October. So that will replace this one. I'm a little leerary because next year we change ELA MCAs and so this year our science ones were delayed. So I we'll see. But >> so trying to find our cadence of what your fall data presentation is going to look like. I changed it up a little
023bit and I want to walk you through what our teachers are doing because I know you've been curious about process and what we're doing for process and a lot of things are really coming together. right now. So, you're going to get a two-part presentation all for the price of one tonight. So, here is your fall schoolboard data presentation along with our poagas data dig that we do. So, next slide. So, this was actually the presentation that all of our teachers got um just as a reminder and really taking that next step of how we've set our goals and we're really working towards our goals and now we're doing that data day. So, this isn't new to you either. you've seen this um but just presented to our teachers with a little more depth this year.
024So, we're really tying it together with our um MTSS, our data dig, our resources that we give them, and then also looking at our fastbridge benchmarks. And so, um so with our MTSS, oh, that's interesting. Um, so with our MTSS, um, a lot of what we do is really goal aligned and our MTSS is very data driven. And we want teachers to remember that our data isn't something that we just look at three times a year, one and done, anything. It's what drives our instruction. It's what drives our framework. And we're starting to hear our teachers, our principles, our leaders getting very good at saying data driven decisionmaking. And so it's something that we just do. So, as we're doing that, we need to increase our data literacy. What do we know about data? What's
025good data decisions compared to just what we think we're using it for? How do we embed it in the process of what we do? We also have a lot of different sources that we can go to to get our data. Edgim is our data warehouse. That's kind of our one-stop shop we start with, but we can still go into FastBridge and get some good reports and go right to that source. We can go to Otis where we can get some of our test scores. Um and then Seesaw for our elementarymentaries. And so we also have just our curriculum. Um all of our new curriculum platforms come with things that we can look at analytics and the data. So data is everywhere. So now we're really getting our data literacy of what do we want to
026look at? What do we want to tell for our story? And so that's where our goals and our action steps and our data are really starting to combine. We do in our PLC's every week we're looking at data and so we're making sure that that's really our foundation as long as our data digs three times a year. So then you've seen this this is our pagas. This is our data dig process. We haven't changed this. We've just tweaked it fine-tuned it and dug a little deeper. So on the next slide it kind of gives us we always start with just exploring what data we're going to look at. What's the source of our data? We try and make prediction. That gets our brains fired up for what do we think we're going to see? Some
027of it we've seen before. So we want to say what do we think happened knowing what we know? Then we observe and this is where we don't put those feelings. We don't we just say what is the data saying? So this many students were above this many students were below. What is it saying? Then we wonder and hypothesize. Why do I think this happened? What do we know about what we've done that could have increased the data or shown our gaps? Then we look is it action or just awareness? Not everything needs goals and not everything needs action steps. We would goal ourselves right out of a right out of a day. So we have to really look at it and say we're just going to be aware of this or that's something we're going
028to put a goal to or that's something we're going to add into our action steps. And I always like to say goals are based on students. Action steps are based on adults. And so if we're making an action, it's what is the adult going to do in order to change the students behavior in order to get the students to have higher scores. Um then if we set a goal or if we want to revisit a goal or if we want to look at our action steps, that's our next step. So we are getting very good at the cadence of this process to drive what we do in both instruction, curriculum, and assessment. So I just wanted to walk you back through there. And then the next one, we actually um gave some resources and these
029were in links with all of our teachers. So here's what we can do for our walkthrough. Here's our analytics on in the instruction side. Um there's a video if you'd rather learn this back with a video. So our teachers on their um data dig day had a lot of resources at their fingertips to do this, do it deeply, and do it well. So with that, now you get the second part. Here's our fall data. So looking at our literacy data, our early reading is changing because of the read act. We used to go with an early reading composite, but the state of Minnesota said what FastBridge has as a composite, the state of Minnesota is going to have something different. And we do this a lot in our state. And so um but I did
030want to show you some some things that we're doing with our early reading. So even though I can't show you a composite score like we used to, I can pull out the word segmenting. And the word segmenting is important because that's really taking that skill of students knowing their phenomes and breaking them apart. And so you can see right now 46% of our of our kindergarteners and this is a more mid to end kindergarten goal and we've already got 46% of our kids coming in. Huge shout out to our early childhood programming that we have at Big Lake Schools. Um and then already 79% of our first graders. And now early reading. One thing we know about our K1 students, they grow and so all of their subtests change because of that fast. But if
031you've all been hanging out at my um data presentations, you know that that number we're trying to hit is 80%. And so 79%. >> Is that an edgy climber? Is that an edgy climber graph? >> Um that is edgy climber. Yep. So this is all coming from Edgie Climber. So being we're asking our teachers to use it, I too am now using edgy climber. >> I use it daily. So >> yeah. So, so there's our early um our early reading and then we're also our A reading is what we take from 2 to 10th grade. And so there you can see our A-reading scores by grade. And this is fall. And remember, as we go, it's not the same test. Our our tests get harder and harder. Even for second graders, it gets harder. Third
032graders, it gets harder. That benchmark changes. And so, um, so I I don't know if you've noticed, but our ninth and tth grade data is right there. And that is the work of all of those teachers, of all of those administrators in our building growing those kids to get there. So, that's pretty impressive. So, then I wanted you to see some longitudinal data. What's happening with our kids over time? So, this isn't cohorted. This is grade level. Um, so just just building level. So at the high school, you can see over the last 3 years, our data has improved. At the middle school, we've stayed stagnant, dipped a little bit this fall. And at Liberty, we've made gains. And at Indie, we've made gains. And then I also just had to pull out we we
033celebrate with some data wins. And so I let people tell me like, what are your teachers excited about? And this was one of our big data wins in second grade. Remember what's great about our second graders, they started with CKLA in kindergarten. And so our second graders have shown growth every year they've been here. And our 9th and 10th graders are both almost at 80%. And so that's huge. That's what we've been working on. Um we did not see this four years ago. And so that this is a testament to all of those teachers who have dug in to have learned the new science of reading to have taken those those letters and Ola classes and to work hard to get this and to and this year now even our middle school digging into new
034curriculum and we know that that new is hard but it it feels good when we're seeing some really good data to show that. So this is a win. >> So on to math. We still do math. Sorry. >> Um oh go ahead. Yep. So you're saying you're 24 and 25. So then is technically then that 10th grade showing in the fall of 23. >> No. So these are these are 23 24 25 23 24 25 23 24 25. >> Okay. >> So that's second grade. The the slide before that >> I don't find. Okay. >> So the slide before that is high school 23 24 25. Middle school 23 24 25. Liberty 23 24 25. Indie 23 24 25. Okay, >> that's my building. And then the next one I had to call. >> So
035it's not reflecting any students who are now like a junior or like now a senior. >> Nope. This is this is not cohorted. This is the grade. >> So looking at those grades level standards. So yeah. And our 11th and 12th graders um the cap basics which which is a literacy um assessment will start giving now this winter looking for characteristics of dyslexia. That is that does go all the way to 12th grade. FastBridge technically goes to eighth grade skill, but we know that we have our kiddo is going past that. So, our ninth and tth grade, we're building very small. If you if you look at um test metrics, your early grades have this much growth and then as you get into the higher grades, it's one, two points. It just gets smaller and
036smaller for their growth. >> So, um so we do not do um literacy assessments in 11th or 12th grade. So, we we gate them out in 9th and 10th. Did that answer your question? >> It does. I just I was kind of wondering like could we like look back and just show like the history of like the students progression, right? Like that's the hard part about that is standards change, skills change, and there's so much change um with that and we have students moving in and out and so it's not like and we we can so we do that with MCAs. Um you'll see we kind of take a grade and go down and see how that class is doing. So MCA's we cohort more than Fastbridge is more built on skill. So this one
037doesn't give us great cohort data, but MCAs we will. >> Okay. >> So all right. So on to math. So math, our early math, grades one and two take that early math and those subtests always change. And so here is our kindergarten and first grade data this fall. And then we move from early