001Call the meeting order. Let's start with the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation [music] under God, indivisible, with liberty and justice for all. Yeah. Yep. It's green. >> Um on number three, approval of the agenda. >> So moved. >> Second. >> I have a motion to second. Any discuss discussion, questions? Hearing none. All in favor signify by saying I. I. >> I. Same sign. Motion passes. Number four, public forum. >> None. >> Five, presentation. 5.1 CEO student presentation. Hello everyone. I just wanted to thank you guys all for having us and we're really excited to give this presentation. We're both students at um at Pipstone Schools. My name is Gavin and I'm David and we're both
002part of the Southwest Minnesota CEO program and we're here to talk to you guys about some badges. Uh so we are selling badges for our badge business for to to fund our class business which are in right now. We're selling we have these metal plated badges. These go for 17 um and it's per person. 17 per person for a bag. And then we also have plastic ones which go for 15. and I can show the examples we have if you want to hand out the examples. So, the reason why we're selling these badges is because at Southwest Minnesota CEO, we believe that first impressions are everything. And although you might all know each other here, when you go to big conferences, you might not know everyone, but when you come with these badges, people know
003you. And when you're talking to them, it makes you seem way more personable and it makes your impressions last way longer. So, that's why we think badges for you guys would be a great addition. Is there any questions that I can answer for you guys right now or >> how do you design them? Where do you have a program that you design them in and where do you put the order in and have them shipped from and >> Yeah, absolutely. So, our uh supplier is Quality Printing in Le. We figured that since they are a supporter of the CEO program that we could go to them since it's a local business and they're also a supporter. And so we give um them your logo and we give all the names you guys want on the
004badges and uh title what what have you say treasurer or spokesperson what whatever you guys would like and then we send out proofs when they are ready and then you guys approve it and then we put them into production. So how do you PUT THESE ON? HOW LONG DOES IT TAKE FOR YOU TO get them? >> It takes around 2 to 3 weeks on average. Depending on the order, it could take up the flat. >> Thank you. >> It's nice that they don't break your clothes, >> right? >> Yeah. >> So, you put a hole through. >> Yeah. Yeah. >> Very cool. How did you come up with the name badge idea? The badge. Um, our class, we all just decided to do badges. It was easy. We didn't there was no like middle to
005no startup cost. So, we just went with who was supplying us. And uh there's a kid from another school. His name is Brains Row. He's from uh HBC and he was talking to um Steve uh Scott. And Scott Doll was actually the one that came up with the idea and we kind of just took it. There you go. It is a good idea. It is a good idea. It >> is a good idea. Yeah. >> So, you guys get like a profit off of each badge that you sell. >> Yes. So, um all of our profits go to our class business that we are doing right now. So, we ended up selling we're we're pretty much done selling right now except for this meeting right here. And we ended up getting around $3,000 in profit
006to start up with our class business. And we're doing our class business. It's a trivia night. So, it's like a all community trivia night where there's going to be food and you can buy like sponsorship promotions and all that. And so, yeah. And we're hoping to um raise $20,000 so that we can each individually start our own business. So, >> awesome. And personally, what are your business goals? My business goal for my individual business is I want to do car detailing and then maybe move it to like semi-detailing and all that just because I really take pride in my work and yeah I am planning on clothes designing. I really like clothes. So >> nice. Awesome. Very cool. Tommy Hilfiger has nothing to do. >> How many students are in the program this year? >>
007There is 18 of us. Uh only two of us from pipes zone then there is one from Adrian and a couple I think five from Leverne and then the rest are from Hills. So >> okay I'm going to ask this from Mark but do you detail farm TRUCKS again for a friend? Absolutely. >> Awesome. Yeah that's a very good idea. And do we need to make a decision now? Do we need to kind of discuss when when is the final date you need an answer from us? >> The final date would probably be work best in the next one to two weeks. >> You guys wanted to talk it over the pros and cons. I would completely understand that. But yeah, next one to two weeks. >> Awesome. >> Just because we've shift we've shifted
008our focus mainly onto the class business and we want to wrap this one up. >> Awesome. No, that's good. Sounds good. >> I think that if no one else is willing, I would I would buy my own. I have a shirt like Sure. Yeah. >> Do you have order forms for us or is there a website? >> You can put whatever you want. >> Why don't you leave the order for us all and I'll see these what the order forms look like. There are 10 spots to fill out on. I'll give it to you guys and I'll leave you guys with that and then thanks again for having us. >> Thank you. Thank you. Appreciate you guys coming. >> Best of luck. >> And thanks for your work in CEO. I know it's commitment but
009I uh I just completely support and believe it's a a great effort for us. So thank you. I completely forgot to say so on the classic um on the classic um options they also come with all of these also come with all of these um color. Okay. So I'll leave that for you as well. And here is another just in case you guys forget. Here's what the metal one looks like. And that's what a example of the plastic one looks like. >> Awesome. Very cool. Thank you so much. >> And real quick, when is the community trivia night and all that going to happen? We're still trying to fully like knock out what the final date will be, but it'll be sometime in January and February. >> January, we'll start working on a board level
010team. All right. fortunate. >> Yeah. >> Those people when you're all over [laughter] that. >> All right, moving on. 5.2. Miss Canali and Miss Myra presentation. >> And board members, these are our two teachers that have joined us from the Philippines. So, uh, they're in their jackets because this is this is cold weather. Get ready. [laughter] >> Okay. So, good evening everyone. Thank you very much for having us here. So, my name is Canali El Ptoy. I'm new teacher here. I'm from the Philippines and I'm 31 years old. So I've been teaching for 10 years. Next slide. So I've been teaching for 10 years. So I've taught at the immaculate heart of Mary school for 2 years handling a grade handling grade three students and for uh at Buma integrated school. I've taught for eight
011years there. So this school is a multi-grade school. So I handle a combination class of grades three and four. And as you can see, I'm from So this is the map of the Philippines. So I'm from the Cordelier. So people that lives or resides here are called igorotto. So if we say egoroth, it means people from the mountains. So that that's why usually the livelihood of the people here is more on farming and mining. And uh since uh our tribe so my tribe is called Igoras. So our tribe we we have a rich culture. So I'm just going to talk about some of the uh traditions that we have. So we have here the traditional co costume that we have. So our traditional costume it depends on the region that we live in that that's
012that is why you can see that we have different uh uh v varants of colors. So for the men they usually wear long strips of handwoven loan cloth. It's called wanus. And for the women, we usually wear a kind of wraparound uh skirt. It's called looping. And we also have a traditional dance. So for the traditional dance, we usually uh we just do this during special occasions week uh during wedding uh harvest times or rituals. So I can show you some examples of our traditional dance. You can just keep it traditional dance. >> Oh, okay. Traditional dance. There we go. >> So, let me go to your actual Was that the other one? Oh. I'm just going to try and find your email you sent me in the PowerPoint, I guess. So, I didn't know
013it that it had links in it. I'm sorry. >> Here we go. Let's try this one. control technology. We had the same issue when we were up at at Kanas presenting and >> we ended up figuring it out. But yeah. Yeah. Okay. So, uh I don't think I can open. Sorry, we cannot open the traditional usually. Just do the lights. [laughter] from YouTube. You can watch it on YouTube. [laughter] >> That's not going to work for us. >> Send it out to the board members for the YouTube. So, >> sorry. Okay. So, we also have traditional song. Sorry, I cannot play the traditional. So maybe next time. Okay. And we also have native food. So for this one, you can only see it in my region. So we have here sample native food. So we
014have here bipan. In here you can call it chicken soup but with different kind of cooking style. And pinon it's more on blood sausage. Tapo is more on rice wine. And for a tag is a smoke or smoked meat or smoked bit bacon. >> Okay, that ends my presentation. So Miss Lyra will be talking or presenting more on the national aspect. I talk about my about your region region. >> Awesome. Thank you. Thank you. >> Thank you. I prepare this one but I so good evening everyone. So I am Lyra Elonardo the next try. So I'm from Tardock Philippines. I'm 36 years old. I've been teaching mathematics for 15 years and it continues to be my passion at the time here in the US. So my teaching journey began at Turlock Montisuri School where I
015taught there for 3 years having math subjects and then I spent four wonderful years at Kas High School and then I transferred to Eduardo Balanc National Vocational High School because I'm I want to follow my husband. That's why I transferred to another school. And then outside the classroom, I enjoy sewing, cooking, planting, and of course browsing Facebook. These are activities that help me relax and express my creativity because I um growing um I lived on a farm for my whole life. And these are the schools that I have attended in Torlak Montisauri School. So it's a private school. It usually looks like here where the rooms are air conditioned and then the class size is smaller and then we have a curriculum which is Montisori way of teaching and then uh and then I transferred
016to two public schools. So first one is Kpas High School wherein we have 7,000 students there from grade 7 to grade 12. And at Eduardo Pawco National Vocational High School we have 5,000 students from grade 7 to grade 12. Uh-huh. So we have a large number of students in our place. And then this is where I live at our lab. So you can see me. I have there um we call it hikama. Okay. We've been planting hikama rice for the that is the this is the at the back of our house. This is our house. So you can see here a tricycle. This is our main mode of transportation. And then so we can go fishing there and then plant vegetables. So basically our food always came from our backyard. Always we have always um
017plenty of vegetable at our backyard. So that is where I live. And then so we um this is my family. So I have two wonderful children, one girl and one boy. And then on that side are my parents. and I'm going to talk about the foods that we offer in the Philippines because um one way of showing how we love other people is by giving foods and then I mean a lot of foods a lot of foods. So if we feed you a lot of foods, we love you. The last one is halo halo. So it's just um perfect for the tropical uh for a tropical country. So it's made of shaved ice, uh jellies, some fruits, bananas, and and we can put any uh um um fruits there to make it har. We It
018It literally means mixed mixed bubble mixed halo halo. Halo is mixed. And then you're going to uh you have the halo halo. So bubble mix. And then we have the um we have our unique lubia. It's made of pork, carrot, and I don't know. They are always telling that we have this unique taste of lubia. I hope that someday we're going to make one for you all of you. And then we have the adobo. So, it's just meat. It can either be pork or chicken and then it's made um it's seasoned with soy sauce, bay leaves, pepper and that is very unique in the Philippines. So, we have a double and then so we have here the word vayamihan. So when I came here in uh in Minnesota, it is really quite an experience because
019of the weather. STILL not useful with the cold weather. But what really warms my heart is the kindness of people here. It is really um so pioneing everyone, helping someone to get up on their feet if they have um problems or challenges in life. And then so when we came here, we are really overwhelmed with the kindness of people here. >> Good. >> Okay. So that's why I'm so thankful that a lot of you have helped us to start here. So I'm very thankful with that. And then and that's so thank you so much. And in Tagalog or Filipino, we say po which means thank you. And I also speak a native dialect in the Philippines which is inukano. It means also means thank you which is a manak. >> Awesome. Thank you. >> Thank
020you. Glad to have you. >> Thank you. Yeah. Thank you both for coming. >> Yes. Very interesting. >> That was a big decision for you to make to leave your family and to come here. So definitely >> very thankful. >> This is this is really cool for me because I'm going to be talking about MDA. We were just at the conference and so it was a year ago that I sat in a session about hiring teachers from the Philippines and a year later we have two of them in our school. >> Yeah. Yeah. >> That's really cool. >> And two that are doing a phenomenal job. So thank you. >> Thank you. Thank you. >> Uh moving on. Number six, consent agenda 6.1, approve minutes of regular school board meeting of October 27th, 2025. Any
021questions from uh school board minutes? Can we get a motion to approve? Just doing both. >> M 6.2 is personal report action required. >> Any questions? >> I move to approve the consent agenda. >> Second. >> I have a motion and a second. All those in favor signify by saying I. I. Same sign. Motion passes. Seven financials 7.1 review of budget year to date. >> Yeah, this is the budget here today. We're currently at 32% and last year we were also at 32% at this time. [clears throat] >> Any questions for Jackie on the budget? >> 7.2 two for treasures report for October. >> This is a treasures report and we have a cash balance of >> I can see it. >> Is it? >> Oh 9.1 million. >> Can I get a motion to
022approve the treasures report? >> So moved. >> Second. >> Have a motion and a second. All those in favor signify by saying I. >> I. Oppose. Same sign. Motion passes. 7.3. Approve 2023A bonds treasures report for October. >> And the current balance in this account is $833,112. >> Make a motion to approve the bonds treasures report. >> Move to accept the bond treasury report. >> Second. I have a motion and a second. All those in favor signify by saying I. I. >> I. Oppos same sign. Motion passes. 7.4 approved regular monthly bills. Everyone get a chance to look through see anything that stood out. Any questions? Page page two. Christians and broadcasting. >> That was for like when Dr. roller has his when he speaks and >> smaller sports >> and sports. >> So it's
023like the year it's for a year, right? >> I'm just curious. >> Yeah. >> And then I had one and I'm looking on the page of that PSO Southwest Cami. >> You don't just you know what the dollar amount is? That would just be our PS amount. I guess that's probably just it's all the kids that take PSO classes. It's the fees that Minnesota last one. So when they take college classes, we pay for them. >> We get to aid for the students when we turn around and pay them tuition. >> Okay. It's a tradeoff. >> Is it a wash? >> I think we I don't know for sure if it's a wash. I think we come out a little bit ahead. >> Yeah. Okay. >> It's on page 12. I just found it. >>
024Yeah. >> [clears throat] >> That was the tour I had. >> Any other questions? >> I didn't have anything else. >> Can I get a motion to approve? >> So move. >> Second. >> Have a motion and a second. All those in favor signify by saying I >> oppose saying sign. Motion passes. 7.5 approve high school activity bills. [snorts] >> And did anybody see anything or any questions? >> Make a motion to approve the high school activity bills. Second. I have a motion or a second. All those in favor signify by saying I. I. I oppose same sign. Motion passes. >> And just one other thing, this will be in the paper on Wednesday. It's basically our 2526 or 2425 numbers and a 2526 budget says on the bottom that these figures are an audited
025top representing the report in December. These should be the numbers, but I put that on there pretty not been accepted yet. So, as far as the general fund, it looks like we went down $233,997. My original budget had projected a loss of 863,790. I was actually almost 100% on the expenditure budget, 3% going the right way on the revenue budget. That's why the loss is not as great. >> Good job, Jack. >> Just way to go, Jack. >> Totally. I just don't want you to be shocked. say thank you. Eight board forum information. >> I haven't the only things we've had were negotiations. Let's take some time and then any other Clint and I were at MEA this past week, Sunday through Tuesday. That was really good. Again, um went to three different sessions. One
026was I shared with Jen earlier, one was um AI use in in the elementary for teachers for lesson planning and um and that was pretty interesting how you can how you can create a lesson plan and and Winona State did a presentation on it. I thought it was cool and the main reason they did it was just to save time um you know help with help helped make it easier and I use AI quite a bit for work. So watching them go through it you know and just telling it to change this and it changed it like the reading level or or whatever and I mean it just made the changes and the lesson plan was there >> which was cool. Um another one I went to was referendums. what what to and not to
027do. Um that was interesting for me because RTR presented on it and so they told their story of of their recent referendums that they've ran through the community. Um and then um the last one they went to was on um what's the word for it for the like the um like how we use Oh, LFT or >> No, it's really lovely. >> Yeah, I didn't write I didn't I didn't get the note on it like that. Um like how we send send kids out to the out to the college for >> CT stuff. >> Yeah, CT stuff. Um but they call it what do they call it? Like career academy. like some schools are creating careermies where they where they'll do carpentry, they'll do um jobs that are needed. Um but the what was interesting
028and I never thought of it and I don't know if we could but they said the most popular one is CNA. Um so like to work at the assisted living the the the um retirement homes and even even some in clinics or hospitals and that's been the most popular by far. You can do that through PSL here >> because Carmen's taking it >> but I thought so I was kind of >> so it is available to our students >> and we don't ourselves do it but >> Right. Right. >> and then the big talk in M is always the is always the um when they talk the money when they start the state and politics and what they think the state's going to do and um yeah that could be interesting in the next year
029or two. I don't know if you can Yeah, I'll expand on it a little bit later. Yeah, the negotiations obviously has went well. We're to a point where tonight you'll have the ratification of teacher staff taking their vote to ratify and I know we have a couple of the negotiators here this evening. So, appreciate that. It was a very collegial process. We came in with a focus on how do we how do we solve the problem and work together to get there. So, um, I really appreciate the work of our negotiators to to arrive at a good solution for for the district and for the staff. So, that's kudos to everybody that was at the table. >> I was going to say the same thing. It went it went really well. It's great. Anything else?
030All right. nine administrators report 9.1 superintendent board report. All right, I'll go through my report and I'll highlight just real quickly after I'm finished with the report of a survey that I that I shared out and and some information feedback that we have. It was on the heels of our conversation at the last meeting about our strategic plan and how we want to proceed. Um so Brad already highlighted the MREA event. Um, our keynote speaker was phenomenal. His name is Joe Begman and his message transcends a lot of different audiences. So, I actually had a conversation with him afterwards. And we're going to see if we can bring him he would um do up to three speeches in a day. So, we've already talked a little bit about doing like an upper elementary, middle school,
031and a high school event or an upper elementary, middle school, and then a high school and an all staff event. So, we're going to figure that out. But, um, the first part of his message was look up. And the idea is, >> right, >> look up cuz life's going on and and pay attention and and the power of human connection. He really emphasized that. And then he also closed the session with just look back which is um taking moments for reflection and appreciating um how intentional you are about the legacy you're building with your family with those that you work with and and the work that you do. So I thought it was really like I said a very impactful message and um and it was it was a lot of fun. The other thing
032that Brad did share, we were super impressed with um probably about seven, I think it was six or seven um college students that came up and just welcomed themselves to the table where we were sitting and introduced themselves. And at the end of the day, I walked out with six or seven resumes in hand and have a couple ideas of people that I've already shared with them that I think we should look at hiring because uh I I was thoroughly impressed with the young people first of all having the courage to do that and second of all um their ability to articulate what they want to do and why they want to do it. Um I I was thoroughly impressed. So um the sessions were good. As Brad shared, there's a lot to be decided
033at the legislature this year. I think we all know that the legislative session is going to be a another challenging one because of the splits that are going on in the House and the Senate. Um, and I don't say political splits as much as just philosophical splits in where things are and how things should happen. So, um, and I know that there's concerns about the long-term implications of some of the things that have happened in the past with legislative sessions, um, particularly about the summer unemployment. There's a lot of questions about, uh, what's going to happen with the paid family leave going on right now. Um, and we, just to jump ahead a little bit, I don't know if I wrote it this, but we've been doing a lot of work on the implementation of
034that. Um Jackie Jennifer Dunn and I have sat through literally hours of webinars trying to sort out what this is going to mean, how it's going to happen. We had a staffwide meeting where we shared all the information. We received the signatures. Um it's it's going to be a big process and it's one that I think um has some real interesting implications for potential fraud. And there's been a little shift at the state level that I think is something we all need to pay attention to where there's greater expectations now on the employer to help ensure that there are not fraud issues. And one of the legislators in a recent hearing about this shared, well, who's going to track to make sure in the spring somebody isn't checking or somebody's following up to make certain
035that somebody's taking time off to take care of Uncle Wall-E and in the fall to take care of Uncle Buck isn't uh make is making certain that Uncle Wall-E isn't the walleye they're fishing and Buck is the deer they're chasing. So, um, obviously a slight exaggeration, but again, maybe not because again, there's there's not too many governors on this to say, uh, this or that doesn't qualify. I know everything's with the state and we found out today there's delays in the state process as well, right, Jackie? >> I was going to say what the what I found out too is the state can't answer all your questions. >> Yeah. Well, >> I mean, there's a lot of like, well, we don't know where you are. We don't know you know what that means yet. Thursday
036said it'll be open like what 6 weeks prior to implementation >> to file to file >> to apply not until January 1st. >> Yeah. >> So so these people are not going to want to just apply January I mean if they're counting on the money coming right away when they >> Yeah. It's not going to happen. So and the other thing just to clarify for everybody some districts around us are utilizing a private um insurance company. We have decided not to and that was an intentional decision. Um the private insurance companies may save a little bit of money. I know the cost is 888 shared 50/50 between the employer and the employee. The insurance companies the lowest I've heard is a 83 but we said we do not want to add another body to this
037mix of what's going on because it's it's going to still be very confusing. So, we're just saying if you have a question, you have a concern, you deal with the state. That's that's an issue with the state because this is a state action. So, we'll see how it goes. We'll keep you updated as things move forward and how how the process is working. But again, we're monitoring it closely. I know a number of my colleagues are saying are starting to wonder if there's going to be a need to expand in the human resources department. I'm hoping that's not our case and that we're able to manage the process with the staff that we have. Um there's a picture in here of our roofing project. I thought it was a cool picture. Um courtesy of Neil
038Ramsby. He has a drone that he threw up and and you can see the the white coverage of the roof. It really really gives you a very clear picture of what's going on and that phase is now complete. This the uh finish work with the sheet metal has been done. So now we'll wait till next summer when phase two will occur. And then, as you may recall, for us to access the LTFM funding, we divided the summer into two phases. So, then we'll have a phase three. So, um, we'll have a little more color on on this roof that we'll share at a later date that shows what will actually be phase two and what will actually be phase three, but all scheduled to be done by next October, November of of next year. So,
039um, again, looking forward to that. the um Christmas party's coming up. So, uh board members, please. We we really appreciate you showing up. It's always a fun event. Um a lot of a lot of fun to be had. Um schoolboard association leadership conference. I know a few of you have signed up already. Um I think you could still sign up if you're interested. Might might be challenging for Dev with some rooms, but if you're interested, uh please let us know. We don't want to miss an opportunity to go. Um, I'll share the student feedback information and then house chair that Lisa is working on some more data um for us looking at some longitudinal data. I know that we've had that conversation at the board meeting about our student achievement results. So, we want to
040look at it as a cohort by cohort because this year's second graders when they're assessed aren't the same second graders that are assessed next year. It's so we're going to look at some data that tracks cohorts over time. We'll present that to the board so we have a better and richer picture of what's going on with our trend results. Um, in here I mentioned strategic plan. So Deb, you want to bring that up real quick? So I think Oh, I just closed out my board. All right. Um, what we'll do is um Deb can uh pull that up so we can take a look at it. It's it was a highlevel survey of our staff just to get some perspective on their views of our strategic plan because again our our plan is suns setting
041um at the end of this current calendar year. So the end of next month effectively is when the plan is is finished. and um I thought it'd be prudent for us to get some additional perspective. So, this is a reflection of what our staff have to say about our plan. So, again, a quick survey that went out um and you can scroll through, Deb. I'll just cue you to the next slide. So, the survey was sent to all district staff, sent out three separate times, as well as several nudges by the principles. We ended up with 53 responses. A little disappointing with the number of responses. We have a total of 156 employees. So 56, not a great statistical number, but I think a pretty good idea of reflection on what people have to have
042to say or think about our plan. Here's the response category. Not a surprise. The bulk of the responses came from our teaching staff, certified staff, predominantly teachers. So, one of the questions was on scale one to five, one not involved, five extremely involved. Um, here's the feedback that was provided about participation in the creation of the last strategic plan. And then underneath, so you can see the the large number of of people, ones and twos. Um, and I would say people that respond to threes, they're being Minnesota nice. I I just most fivepoint liker scales, that's kind of how it is. Um, so you scroll down. So the follow-up question is, why do you why did you respond the way that you did? And not a surprise, some people just weren't employed by the district
043at that time. So they weren't they weren't here. Um, some responses said they didn't even know our plan exists. So that that tells us something. Um, and then some shared that they did have limited engagement. So there were some surveys or beef brief uh meetings where there was some input gathered and then uh you can see that there were some staff that felt that that there were some contributions made but overall there was really minimal communication involved. So again just that's from our staff. >> I I think you know my thing is is I don't care what kind of strategic plan you get if if new employees aren't coming into our district and getting that shown to them. >> Exactly. I mean that's that's on kind of administration and and whoever is bringing them into
044the district because I'm like yeah if you're new how do you know what's going on? So I mean that's one thing if we do whatever we do and and we need to get more into that a little bit later on because I was >> because I've seen that a lot there's there's a reaction to implementation how are we implementing so um >> so this question do you feel that there was do I have opportunities to provide input kind of a third a third and a third um somebody not there so then next slide to what extent Do you believe the current strategic plan has positively impacted your day-to-day work? Um, one, not at all. Five, absolutely. So, you can see that again, how how we implement what whatever we decide, how it's implemented is going
045to be really important. Move on to the next question. In what ways has the plan influenced student outcomes or classroom district operations? You can see a few things that are there that are referencing some of the actions that we've taken with the additional supports with students in the counseling area. Um really the the talk about our addition with the MLE teacher that was noted. Uh ultimately though it comes back to being well intended but we really need to have a follow up and follow through when we go through the process. And then we started to ask about our our diverse and economically diverse population. Um we know that we have growing diversity in our community since 2020. And kind of interesting how it's dispersed the way that it is um with a lot just kind
046of in the middle. And that tells me there's a sense of uncertainty whether it has or it hasn't. And then some staff feedback around that. Again, it was an open-ended question and it comes back to what you were just saying to Katie. Many staff aren't familiar with the plan and they're saying that there needs to be more supports for our special populations. We've talked about that at this table. We had the special workshop meeting last year where we talked about special education services and supports as well. Um, and then some things were deemed as not really actionable relative to our student population. And that comes with some of the lead statements of all students. And I know that that is something that that gets people a little concerned when the word all is stated because
047that that becomes a hard metric to achieve. Um, like saying all people are going to drive 55 miles an hour. and let's ask our police station how well that's being enforced and able to be enforced. So, um the next slide, do you believe that their the current strategic plan reflects the direction our district needs to go? Interestingly enough, the majority said yes, which I found was kind of an interesting result in this particular slide. I think this is the one that was most in congruent with everything else that was mentioned. >> Right. Right. So we can go on to the next slide. When asked to add reflection on that, this is why I thought it was in congruent because they asked why did you feel that way? Why did you make that statement? Um staff
048shared that they really didn't know the plan. Um some noted that it felt a little unclear or outdated and some of the academic needs aren't fully met and and that comes back to the recent work that we've done with the passage of the portrait of a graduate. So getting that alignment and not surprisingly and this isn't unique to Pipstone, it's everywhere staff feeling overwhelmed. There's just so much on on everybody's platter and how we continue to manage those expectations is is really a big deal. So we can move on to the next one. Um some of the strongest aspects of our plan, our existing plan, people really like the belief statements that we have stated, the mission statement, the vision statement. I think there was a real sense that that that has some purpose and
049meaning. Again, you just need to do a better job of communicating that and supporting that. Um, a real strong sense of what we're doing with student supports. This goes back to what I shared earlier around the additional support with SEAL, the social emotional learning with the counselor for example, how we've worked really hard to improve some safety of our environments, hardening of our spaces, some of the work that goes back to the bond that was done with improving safety and security. um communications and community involvement. I think there's been positive feedback about communication efforts in the district and what we're doing with communications. And then the CTE components, we know that we have strong CTE and and programs there and how we continue to capitalize on that. And then our financial responsibilities that we've done
050done a really good job there. And I think that uh directly goes back to Jackie and some of the work that she does to help lead that department in our district. Um areas for improvement again some of the all language that's used making it uh a little more timely with the inclusion of AI as well as the portrait of a graduate. Uh some of the student achievement needs the gaps, how we address those. Um there's some opportunities to continue to address culture and climate behavior management. Again, that's not unique to Pipes, though. There's many districts that are struggling with student behaviors and and challenges that come with that. Um communication, again, you can always communicate more. It seems no matter how much you communicate, there's never enough. and the post high school readiness that that
051how are we in the question how is our plan reflecting all the different pathways and opportunities that are before kids in creating some of those community-based workforcebased uh experiential learning opportunities. How important is it for the district to create a new strategic plan? Um one not at all, five very important leaning more that we need to three kind of in the middle. So about half of our population is kind of hanging in the middle saying I really don't know. So um the next slide. So some general sentiment that I see out of this um is that a majority view is that there is a need for a refresh plan. um making it a little more timely. Again, the last plan was created during CO and we know much has changed since CO and that the
052staff need to universally feel a real strong sense of involvement, participation and that there needs to be some alignment to our ports from a graduate work. So, uh so that was the feedback that was generated and then we can go to the next slide. Um just asking what are some metrics that could be included. Interestingly enough, there were some options that were provided for staff to choose and then they could add their own. There are a number of them that were added. That's where you may see the the one or the one or the one staff satisfaction not on our current plan but highlighted as a as a pretty important metric in in how we are doing as a district. our district health um parent student satisfaction followed closely behind. Then assessment results, standardized assessment
053results was down, but growth assessment results like our NWA, how are how many students for example are showing growth on their growth targets that received a little more traction. Um and then you can see the other feedback points here as well. So here are some key recommendations. I'm not going to go through all those. You can read those. just highlighting some of the things that we could do moving forward as a district. Uh and and I think this is where we should have a committee meeting of our board um to talk about these recommendations, then bring forward what our action steps might be in December so that we know um by action of the board if we're going to pursue a new strategic plan or just go through the process of of revising what we
054have. the next slide. Um, I'm I'm somebody that believes firmly in continuous improvement and I think this is an opportunity to really chart a course for excellence. what does excellence look like and feel like in our district and then how do we embrace that so that everybody feels that they have had a voice in the process but then ultimately it's the board's opportunity to say this is the course that we're charting and u then hold the administration and staff accountable to achieve that outcome and that focus and I I love this quote um we know we're not happy necessarily with the results that we're getting right now. I think we've had that conversation at this table with our student achievement results. I know we worked hard on some culture things. We're continuing to work on
055those, but we are aligned to get the results that we're getting today. And that may be a simple overstatement of a of a pretty clear something that's kind of obvious, but sometimes it's not so obvious to think that yeah, we are we're getting the results that we're designed to get. So, we have to think strategically about how do we want our design to reflect the results that we're attempting to get and be clear on those those expectations. So, um I'll stand for any questions on this. Like I said, I think this will go next to a committee of the board and then bring forward recommendation at the December board meeting. But I do want to say thank you to all the staff that did participate and the principles for giving the nudges that they did
056to staff. Um, and and I know I did have a couple of staff members that approached me and they said I started filling it out. I couldn't answer any questions. So, I stopped and I said, "Well, the whole point is to get your feedback whether you can or you can't answer the questions. It's your input is valuable." And I think that that in itself is a culture thing too to let staff know that yeah, it's okay to give your feedback, good, bad, or otherwise because that's how we get better. So, there any questions? I'd be happy to answer those. Just a couple comments. Thanks Clint for for going through that. Um so when I read the the kind of the bigger ticket items here as far as staff satisfaction, student parent satisfaction, um engagement, to
057me all that boils down to is culture. Um and so within small communities like ours that the community kind of rises and falls with the school and the culture and that pride around it. Um, and so that's something that's important to me as far as a strategic plan. Not only to Yeah. How do we increase um, uh, just the education level um, but also just how do we continue to increase that culture and that community aspect around the school just to elevate everybody within the community. I think it almost would be better to do a work session than a committee myself. So then everybody can have input I guess. >> So committee the whole basically >> right? >> Yeah >> like a work session. So, if there are other questions afterwards or comments, you feel
058free to reach out. I'll be happy to answer them. But again, appreciate everybody taking time to to go through the process and and this information was shared with the staff earlier today as well. So, they it's not a history. It's keeping everybody informed of where we're going and what's going on. >> Okay, moving on. 9.2 principal's board report. Okay, so you've heard um us talk about the AIM award that we have for staff and um anyone in the building. And if you watch our Facebook page closely, you can see um staff members getting um celebrated in that way. And sorry, Mrs. Styles, but I want to I want to give you a shout out. Um, Mrs. Styles was honored today, and she was nominated by a couple of colleagues that um told me that, which
059I already know this about her, but she's one of the most patient, hardworking, and dedicated teachers that we have in the building. She gives up time during her prep periods without complaining. She comes in before school and meets with students and she stays late just so that everybody is on the same page and she can guarantee that her students learn. So I want to thank you for being amazing. Also I want to mention that she has really just taken uh Miss Lyra the mathematics teacher under her wing and has been mentoring her beautifully and I really appreciate you Mrs. Styles. Okay. Um so we've had a couple of different things happening. Um, in November, we hosted our high school Big South Choir Festival. Um, we had our Veterans Day program, which was incredible. Um, we
060had parent teacher conferences. Now, being a middle and high school, it's really it's a little bit more challenging to get parents into the building. Um, because we've got we've got student view, we've got parent view, we've got internet, we've got email, and um, typically if parents see that their children are are doing just fine, they don't want to take that extra step to come into the building. So, we're I I will be meeting with my leadership teams to try to come up with another way where we can maybe have simultaneous events happening during our parent teacher conference evening such as a FAFSA night um to try to bring parents in is a couple of different things because there are things that we can do to connect with parents that's just a little bit more personal
061when you see someone face to face and you can have that connection. And I think that speaks to what you were talking about, Tyler, the community just wanting to be a part of the school, the school wanting to partner with the community as well. >> I think one thing that I seen, uh, I don't remember what if it was the board magazine or what it was, but they talked about having, especially 11th and 12th graders, having parents be a part of their college plan, like a college planning session. And I thought that was really cool. I mean, that's interesting to me just because there's a lot of parents that do need help with some of those things or maybe some direction on how to apply for schools or things like that. And I don't know,
062it's just nice to all be on the same page and be able to discuss those. >> Yeah, I like that. We had a rep from SDSU come and do FAFSA, but um we could make it bigger and have several reps come from different schools and and help families. >> They did it. It sounded like instead of doing like it almost being like a teacher conference except that it had to do with your you know like what you want to do or you know things like that and if you were aligned if your current things that you were taking for classes were aligned with where you were going type thing. >> Yeah, I like that. I just thought it was interesting that to get parents, students, maybe the guidance counselor, whatever all in one spot. Yeah,
063I like that. there are so many questions that that that surround that whole process and I don't people are typically not quick to ask for help. Um but yeah, I like that idea. Um and then of course like I do almost every month I talk about reading plus because it's amazing. So we have one grade level that actually utilizes reading plus in a very very consistent way during uh their flex time which is first thing in the morning. the in the last 10 weeks since we started school and when I wrote this um I ran the report and our sixth graders so all of our sixth graders are working on this customized um personalized program and the average growth in comprehension fluency and vocabulary is one grade level. >> So the sixth graders are crushing
064it. um seventh graders aren't using it as consistently and they are um they have averaged an average of five months of growth in the last 3 months. So not as great but the more we use it the more um the the better results we have essentially. Does anyone have any questions for me? I just going back to parent teacher conferences. I'd heard that the science teachers were gone cuz they were at some they were at a conference, you know, and I know you can't plan that, but usually sciences are kind of ones that the parents want to talk to. So, I mean, if we can like I don't know if we can kind of plan around that. And I know you can't help when teachers get sick, but I just, you know, >> we want
065to kind of make it clear to the teachers that this is important to, you know, that the parents that do show up >> and we're very good about communicating it >> and that's my and that's good. I I and there were just some parents that had said that that they did, you know, were just disappointed cuz they wanted to personally talk to them and now that their child was having a problem or whatever, but that they just um just wanted to, you know, speak with them in person. But again, it was nothing against they're just like, well, you can't help, you know, they're going to a conference and they're bettering themselves and you're not going to hold that against them. But just and again, you know, when you set the date back when you do
066the calendar, you don't really know when those those are. Again, >> nothing bad, but just, you know, I did think it was a lot easier. It was much more um label as far as labeling as far as where teachers were. I didn't have near the problems finding people. >> Perfect. That was always my >> Yeah, it was I thought it was very labeled very well. I mean, it's this way. I like I know I was like this is good. We want people to feel welcome in the space and not feel um overwhelmed or lost, >> right? Like you're just wandering. >> Yes. Thank you for the feedback, Tammy. Yeah. No, I again nothing against it but just >> we can try and avoid that. >> Yes. >> I was kind of bummed that there wasn't
067more people. Yeah, that is. I was, you know, because I thought there it seemed like there was a lot of people in the building, but it's hard when they're all spread out, too, it seems. But yeah. >> All right. Good evening. Um, so I do student focus meetings. I started this a couple of years ago. I love this. This is a time where I get to sit down with every single teacher and we talk about every single student in two different days. I'm I did it four times last year, but I think we just need to do it two times. We'll do it one in the first quarter and one in the third quarter. Great time to learn about every kid and really ensure that we're providing the adequate support that they need, the interventions
068that they need, anything that they need to help them thrive at school. Um, we did another fire drill. My staff and students are excellent at this, which is wonderful. We had vision and hearing screening at the L at the sorry, the colony a veterans day program. It was awesome, very wonderful. We held our first book fair during conferences. Very well attended. The kids are buying these books. They're super excited about it. Parent teacher conferences. That was a wonderful time. Below you can see the attendance rate for each grade level that's broke down and then kind of our overall attendance level there. I think it's so fun to watch parents come in. You know, some of the kids are in there and I just think it's a great time for that. I do have an update
069on our attendance goal for the year. We are currently at 95.6% attendance rate, which is wonderful. We had our fourth grade patriotic concert the other night. That was awesome. The last song just I think it just hit everybody and just there honoring our veterans and we had what did we have? I don't know, four, five, six veterans in the um audience which is wonderful. Last week was American Education Week. just gratitude for all of our educators. I spend every day watching my my staff in action every single day and it's really cool to see the things that they are doing. They're changing lives. November, our character trait is responsibility. We've really focused on this. Our students have taken a lot of responsibility in the lunchroom where we've got food on the tables and the floors.
070So, they've been helping sweep up and wiping off tables and stuff like that. And then our current enrollment as of right now questions that you have for me. All right, I'm going to do Lisa. She's not able to join us tonight. Um uh actually just today that we finished this end of the year report um that we've been working on. We were able to transfer some of the carrier money that we have, which is really awesome because you guys had voted to add a elementary counselor. So, we're able to use our title funds to pay for the entire counselor as well as um our STEM salaries. Um PD, they had AI training at the high school, which is awesome. A lot of positive feedback with that. I thought it was fun to read her report
071that just their confidence level with AI. It sounds intimidating, but it's really cool to see how our the staff are really coming along with that. Couple of testimonies there that you guys can be able to read. the national assessment of educational progress assessment follow-up. So the assessment date for the eighth graders will be Thursday, March 5th. The district will get a list of students that have been selected. I think she had talked about it at the last time that just some of the students get collect selected. Um and then by law, parents and guardians of students selected will be notified in writing prior to the assessment. There is an opt out option for parents with that react and training updates. Phase two MDE has released the phase 2 approved professional development choices. Last week she
072was able to join some overview webinars and then she also joined the curriculum leaders on Friday which she loves going to these. It's so fun to hear her feedback. The literacy lead Emily has also had some opportunities to discuss these options. Emily actually just met with us today to kind of share some of that stuff as well. And then our pair of professionals, they have to have eight hours of training. Right now, they've received six and they will have two more hours in February. >> Questions regarding leases? And that par training relates back to ensuring that they meet highly qualified paras standards which is a standard of expectation that all of our paras have to have. Any questions anybody? Thank you. Um moving on 10 board action 10.1 resolution accepting gift or donations. Um, first
073we have eight donations to the senior K kind K kind K kind K kind K kind K kind K kind K kind K kind K kind K kinder buddy program um Kijanas club $350 Carlo Boutique $40 Sandra Rican Associates $50 an Drug $50 Mark Morgan DDS $25 or Farms West $250 gas and more $40 and first farmers and merchants $50. And then we have another list. Hold on. >> Okay. My eyes aren't that good, D. >> Um, Christ the King Luther, $100 to the Wellness Room. United Women of Faith, $300 to the Wellness Room. And Pipstone Holdings LLC, $1356.30. um to the wellness room for winter clothing districtwide. Um I'd like to thank all of these people and organizations for these donations. Um I know I say it all the time, but it just amazes
074me the community support and the people that generously give. Can I get a motion um accepting these donations? >> So moved. Second. >> I have a motion and a second. All those in favor signify by saying I. >> I. >> Both same sign. Motion passes. >> 10.2. Approve master agreement with PA for July 1st, 2025 through June 30th, 2027. Do we have any questions? Any comments? >> I I do. Um just wondering about how we're going to enforce the arrival and leave time. >> That was that was there's a lot of discussion around that. Um and it has to be approved pre-approved um for it to be not regular. >> Okay. So, the ones that are approved, let's just say they leave at 3:15. So, they have students that can't arrive to school cuz they're
075coming on a bus and the only time they can meet with the teacher is after school. What is that teacher going to do? They're going to say, "Sorry, I put my time in." I mean, >> that that's where the administrators have the discretion to say, "No, you can't do that." >> Okay. Well, I mean, but if that teacher doesn't tell administration that a student, >> they have to because >> Well, no, I know, but I'm just saying but that a student can only meet with them. And I don't think that there are probably any teachers that would not give their time up. But that was just my concern is like, you know, we're here for the students and for those that come in early and leave at 3:15 when the students get done. Like that
076that's only my concern. I'm not going to not agree with it, but I just wanted to know how how we're going to enforce that cuz I know we have teachers that come late and leave early and consistently have done it for years and that hasn't changed. And so that's just where you've got majority of the teachers that are showing up at 7:45 and they're staying till 3:45 or later, but you have others that are sort of abusing it and showing up at 8 and still leaving at 3:30. I and anyway, I I just I just want to make sure that that this is, you know, that we're going to hold these people accountable for the time that they're contracted for. That's that's my only thing. >> I completely agree. >> Yeah. And and again, I
077I mean, I there are plenty of teachers that put their time in, and I'm not I'm not agreeing with And again, I'm not going to not agree with it. My concern was that you know you got each principal that has 70 people under their wing like how are they really going to manage >> and that's why I ask that because if somebody approaches a principal and says we've talked about this already yeah I'm sure you guys have had it I just >> um this is what I want to do the principal has right say no you can't sorry >> and >> yeah that's that's again it's preapproval So I think that right there there itself helps to create that standard or expectation that yeah I I have complete faith in both of them to hold
078that line. >> Okay. I just had another question on the the sped people that do the paperwork which I completely agree with because they they need it. Just explain to me, do they have to come up with like the day that they take that? Do they have to come up with sub plans for a sub on top of having to do extra paperwork >> when we don't have any subs for their spot? >> Yes. Why would we not just say we're not providing services that day >> of that week? >> You can't. >> But I'm just saying, but if you provide those minutes in the other days of that, what is it? Is it once a month? I don't remember what it is that they did it or is it once a quarter? >> We
079switched it. >> I couldn't remember. I didn't write that down. >> So, it was one a month and we switched it to four a semester because the comments the feedback given back was they appreciate it, but they don't always have paperwork to do every single month. >> Right. Right. Right. Yes. Right. Cuz the beginning of the school year, you don't have some Yeah. So, you have a lot. So, we changed it from one a month to give it a month. >> Got it. >> And then four at the middle and they can use them at their discretion. >> Okay. >> I just didn't like I just think that that's you know they've got paperwork and then they've got to come up with >> Yeah. >> sub plans. So then like where do those teachers go?
080Do they just go like to the library or something to like work on their paperwork if their office is being used for Yes. classroom time? >> Yes. We ask that they stay in the building. um they either the last time I I had a teacher use um Lisa's storage area that holds all of the curriculum materials and so that never has people coming in and out of there. Um so she used that. Um otherwise I've given up my office cuz I don't mind coming in the main office >> anyway. Just when I was reading through it I was just like gez that's just you know like where are they going to go? They've got paperwork to do and then now that they've got to have a sub in their room and >> I just I
081was just curious. I mean, I knew that they had You all had plans. I know. But I just want to know. >> Yeah. No, this was put in this was first put in >> surprise. >> Yes. Yes. Yeah. I remember. Yeah. >> And so this was just a a tweak. >> Yep. >> Um because it's working. We could make it a little better, >> right? Okay. Yeah. That was my only questions. I like I said, I not that I didn't agree with any of it. I just I just wanted >> answers. discussion around that. >> Yeah. >> Okay. >> Any other questions? >> I just want to say that I'm I'm really excited to see our base getting pushed above 50,000 in the second year. I think that's going to help with our recruitment efforts
082and retention efforts with everything that we've done in the contract. And I know it's not without some commitment. And obviously we're going to take a hard look at what this means um residually within our budget practices, but I I think for us to remain relevant, current in the marketplace, these were the right steps to take. So again, I I appreciate the negotiators for for doing what they did and again the teachers working with us. cuz I was a great process like I said before and so um real collaborative and I think a shared commitment to doing all we can to to keep our position strong in the marketplace. >> If there's no further questions, can I get a motion to approve? >> So move second. >> Have a motion and a second. All those in
083favor signify by saying I. >> I oppose. Same sign. Motion passes. >> So before we move on, I do want to say thanks Jackie for being at those meetings as well. It is appreciated. 10.3 approve the 2024 2025 compreh comprehensive achievement and civil readiness and achievement and integration grant summary report. All right. So, um, this is referred to as, uh, CACR now, or as Gary Lee would say, CCR for those that date back to that time around the work table. Um, and this is replacing the world's best workforce plan that we had to submit annually and it does tie back to our strategic plan. You'll see some parallels in our goal statements that we have. Lisa would pres be presenting this report. However, due to some personal needs, she's unable to be with us tonight.
084So, I'll walk through this for you. Um, and this is something that we have to walk through slide by slide on as per requirements. So, we'll do our best to to keep it brief and move forward accordingly. So, the first goal, all children, and this is some of these all comments that were made earlier. So, all children are ready for school. All students are kindergarten ready. Um, our goal status is we're not on track, but you can see the results. 68% at low risk. Um, and this is based upon some screener assessments that we have in place and the 73% at low risk um, using the fall mass screener. And it does have an asterk with it, a footnote, because there was a change in the assessment tool. Previously, we had used FastBridge and now
085we're using the NWA assessment. And um somebody that's a little more familiar with FastBridge could probably speak to that if there are questions about the differences. Um I know quite a bit about NWA that's that growth assessment. I think FastBridge is similar, but um we are having a conversation about which of those assessments is most relevant and applicable after we've had a chance to do some comparison side by side. So that one is with an asterisk accordingly. The next slide gets into closing the achievement gaps between student groups. We have a couple of uh student groups that are identified racially and economic uh achievement gaps in particular. Um so you can see that we are not on track with this goal. We have some metrics that reflect that. So our free and reduced lunch student
086group um is 29.5% proficient and we were at 32.5 in 2024. So we had a slight decline and in 2023 we we were at 32.2. So we've seen a slight uptick and now we're seeing a slight decrease. Um non-free introduced lunch student groups 45.7 proficient. These are all based upon the Minnesota comprehensive assessment results. So MCA results um in 23 we were 52.5% 24.5 and this year 45.7. So again, that arrow is not necessarily going in the direction we wanted to. Our EL or ML student groups or our non-English speakers that are gaining English proficiency, um we had a goal of of closing that gap as well. They are 4.2% proficient, um 1.3%, 24, 8.1, and 23. And this is a real tough nut to crack quite frankly because we have some students that speak
087and can read very little English and they receive no assistance whatsoever, no translation support, nothing. They are given an English test and expected to perform on it. Be just like me handing you a test in Spanish right now and saying go take the test and do your best. So um not a surprise that that number is where it's at to be honest. Uh our non-English student groups 43.6% 6% proficient and we've seen a slight decrease from 23 24 to that 43.6 on math districtwide. Um you can see some similar results there. Uh 21.4% proficient in the free and reduced lunch group slight decrease. Uh our nonf free and reduced lunch student group and that's a decrease. and our English or ML students um a slight increase from where were last year none student groups you
088can see the number 31.1% compared to 38.7 last year so not on track our next one all students career and college ready by graduation um not on track you'll notice that there's an asterk here as well um because there's some reflection of concurrent enrollment students and then 22 our results were unknown because the free and reduced lunch student group were enrolled in the institution of higher learning. So there's there's that factor. But 70% 46 of our 2022 graduates were enrolled in an institution of higher learning. Um slightly up from where we were in 21. And then 40% so 33 out of 82 of the 20 25 graduates participated in what we would deem rigorous course enrollment. um compared to 69% 2024. So uh some questions about college and career ready coursework that our students may
089be taking relative to our goal that we have stated for all students career and college ready by graduation and then graduation rate. So our our goal statement all students graduate from high school. Uh this reflects back to our class of 24. You can see that 84.6% 6% graduated compared to 80.8% 23. There were 2% that continued. We had about 10% that dropped out. And dropping out doesn't necessarily mean they have dropped out. What it means is they have left our system and there hasn't necessarily been a request for records to go somewhere else. So they may have enrolled in school, for example, in another country and we never had a record request. ly still may be in school, but for the sake of calculating the dropout rate in Minnesota, that's part of the factor. There's
090also a factor of cohorts, and we can get into a whole discussion about that, but um that's what our data reflects. 3.3% are unknown and then you can see 24 non-free and reduced lunch, 87.5% graduated. Our free and reduced lunch population, a lower number, certainly something we'd like to see higher, uh 81.4% and 4% graduated. Um the last slide looks at all students are lifelong learners. We're on track with this one and you can look at students prepared to be lifelong learners as our is our goal statement and we said that 50% of the students meet their projected NWA growth targets from fall to fall. So how we NWA when you take the assessment it gives you a projected growth target. So it says you should grow by seven points in the next year. And
091if that student grew by seven or eight or more points, it said they met their growth target. So as you can see, 51% of the students grades 1 through 11 met their growth target. And NWA math, 41% of the students grades 1 through 8 met their projected growth target. So um for the most part, we're meeting growth targets, which is good. So the achievement integration grants. So that's the first part. So the second part is our achievement integration. Um summer school participation 56% of the students achieve projected growth. Um and you can see that our free and reduced lunch population. Um target was 80% of invited students will attend. We had 86%. 80% of students will attend. We had 90% and 80% of students report enhanced reading skills. Uh 92%. So that's that's pretty significant
092data there. Um goal number two, professional development. Participants report increased competence and effectiveness applying cultural responsive literacy instruction. And our target was 80% and we ended up with 87%. So that was positive feedback as well. And then the last slide uh the cultural liaison by the end of the year students in grades JK5 will increase their attendance rate. Our target was 95%, our actual was 95%. So that was super encouraging. Student tardies at the secondary level during quarter 1 uh will be reduced from 2500 by the end of the year. Our target was 1,000, we had a 1,365. So while we made good progress, um we didn't hit our target unfortunately and that's one that we're continuing to work on. Um so those are the the feedback pieces for both of these and um again
093it's it's autopsy data. It's data of things that have happened but it certainly can indicate some things that we need to do differently and again we present it with the recommendation to approve the report as presented. Any questions? I have one question. >> The graduation rate numbers, >> does that include the kids out the ALC? >> Yes, it does because those students do count as pipes school students. However, we have learned that those students do not necessarily have to be allowed to walk across the stage at our graduation ceremony, which is something that Mr. Orman and I are going to be reviewing in terms of an administrative procedure going forward. Set an expectation. >> Any other questions? All right. Um, get a motion to approve. >> So move. >> Second. >> Have a motion with
094a second. All those in favor signify by saying I. I. Both the same sign. Motion passes. 11.4 Approve updated 2020 2526 employee handbook with Minnesota paid leave language added. I'll just go through this again relatively quickly reflecting where we were in our previous conversation. We've added language that clarifies that the state is the one that has this plan and we are doing a shared cost model between the district and the employee 50/50. So the 88% that is to cover the cost of the new um paid family leave plan by Minnesota um 1/2 or 044 as it stands today. That number may change but 044 is covered by the employer and 044 is covered by the employee. Any questions? Jackie, anything you want to add? I know you helped with this language. >> Pretty straightforward. >>
095Thank you. >> Yeah. >> Can I get a motion to approve? So much second. Have >> a motion and a second. All those in favor signify by saying I. >> I. Both same sign. Motion passes. >> What I always like to try to explain to people is we already have family medical leave which is a federal requirement. Basically the difference is this might you may be able to use it for maybe expanded what you can use it for but the only difference is now it's paid from the state. So >> yeah, >> South Dakota still has to do it. All every state has to do it. We just ours will be paid now. >> You still have to hold a person's job open for 12 weeks, >> right? >> Everywhere in the United States. >>
096And our plan would run concurrently with FMLA. >> Correct. >> And before you also paid if you build up sickly. Well, it's it'll be interesting because it says up to 90% of your salary. It doesn't necessarily say that you're going to get 90% of your salary. >> Well, this is this is the reason why. So, I'm just going to throw out a number because I can't remember what the exact number is. So, they take the same average wage, which is I think it's like close to $1,400. And that's what they look at. So, if you're a higher paid employee, you may only get 55% of your salary. >> If you're a lower paid employee, you may get up to 90%. >> Gotcha. That's how they figure it out. Yeah. >> And our district will allow
097top off with leave. And that's again with some of the input we received from MSBA that there is suggestions that districts that do not allow top off um may be subject to agreements and that's just not something we're very interested in. >> And on the website you can actually calculate there's a calculator out there so you can determine how much you would get because every single person is going to be receiving a different amount. >> Right. >> There was a ton of discussion. >> Oh yeah. There's a lot of discussion everywhere about >> it was it was unbelievable to state private top off don't top off. >> Oh >> even even how long the state will actually fund it. >> Yeah. >> Right. >> That's going to be interesting. >> Mhm. >> Okay. 10.5 declare
098welder obsolete. You can see there's a description and pictures. Any questions? Any comments? Might need a welder. >> No, it's not a broken one. >> Okay. You have a motion to approve. >> So move. >> Second. >> Have a motion, a second. All those in favor signify by saying I. >> I. Same sign. Motion passes. >> 10.6. six, seven, and eight. Uh, approval of the separate seniority lists. And I'll just for for historical sake I'll just go back um a couple of years ago these were presented in different >> chunks and we with our negotiation team thought this was a much more streamlined approach especially with the lensure changes that have occurred in the state of Minnesota where people can receive a tier one or tier 2 license and may find themselves out of field.
099It just it's it's a much cleaner process. all these rather than using the different chunks and do I qualify under this area and I'm more senior in this area than another area. We just have made one master list starting at the top carrying it down and that's what you see reflected here and I think it's working well. So um that's why the presentation for those of you that may recall the chunked seniority list in the past um I think this is is this the second year Deb that we've done this? >> Yes. So just for historical reference, >> I did hear back from um the PAR union and the secretary. I did email the teachers their seniority list. I never heard back from them. So I'm going with what the last reading. I think if
100something were incorrect, we would have heard about it. Yep. >> Any questions or comments? >> Can I get a motion to approve? >> Do we approve each one separately? >> I bunched I bundled them. >> Okay. Bundle. >> Move to approve all them. >> Seniority lists. >> I second that. >> I have a motion and a second. All those in favor signify by saying I. I. Oppose sign. Motion passes. 11. Can I get a motion to adjurnn? So moved. >> Second. >> I have a motion to adjourn. All those in favor sign by saying I. I.