001Okay, we're live. This is like snap a picture this time. Do I have anything to say? I didn't look through it all yet. There's a few things in here so you do. Okay. Thank you. Okay, 7:00. Now, I'll call this board meeting to order. Please rise for the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. Everybody is present. All right. Next item on the agenda. Is there any new business? Hearing none, I would seek a motion for approval of the agenda. So move second. I have a motion by Mr. Welch and a second by Mr. Ravenorse. All those in favor signify by saying I. I. The same sign. Motion carries 70.
002Next item on the agenda, we have consent agenda items 6, 8 through D. Is there any item any board member would like removed and discussed separately? Okay. Hearing none, I would seek a motion. Moved. Second. I have a motion by Mr. Dice and a second by Mr. Lman. All those in favor signify by saying I. I. I. I. Motion carried. I abstain. Oh, I apologize. It's all right. Oh, for Gwen. Yeah, Glenn is on the administrative recommendations. Okay. Motion carries 6 with one member abstaining. Next item on the agenda would be item seven to consider and adopt a resolution for accepting the donations and there were a few. Yes, we have Granite Partners Foundation of Minnesota for BPA Nationals travel of $500 and also Steuartville noon Lions for $300 for the BPA Nationals. Joyce and
003Larry Stacy contributed $200 for the support of the Varsity Letter Community Service Program. We had a great number of students from Steuartville who were able to be recognized for that. Um it's every year a number of students participate in the program. So we're pretty proud of that. And then we have the Steuartville American Legion for the bike rodeo. $600 to community education. I would I'll say I was at the varsity letter thing. And I bet more than half I would say came from come from Steuart though. It's really really impressive to see how many of our kids are up there winning getting that those awards. I I I wish I would have written down all the number of hours because I know that just between three of them there was a thousand hours between three
004kids from Steuart and it's Yeah, it's crazy. I think there was a pretty good article in the Studioville Star. There's like 35 I think kids. 35. Yeah. And there was probably about 50 60 that were there total. Okay. All right. As always, we thank everyone um who helps contribute to our donations. Um so I would seek a motion. Second. I have a motion by Miss Kefir and a second by Mr. Gist. This is a resolution. Miss Cook. Hi. Mr. Gist. Hi. Miss Kefir. Hi. Mr. Lman. Hi. Mr. Ravenhorst. I Mr. Welch. I and I for myself. Motion carries. 70. Next item on the agenda is item eight, consider and approve administrative recommendations to discontinue SCSP 4.0 FTE employment. So this is uh to round out our budget alignments that you approved in April. Uh we
005did leave this towards the end of the year just because we wanted to make sure that we were accounting for all the positions that we needed to discontinue. Um, some of these are going to be through attrition and others will be teachers on call employees. Is there are there any questions or discussion? Okay. Says 3.0. That says 4.0. I think it should be four. Yeah. Okay. Okay. Hearing none, I would uh seek motion to approve. So move second. I have a motion by Mr. Welch and a second by Mr. Ravenors. All those in favor signify by saying I. I. Same sign. Motion carry 70. Next item on the agenda would be our program presentations and we'll let you go in order. So we have all of you. Maggie M, Mr. M. Are they all coming
006up or just one at a time? They have sections of the presentation. So what we have tonight is Maggie Maine who is our director of curriculum instruction, Mr. McMoy, Mr. Johnson are principles of our elementary schools, Mr. Kokus, uh Mr. Malone and Mrs. Morlock, principles at the middle school high school, and Courtney Gay who's our director of special ed, and they'll be providing an update on their goals, progress, and next steps. So first off is Maggie. Hi, good evening everybody. Um Maggie Na, director of curricular instruction. Some of you I've met, some of you I haven't yet. So, just finishing up my first year and it's been wonderful. It's been a great district and a great team to be a part of. So, I'm very um grateful to be here. So, I'm going to talk
007a little bit about the ReadAct because we just finished our first year um of through the ReadAct legislation. Can you tell me where you want to slide? There we go. Perfect. So, the first part of the ReadAct is the professional development. And so, um as you're probably aware, there's two phases. And so, this year we started our phase one educators. And so we have 83 individuals who have started training. Um we're doing the core OLA training um which is a nine module uh training for the science of reading and this year we have completed five of those modules and I just want to say thank you very much for the five days that we added to the calendar for this um because I know a lot of work has been happening on a lot of
008different things but this was really nice for our teams to be able to collaborate and do this together um and really learn uh that piece of it's it's really impactful for them when I'm at some of the u meetings that I have with other areas, people have to do it at home by themselves on top of their workload. Um so I just I I know that was a big um decision that the district made here. And so I just do want to say thank you on behalf of the administrators but also the teachers as well. We've really um appreciated that time. Um so FA uh the phase one educators they were our classroom teachers prek through five reading interventionists prek12 special education teachers e teacher and then um our prek5 principles like administrators um director
009and so forth. Um next yearish we'll be seeing the phase 2 educators and our reading support staff. So they did they had reading support staff initially put in with first um with phase one um but then they pulled them apart because they just thought that would be something separate um that they would look at alternative training and maybe not the full like my nine modules that we had to do. So I'll be learning more about that in Oatana in August and bringing that back to our district for our support staff. And then in November, October and November, we'll learn what the phase two educators will be partaking in um which is our secondary staff. And that will be most likely a condensed um version because these first five modules have been very like early literacy
010focused reading in the brain um and just some of that phonics and decoding. Whereas the second half of the training that we'll do next year will focus more on vocabulary comprehension and more assessments and things that they seem more tailored towards our um phase 2 educators in general. So I'm looking forward to seeing what that is for them and I hope it aligns more towards the second half of what we're doing next. And the other part of the readact then is the other requirements that go into our data and our reporting. Um so the one of the biggest components is our screening. So we use the fastbridge benchmark testing for screening this year that was required for grades K through three three which is not new for our district. It's something that we already have
011been doing. Um the piece that was new was the dyslexia screening piece which all K and first grade students do the nonsense word subtest which um is an indicator that for it just looks at characteristics of dyslexia. um our second through third grade students depending on how they did on our other benchmark testing it we did a gated approach so we didn't test everybody for dyslexia unless they gave us um there was an indicator in their earlier screening so that wasn't required for every student. This next year um we will be required to screen grades 4 through 12 um in some sort of um screener to determine um dyslexia characteristics as well. We haven't defined what that looks like for our district quite yet. We will be working on that um that piece of it.
012The next part then is what we're doing for intervention. And that's part of the the state requires us when there is a student reading below grade level, what is it that we're doing um for that student to meet their needs. So in the elementary school K through five, we use u the benchmark testings to create a win uh beautiful wind block the what I need time with tiered intervention services grouped um and collaborative between administrators and reading interventionists and myself. In the middle school we have a foundations of reading course that tackles some um wide range of reading um skills. And then in high school, we currently don't have an intervention system in place outside of special education, but that's something we'll probably be talking about as we head into some of those new requirements
013for our secondary students. Um the other piece of that read then is just that's new um for us this year is the family notification and communication. So, when a student scores below grade level, we send a letter home that shares um where what their scores were, the benchmarks, and then what we're doing um to help boost um their reading, as well as some strategies that they can use at home to help their reading. That's the React in a nutshell. Does anybody have any questions? just we may have established this or talk talked about this in the past but for for new teachers coming in first year teachers next year how do how does that happen for them so I know actually there's a ton of work that went into this year so I know and
014so I think so the the beauty of the state is they learn as they go kind of like with how things how things transpire so last year they said do everybody and then they kind of pulled a few people apart and this year they said hold on don't tell us what you need yet for next year. Just give us an idea. So, we did take a look at what we might need and my brain was started circling as I got here, too, because we've added a few positions in other areas, too, where I think we have to revisit that number. But, yeah, the hope is that we can get them on something next year during this time so maybe they can catch up with our current cohorts. Um I don't I would imagine if it's
015let's say it's a secondyear teacher that happened to come from a different district. They did whatever they did. It may be a different curriculum they use, but it still would satisfy the requirements. Yes, probably. That's what that's what we've been told. So any of our students or any of our teachers who aren't um staying at Steuartville um I had them go in and change their email address in the core Olaf program. So then they can continue that course in their next district as long as their district approves the core ola instead of you know something else. But um you I think it's St. Mary's University has adopted the core ola program with their students and I've gotten approval through core um so if we get University of St. ary students then they already satisfy um
016other schools are teaching it within their own courses and so MD doesn't count that as they have to take the actual class so um that will it just kind of yeah it'll it'll be interesting how that just all all continues to move forward figure it out as we go along thank you yeah any other questions Okay. Thank you for your time. Thank you, Mr. Johnson and Mr. Mackenoy. All right, evening everyone. Um, before you start, I just want to thank you all for a great end of the school year and the beginning of summer. Uh, we appreciate your guidance and your support as we finish up the school year. Um, today, uh, Mr. Johnson and I are going to talk about standardsbased grading and reporting. Um Maggie did a nice job of talking about the
017REAct and uh so on top of the REAct, we did not want to lose momentum with what we're doing with our other professional development. So if we could have the next slide, please. So when we're talking about standardsbased uh grading reporting, uh we're talking about the work that we've been doing with Nancy Reard. And so like we had said before, um this is really good professional development. I personally think probably some of the best professional development that we've had in the district uh since I've actually been as an administrator, even as a teacher. Um once again, we didn't want to lose the momentum that we had with Nassie, even though we're moving into the readback, things like that. Um so really what we're doing is we're focusing on those standards based alignment. We're talking about
018assessment, we're talking about reporting. And so when you're an educator, uh obviously instruction is a big piece. You know, we have the standards, we have the instruction, but that assessment really drives instruction. It's a cyclical type thing. Uh where assessment should drive instruction, instruction should lead to assessment. And then of course that third piece is that reporting. We want to report to our parents. We want to report to the state. We want to report to you how our students are actually doing it. So what we're actually moving toward is a is a standardsbased reporting for both Bonner and Bear Cave. uh which is going to give us better communication with families and better understanding of the standards and how progress is reported. In other words, when we have those standards, oftentimes if we have just
019a general letter grade, that's not giving us the information we need, especially when we're talking about those interventions and how we can really hone in on what our students need. And we feel that parents need to know that as well as we do. Um in addition to that, we're also bolstering our repository of work. And so, Mr. Johnson's going to talk about prioritized standards and how assessments come into play, too. Um, will you mention about new staff coming in? Our hope is that if we can get this working the way we want to, if we have new staff coming in, we're going to address that instruction, address standards or assessment, and we're also going to address that reporting. So, new staff is going to be able to come in, be on the same page as
020everybody else, which is a huge uh benefit for us. Um, we spent dedicated PLC time over the last three years. Um we're very fortunate at the elementary level. Um we have outstanding educators, people who have a really positive attitude working in the classroom and working in school. This makes a lot of sense for us. And so when it makes sense and it's logical, uh you get a much better buy in. So we're very fortunate for that. And so um from there, like I said, we've had some very good solid work. Um we're moving towards kind of an end goal here. Mr. Gr is going to talk about that. And so, uh, next up, uh, we're going to talk a little bit about some of the accomplishments we made as well as some of the next
021steps. Thanks for having me. Uh, Mr. Johnson, principal at Bear Cave. Um, I want to echo what Maggie um said earlier, thanking you guys for modifying the calendar to give our teachers the time to work on this because, as you can tell, the ReadAct is a full-time professional development thing on its own. And then you add in the continued work that we're doing around this, it's a lot. And so I'd like to commend the teachers because it took a lot of bandwidth this year to continue the momentum in both of those things. Um and so they've done a really really great job. We wanted to make sure we celebrated some of that stuff because that's something that gets lost at times. And so some of the key accomplishments that we've had so far because we've
022been working with Nancy Remert since 2022. Um some of the key accomplishments that we we wanted to drive home to our teachers was and we started in the area of English language arts. We took a look at the standards. There are 21 standards in reading in 13 or K through five. We broke those apart and we created priority standards. Picked seven of those standards that we were going to say these are our priority ones. And then we identified all the other benchmarks that go underneath those. And we figured out how they puzzle piece themselves underneath each of those priority standards. So that when we report out to families, they're getting an idea of these overarching standards and gaining a better understanding rather than getting in reading class. My kid got an A. it's my student
023can summarize a story giving you an idea of can they do that specific learning target. So we took a look at that. Um our teachers priorit prioritized those things. Then they created an annual pacing guide in reading and writing. So they took a look how how many days do we need for this unit to cover these standards? How much time so to ensure that we were able to get through all of the standards in an academic school year. After they did so, they then took a look at the standards from grade levels below them and grade levels ahead of them and they determined the progress of learning. So, um, a third grader gets to us by going through kindergarten, first and second grade. Let's not forget about prek. All of those things build on themselves.
024So, if a student isn't quite in a third grade standard, the teachers are looking back at what is the second grade standard that comes before it. Is that where the gap is with this student? Is it the first grade standard? What do we need to do? Because they build upon themselves. So we took a took a look at those progressions of learning along with those for where they're going next. Some of our students we don't need to worry about filling in the gaps. We need to worry about pushing them ahead. And so that progressions of learning also gives them an opportunity to push them to the fourth grade standard that aligns with this and the fifth grade standards. After that they take a look at all each of the standards and the academic vocabulary in
025there to create learning targets. What exactly is it that we need to target when we are instructing on a specific skill? Once we created those learning targets, we put those learning targets into unit plans that were 20 to 25 days long, about a month of academic uh time, and it's organized by cognitive demand. Finally, we took those units and we aligned those instructional activities with the assessments that we're going to be giving because like Mr. Mackenoy said, the instruction drives the assessment. The assessment drives what we report on. If we don't report on what we assess and we don't assess on what we instructed, we don't have alignment. And so it was important for us to have all three of those things in. Our teachers did a phenomenal job. They have now completed reading the
026ELA portion of this. Um we're feeling very confident with where they're at with this spot. Over the next um the next year, um I I think we're ready for the next one. Belinda, you'll take a look at our next steps. Um, and you're going to see this um for secondary as well. I'll have you ignore that. But for as far as K5 goes down here, uh, this is Maggie's infographic. Congrat, she did a really nice job with this. Um, we've been working on reading and ELA. That's a really big one. Um, now we're getting into the math, the science, and the social studies. And so teachers have already started to do that because we we had accomplished a great deal with reading and writing already this year. And so they started to break down the
027standards in math, science, and social studies. And now that they've all been through the training, we've all done the work. Now we can kind of divide and conquer when you're looking at the other areas. And so they're working towards that. Along with that, our art music and FIAD departments have also been doing a wonderful job. So, they're going to finalize all of that stuff in by June of 2026 to allow us then in the following year to make sure that we now that we've got all the assessments. We figured out how we are going to report out to families, now we can worry about designing that standard space report card so that we can make sure that we can unveil that in September of 2027 to our families. Um, that's going to take some messaging
028from Mr. Maroy and myself um as a as the leadership team so that families understand it's no longer going to look like A throughF. We're going to it's going to look a little bit different on your report card, but we're hoping with um the appropriate um communication that we can get families on board with understanding exactly um and their kid and they will have a better understanding of exactly where their students are at. So um we're very optimistic about the where we're headed and um we're just very very proud of what our teachers have done so far. Any questions for Mr. Johnson or Mr. McMar, thank you. Thank you for your time. Okay, next up. Yep. All right. So, our secondary, so 6 through 12. Um, I'm Brian. we've all gotten around. Um, so, uh,
029we have been spending a lot of time on our five days and I also would like to reiterate what everyone's kind of said and saying thank you for those five days. Coming from a different part of the state and not receiving kind of those that time or those days to work. It really has been awesome to see teachers get together and be uh, collaborative when it comes to their content areas and their disciplines. advance. Okay, there you go. Um, so this is these are our objectives when it comes uh to our part of the presentation here is sharing the progress and impact of our 612 teacher PLC time. They've spent a lot of time in in focusing on the learning targets that they produced in prior year in developing assessments. So that's the point of
030where we're at within uh 612. the assessment piece being making sure that you're covering in the individual learning targets as well as being able to see kind of uh breaking them up into smaller parts so it doesn't seem like it's as large of a a task in in unit wise and everything when it comes to our PL or excuse me our standardsbased grading uh highlight the efforts of or around standardsbased grading and reporting uh we're getting to that point where we are moving forward a little bit with our behavior uh rubric and separating ating the two. Our focus is to separate the academic portion of our standards from the behavior portion of um what we our expectations are in our classroom. And then later on we will introduce the Tiger Scorecard uh framework for the
0312526 pilot year that we are going to be having next year. Uh the why behind it um supporting all students in meeting clearly defined academic and behavioral expectations. Separating those two allows us to figure out what exactly our students are understanding academically uh and removing the behavior side of it but from the grade. So the grade isn't necessarily compliance when it comes to some parts that we'll talk about a little bit later with turning things in. Um but al actually def uh being focused on what exactly they understanding of class uh ensuring grading practices reflect mastery of the learning so they have understanding. So we will be getting into into the future uh reassessment and going through and giving kids a chance to showing what they fully understand for you uh or for the teacher
032and then strengthen school culture through consistent expectations and having that within our content. We had our uh PLC groups look at the behavior and look at academic and making sure that we were consistent with one another. Next. Yep. Thank you. Excuse me. So, um I feel like I'm repeating a lot of what Jeff said, which I actually really appreciate because I feel like it gives a good sense of alignment K12, which is I think being consistent K12 and having families be able to see that is really, really important. So, you're not going from Bonner and then you're going to BCI and then you're going to middle school and you're having these vastly different experiences. It's really nice for us systemically K12 to have the same work moving forward. So, um, a lot of what Jeff
033said, but, um, we have been over the last couple of years here working sort of through this, um, circle chart. Um, last year we spent a lot of time on prioritizing standards and developing learning targets. Um, if you're new to some of this information, which, um, I want to speak to it just a little bit. Jeeoff, you did a great job, but I want to add just a bit. Um, when you look at the standards from the Minnesota Department of Education, if I pulled it out and handed the packet to you, you'd be like, "What is this?" Like, they're very challenging to understand. They're often written in very broad terms that aren't super user friendly. So our teachers in our PLC's have been taking those standards pulling them apart um developing developing them into learning
034targets that are very user friendly for families to understand for teachers to understand and then also in turn for kids to be able to understand what we want them to know. So the ultimate goal of a standard is what we want kids to know by the end of a course or by the end of their grade level. So pulling all of that apart and prioritizing um what's most important, what we feel is most important. So when our kids leave Stobville public schools, we feel like they are set up with the skills to be successful beyond beyond our setting. So a lot of that work for us took place last school year. The majority of that work, it sort of filtered into this year a bit, but now at the 612 level, most of our work
035this school year was centered around creating target aligned assessments. So, we developed our learning targets, but now how are we assessing whether or not they understand those things. So, um we still have work to do in this area. We aren't finished by any means, but that's where we spend the majority of our time. And that's where we will continue to spend our time next school year as well on these professional learning days is creating really solid um assessment strategies and um summitative assessments that can tell us whether kids are understanding what we want them to know or not. Um again just that consistency piece. I think we've greatly increased consistency across our classrooms, especially between teachers that, let's just say Aaron's teaching algebra and Stephanie's teaching algebra. Both of those teachers now have a really
036good understanding of what they're teaching instead of them teaching in silos. Aaron doing what he wants to do and Stephanie doing what she wants to do. We have a lot of great consistency between um teachers teaching similar similar content or subject areas. So, um, were you ready? Sorry. No, you can you can I could talk for a long time. So, um, any questions about that though? Okay. Good evening everybody. I'm Tim Malone. I am the assistant principal. I get to work every day with Brian and Katie. Um, both Jeff and Katie have talked a little bit about the layers of all of the different work that we're asking our teachers to do. And one extra layer that I want to kind of introduce to you tonight for all of our listeners that might be listening
037online and for you. Um this is relatively new and this is something that we haven't um gone public with yet. It'll become much more public in the next few weeks and months to come here. Um, so I'm letting you know that we believe that um, when it comes to grading, we want our kids and our parents to firmly know what the kids know and understand when it comes from a content standpoint. And so whether their character influences that or not, we would prefer that that be a separate entity and a separate report completely compared to what they academically know or don't know. And so moving forward on a report card, you're going to see different layers of reporting out to parents at the end of each quarter. You're all used to the academic portion, but
038the part that we're going to kind of hopefully introduce to you and obviously there's a lot of work to be done ahead uh ahead of us yet in in reporting out to our parents um this behavior scorecard. And we'll talk a little bit about that as we go here. So number one, the first bullet point is just to kind of reiterate that um we believe that the non-academic part of their grade should not influence the academic part. And that's kind of what number one is. We had a cohort of teachers working together and we've kind of taken, you might know that um in the high school we had a kind of a PBISish model that had the Air Tigers in the high school and the big three in the middle school. and we didn't really
039want to fully adopt either one or the other and leave the other group out. So, we've kind of meshed these together now and we're going to have some language that we can talk about 6 through 12 and like Katie talked about kind of all be on the same page with each other. And so, instead of the big three and the air tigers, uh you're going to hear a little bit more coming up here about being accountable, respectful, and engaged. The second bullet point, by separating the academic and non-academic reporting, we ensure that academic grades remain a clear measure of what students know. And I've kind of already talked about that. While the tiger score provides meaningful feedback on how they are showing up to learn. So the character part of all of that and um
040some work still has to be done on what all would or wouldn't be included there. Um but there's some work ahead of us. Like I said before, um we have identified that separate from the academic grade, each student would receive a one, two, or a three in the area of this tiger score. Um this one, two, or three would each be in the accountable, respectful, and engaged area. And so each student then if they have seven classes would have a total of 21 of these different scores. Um, so they consistently are in line with what our expectations are. They sometimes are in line or they are rarely in line with what we expect. The scores of the three and two, obviously this is going to take some teaching from a standpoint of educating kids. Um,
041from a from a standpoint of educating our kids, we would expect scores of three and two. uh a score of a one would cause us to intervene with those behaviors and try to kind of redirect uh those behaviors to come more in line with what our expectations are in school. Um the behavior score accountable, respectful engage would be reported out to parents at the midquarter time. So for those of you that have per paid very close attention at all to our quarters, most of our quarters are real close to two months in length. So for instance, first quarter is all of September and all of October, right about that time frame. So the mid quarter is every four and a half weeks, which which is just over a little bit over a month, obviously. And
042so every four and a half weeks, a parent will get these three twos and ones uh with the tiger score. So that's kind of the the nuts and bolts of what this is. If you want to advance, I got two more bullet points here. Um, so here's our infographic on what accountable would work uh count towards you might say. Come to class on time, come to class prepared and complete assignment with work on time. You can see the respectful and the engage kind of pointed out for you there. Just one more real quick kind of time frame here. Um, we did have a pilot, a group of our teachers that are on this committee that kind of piloted this spring and they've reported back to the middle school and high school staff some really important
043and really good information. Um, some things from I really liked how I did this and this worked really well to this didn't work very well. So halfway through I kind of made a shift. Um there was some discussion with kids on what the teachers were doing behind the scene, but right now it's still kind of in the infancy and in the point where we're kind of trying to get our teachers again aligned. There's a lot of different reporting methods. Some of our teachers used pencil and paper. Some of our teachers used a Google form to report this to them sort of to themselves and for now it didn't go anywhere. Next year uh 2526 would be a pilot for the entire staff. So all of our teachers next fall would be expected to uh be
044in line with all of their classes on this report. Um and then the real unfolding of sort of the nuts and the bolts um of what a 321 would be and kind of making this be sort of a full goal would be that following year. So still some work to be done. Um but this is kind of what we're hoping to do like I said before to separate the academics from the behaviors. This might be new. This might be something that you all haven't heard a lot of. I'm prepared to get a little bit peppered here. I've tried I've tried to think a little bit ahead of what your questions might be. Um I would probably have to, you know, say ahead of time that there's still some work to be done, of course. Um,
045but to the extent that I could possibly answer questions or have our team answer questions, does anybody have any questions for us? I do. I do only because um like I'm not that old, but thinking like old school like, okay, letter grades, right? Especially at your uh level in education, you know, I I can totally understand um you know, K through five being a little bit different. So that's probably how a lot of the teachers think too, right? Like A B C D, you know, and then F, right? So how how are you getting around that? Like I guess I have two questions. How would a one, two, and three compare to like, you know, a letter grade? Obviously, if if somebody was asking you that. And then where does GPA come into play? because
046so many kids um strive to be, you know, to get that 4.0. And the biggest thing that I would want the parents to know and for you to know, Nicole, is what's going to actually be reported out in the report card is it would be um transferred into the the grade that you're used to seeing. Oh, okay. So, there's mathematical formulas that we're going to use to turn that into a letter grade. We know that we can't say 3, two, and one academically across the board and then turn that over to colleges and universities and have that mean much of anything yet. So, we have prepared there's people that we're working with that use Skyward that can put the formulas in so that the threes and the twos and the ones all work out to
047be the way that we want them to to be accurate. So what it would look like as a parent is you would log into Skyward and you would see all of the standards that let's just say it's geometry for example. You would see all of the standards for geometry that we want your kids to be able to know leaving Striple High School. For each of those standards they would get a 321, right? So that would tell you three, they're meeting it. Two, they maybe aren't quite there. One, they're not quite understanding it. That's very vague. description, right? It will be it will be concrete when we have it all laid out. But um so you would see that, but underneath each standard, you will see evidence of that standard. So assignments that they've done, assessments
048that they've taken, right? You'll see all of that work and how they scored on that, right? One, two, three. But ultimately in the end, when you go into Skyward and you see the grades right now that you see for quarters, you would still see a grade there. So it will be a summation of the 321 work that they've done will still be reflected in a letter grade. Okay. Does that make does that help? Yep. Exactly. Exactly. And then that will then therefore we'll use a scale right for GPA and they'll still get a GPA score like they typically would right based on how well they're doing with all the work. I think the biggest difference is right now you see under report B that it doesn't tell this more than anything this is a tool
049to hone in on the specifics of the curriculum to make sure they know all of it or the most of it and for the students too why do I have a B right tell me why do I have a B and not an A learning but why I think that's and I think it's really tricky too even for educators teachers right like they're at 76%. Well, why aren't they at 73%. Um, it's really kind of hard to speak to that 3%, right? So, in this method, it will be easier to speak to specifically what they aren't understanding. Okay. Yeah. So, they're anyway, so like at the end they'll have their letter grade, their percentage, but will they be able to see that throughout the quarter or will just be like at the end? They'll see
050it the whole time. So everything that's going to panic some parents and kids. It will be real. It will be real time. Like all of this that ends up with that final grade. It will all be calculated at the same time. Exactly. I would liken it to like what you may have seen in the past like chapter one work. Sure. It's not going to say chapter one. It's going to give you the list of the standards that were addressed. So it'll be a little bit different train of thought, but I think people will catch on pretty quick. I think they'll know their student a lot better, their child a lot. Correct. Yes. This is what my kid doesn't know. Pinpoint something that's being misunderstood or see everything that is being understood. Yes. I think the
051piece that will be really really important for us in thinking about pushing this out widescale to all families, right, is going to be the commun the communication piece. Um we'll need to do a really good job of explaining, right? You guys immediately had questions. Everyone else is going to immediately have questions, too. So just being very thorough with our communications out to families, whether that's through newsletters, you know, live live sessions that they can attend, video, we'll have to be really good about communicating out to families. And then the tiger score 321 is not calculated at all into those percentages. So just the communication piece, just because it's 321's on report cards and 321 on Tiger Score, I just think the communication of that, making sure people realize like these are telling you, you know,
052how your student is behaving or engaging and everything, but it's not affecting their grades. So, just that communication piece will be huge. To take one step further, I would want you to know that their official transcript, so let's say an employee, somebody in their future wants the official transcript. We would still boil that down to just the academic portion. So, the behavior part is just to report to parents kind of real time and, you know, literally every month is being reported out to you guys. Yeah. Um the behaviors don't interfere with the academics and then that also doesn't interfere with the transcript that would go forward for any particular kid. No, but it helps for the teachers as well to see like if you're having some issues connecting or whatever and whatever methods they're using,
053if they're working or not or, you know, and I feel like elementary or BCI even, we focus a lot on that as well. Like, you know, well, they're not being respectful, they're not being engaged, but once they get to high school, it's so focused on the grade, but these behaviors are affecting those grades, but we don't necessarily focus on that. So, I love that you're kind of bringing that in and keeping them keeping them separate but still kind of showing where they're at, I guess. And if you think of somebody with that's just had a baby that doesn't have any kids in school right now, this is going to be normal for them. You know, it's just those of us that have been through it and that both ways now. That might be part of
054part part of the harder work that we're doing right now is the mind shift of the people that have always like our teachers and even us to a certain extent. We've always done it a certain way and to wrap our head around it and shift to this it's almost probably harder for ourselves sometimes and we address that sometimes with our teaching staff as well. So, as a pilot program for this coming school year, is it just the teachers that are going to notice a difference or am I as a parent going to start seeing that come through? Yeah. So, we'll be communicating out this summer and especially early August. Parents will get a report of this for next school year. Only the behavior score though, not the academic, not the academic piece, just the behavior
055checker score. Yeah. Yes. Okay. So, and then K through five is September of 27, right? Will you go to the next slide for us? That might help to just There we go. Yeah. So, we we're again elementary at the bottom, secondary at the top. Right. We all are doing standardsbased reporting at the same time. So, June of 2027, you'll see standardsbased report cards for K12 at that all at that same time. We have this little behavior pilot grading for next year. We're piloting this um and working out the bugs, right? We might have things that don't work as we hope they would work and we'll need to pivot. Um so we're taking next year to pilot that and we will communicate out to families still, but with the understanding this is a pilot year and
056it might take us time to kind of work out the bugs and then the following year it will be live and we're hopefully have it perfected the way that we want to have it perfected. Um, but everyone's on the same page in in terms of the standards based reporting here for this school year starting fall of 2027. So, yeah. Does that answer your question? Mhm. Yeah, that chart. Very nice chart. Nice chart, Maggie. Yeah, I think the part that's the most exciting about all of this work is just the consistency and families having a better understanding of where their kids are at in academics and in character and the teachers too. Yeah. And the teachers as well. Yeah. One last question. Um you this there's been a lot going on in this over the last
057several years. Um what we're seeing here is that um mostly a homegrown product um or have there been influences from you know others that are out there um you know some of your peers um things that we you experienced in the redact this year some of the learning that you did there or you know what kind of were there other things that were in influenced what we're um seeing here and going to be moving towards in the future. That's a really great question. I think research, right? Like we read lots of articles. We did a book study. Um so we've read a lot of research around this work and the positive pieces of it um for students and families. Both Nancy Remer and the Stayer team that we've been working with have had lots of
058other schools that they've worked worked with as well through this work. So we've learned a lot from them in terms of what's worked or what hasn't worked. Um, we've also connected with other school districts. So, I we've got on Zoom calls with other schools doing this work and asked questions um to see what's working for them or what was challenging and how can we overcome those things or avoid those things because you guys went through it so we don't need to go through it. Those types of scenarios. So, I feel like we've had a lot of resources helping us push forward in the effort. Um, yeah, I do feel that there's a lot of this that is homegrown. there's some some leadership that has kind of brought us to this point, but it's certainly the
059committees that we've been together. And to be honest with you, it's not all the principles. It's not all us either. It's groups of teachers that care and they want to join our side in in pushing this forward. You know what I mean? And so there is a lot of this that is homegrown with some oversight. Yeah, I think it's great and the work that's been it's it's impressive. Mhm. Yeah. I think we have to echo too just at the secondary level similar to Maggie and Jeff and Zayn the amount of time in the calendar, the five days in the calendar. I know to the community sometimes that can be like wow what are they doing for five days but like we have been really working hard on those five days and it's really appreciated to
060have those for some of you that were on the board at that time that was not an easy decision to to get give those days to us and um we're a good chunk of the way we're not there yet but we are appreciative thank you and last but not least, Courtney, special ed. Good evening, everyone. I'm Courtney Gailing, special ed coordinator for the district. Um, I'm just going to provide an overview on the special education team's efforts in standards based grading and some of our professional learning community priorities that we've worked on. Um so the implementation of standardsbased grading has been very positive but for some of our um special education students it can be a little bit of a complex shift um for us to kind of wrap our head around um because we
061have such a wide spectrum of needs. So we have students that are um significantly below grade level or on a very functional curriculum. They are working on um activities of daily living, washing tables, vacuuming, basic cooking skills, basic money, how to get around in your community. Um and then we have students on the other end of the spectrum that, you know, they're almost at grade level. They may just need a little bit of support to function in the general education classroom. Um so to address this, we're looking kind of at a tiered approach for standardsbased grading. So for those students in that fully replaced curriculum, um we're really focusing on those functional skills, we're taking those learning targets and we're drawing them from the Minnesota standards, but be have to modify them to really align
062with um each student's individual IEP. Um and we are really going to um focus on the development of the real life application for these students. Um, and you know, we're really going to focus on growth and the skill mastery rather than some of these very traditional standards. We just want them to be um, productive members of the society and what do they need to, you know, get a job or live independently. On the other end of that spectrum, we have students who are um, in all or, you know, a majority of general education. they maybe only require minimal help or some accommodations or modifications or maybe paris support to engage at the grade level standards. So we're um going to assess them with maybe some just adjusted expectations reflected in their IEP um or maybe
063some co-eing or some modified assessments of you know what the staff have been talking about. The the tricky part is we do have students that are in between those two groups. So our work is really, you know, where do we where do we go from here? We're going to um make a scope and sequence of, you know, can are the students more at at grade level in this piece, but maybe we look at some modifications on this this type of academic piece. Um so we're going to look at alternative benchmarks or um customizing the learning targets for them. Um to support our transition to standardsbased grading, we initially considered implementing goal book which was discussed at a prior board meeting. Um however to remain cost effective, we are actually going to go with a free
064AI training that is being put on by region 10. Um, so this training will focus on how can we help use AI to draft IEP based goals using Minnesota standards um to really help our standards based grading practices. Next slide. Thanks. Another primary area for our um professional learning communities is prioritizing um improvements in our due process procedures. We've been really focusing on enhancing the quality and accuracy of our documentation, focusing on federal and state special education laws. Um, our biggest focus is strengthening our students with behavioral challenges. We're working on improving our writing and implementation of positive behavior support plans or um behavior intervention plans. We really want them to be proactive and skill focused in helping students build appropriate behaviors while reducing those that interfere with our learning and safety. So our teams
065are working to ensure consistent implementation and monitoring the effectiveness over time. Um so we are doing this while you know also be working on the redact and the standardsbased grading piece. So, as we continue to move forward with standards waste grading, our due process initiatives, um, our sped staff continues to work very hard to meet our students where they are and to support their growth and learning. Um, our team is working collaboratively on how we approach all of these changes and I just want to thank you for all of your continued support for our students. Um, our staff is really just wanting to make learning more accessible um, and help our students grow in every way. Any questions for me? and the special ed department side of things. [Music] Okay. No, thank you. Thank you
066guys. Thank you all for your time. I'm just going to follow up with a couple of comments. Um, this is a rockstar team and and you had the presentation from Haley at our last meeting. um throughout the entire team. Their vision is one that has realistic goals and tangible results that our our staff are seeing which is what is motivating them to keep doing the work. Um they also are modeling professional growth. These are leaders who are learning alongside the teachers. They're not expecting the teachers to do the work and they're watching. They're actively engaging in this professional growth. um they've done a great job of establishing and communicating the expectations and then providing systems of support for each staff member to achieve those expectations. Um I've seen them turn obstacles into opportunities and the
067problems into real solutions and possibilities for working through what we're what they're working on. Um, I just think that this district is so fortunate to have this group of leaders who are so invested in doing what's best for our kids and supporting our staff and getting that done. So, congratulations you guys. Thank you very much. Thank you. You may go home if you would like. We'll wait a minute for you. We'll wait. Enjoy the rest of the Sunday. Thank you. Okay. Next, we'll skip to number 11. Aim three can a would be to consider and approve the proposed wage adjustment for Brianna Crock. So, uh, Brianna is a Tiger 10 staff and was inadvertently left off the list that you approved in May as a returning staff member. So, we want to make sure um
068that she does get the same uh increase for coming back as a Yes. And she is very well loved. So, we want to make sure we remember her. Uh, is there any questions or discussion? Okay. I would seek a motion. Second. I have a motion by Mr. Lman and a second by Mr. Ravenhorse. All those in favor signify by saying I. I. Same sign. Motion carry 70. Next item on the agenda would be considering adopt a resolution for the Minnesota State High School League. Nope. Membership. Membership. Yes. Oh, that was great. Minnesota State High School. I'm sorry. I thought I read that wrong. Uh, and this is just an annual thing. Yes. And it's a resolution in your minutes. It doesn't have it listed as that. Totally fine. It's a roll call vote. Got it.
069Are there any questions? This is your right. Yep. Yep. Um choice. I would uh seek a motion. So moved. Second. I have a motion by Mr. G and a second by Miss Kefir. And we'll go. Miss Cook. Hi. Mr. Gist. Hi. Miss Kefir. Hi. Mr. Lman. Hi. Mr. Ravenhorse. I Mr. Welch I and I for myself. Resolution carries 70. Next item on the agenda would be adjournment. I would seek a motion. So moved. Second. I have a motion by Mr. Ravenhorse and a second by Mr. Lawman. All those in favor signify by saying I. I. I. Same sign. Motion carries. 70. Meeting is adjourned at 7:54 p.m. Thank you everyone. Uh,