WEBVTT

METADATA
Video-Count: 1
Video-1: youtube.com/watch?v=hE3S32huk4Q

Part: 1

1
00:00:00.320 --> 00:00:16.480
Uh a few things to highlight tonight. Uh first one I'll be pretty fond because we're going to hear some more on it. But I just want to begin with a great student success story. Uh this summer we had just under 30 students and also about the schools that earned their diplomas. Uh every graduation matters

2
00:00:16.480 --> 00:00:32.800
and summer graduation is a powerful reminder that these students uh do not all reach the finish line in the same way on the same timeline. uh these graduates kept going and uh demonstrated persistence, overcame challenges and completed what they started. I also want to recognize the families and caregivers

3
00:00:32.800 --> 00:00:49.600
and the staff who supported them along the way. Uh graduation is ultimately uh a student accomplishment, but there are always people behind the scenes encouraging, challenging, and helping students get there. Uh so congratulations to the summer class of 2026 and you're hear

4
00:00:49.600 --> 00:01:05.439
some more from this uh later in this board agenda. Uh just a referendum update. Uh just a brief one here. As you know uh we are out for a referendum on the November 3rd ballot. Uh you have some of our uh firstformational

5
00:01:05.439 --> 00:01:22.880
brochures uh regarding the referendum. Uh we also have a referendum page that is now live and serves really as a central source of information uh for our voters including the proposed projects. We also have a frequently asked question section and then also tax impact

6
00:01:22.880 --> 00:01:38.560
information and other community resources. Uh we are scheduling community information sessions and engagement opportunities uh in the coming months. So really our responsibility throughout this process is pretty straightforward. provide clear and accurate and objective information

7
00:01:38.560 --> 00:01:53.200
and answer questions to make sure the voters have the information they need to make an informed decision. And I'll continue to provide the board updates uh along the way. Uh next, just two statewide honors I want to share tonight for Sar Elementary School.

8
00:01:53.200 --> 00:02:09.700
Some exceptional news uh for that uh school. First, uh, the Minnesota Department of Education named Sar one of 97 schools in the state being recognized as a sustained excellence for implementing positive behavior intervention supports for PBIS. And

9
00:02:09.700 --> 00:02:25.840
[clears throat] now also the Minnesota Elementary School uh, principles association this morning uh, through a process named SER as a 2026 Minnesota School of Excellence. Uh this is a significant recognition of schools earning this designation complete an

10
00:02:25.840 --> 00:02:42.239
extensive researchbased process involving self-reflection, continuous improvement and peer review across six standards of effective schools. The review committee specifically highlighted two strengths at Sununders. The school's commitment to seeing diversity as a strength and its intentional approach to shared

11
00:02:42.239 --> 00:02:58.720
leadership. Uh those ideas show up in practice and staff identify and build upon those strengths for students and colleagues. Leadership is distributed through PLC's, the MTSS teams and other collaborative structures. What I really appreciate though is the two recognitions is that [clears throat] they validate the different dimensions

12
00:02:58.720 --> 00:03:14.640
of the same work. One recognizes some sustained work around positive school culture and the other recognizes the broader systems leadership inclusion and continuous improvement of that culture. So congratulations uh to principal Jill

13
00:03:14.640 --> 00:03:30.720
Brley and the Sun Elementary team including their students, families, and caregivers to receive one state recogn recognition is an accomplishment. Receiving two within the week says something a great deal about the work that's happening at summer. So congratulations to them. And then

14
00:03:30.720 --> 00:03:46.400
finally, I just want to touch upon the uh permanent school fund. You board, you do have a handout. I think there's some over there too of the agendas. I want to make uh the board and the community aware uh about another educational related item. Uh Minnesota voters will

15
00:03:46.400 --> 00:04:02.000
consider a constitutional amendment related to the permanent school fund which was supported which has supported Minnesota public schools since statehood. Uh a few facts worth highlighting. The fund already exists and has grown to more than $2.3 billion

16
00:04:02.000 --> 00:04:19.519
through the school trust land revenue and investment earnings. Uh this proposal originated nonvi legislative task force and received support in the legislature on both sides of the aisle. Uh because of this is a statewide ballot question

17
00:04:19.519 --> 00:04:33.840
separate from the local bond referendum. I just want to make sure that the board and the community were aware of it and additional information is available on the permanent school fund amendment site. And as Corey here, we have a video to share tonight uh with the public and

18
00:04:33.840 --> 00:04:52.160
the board here on this information. Cy, >> did you know that every Minnesota public school student is part of a public school trust? More than 168 years ago, when Minnesota became a state, lands were set aside to create a permanent

19
00:04:52.160 --> 00:05:09.520
trust dedicated to one purpose, supporting public education for generations of Minnesota students. Today, that promise continues through Minnesota's permanent school fund. Revenue generated from school trust land is invested, creating a permanent

20
00:05:09.520 --> 00:05:26.000
financial resource that helps support public school districts, charter schools, and tribal schools throughout Minnesota. Over time, careful management has helped the permanent school fund grow to more than $2.3 billion.

21
00:05:26.000 --> 00:05:42.560
This growth has prompted a discussion about how annual distributions from the fund should be calculated. This November, Minnesota voters will be asked to consider a constitutional amendment to update how annual distributions from the existing fund are calculated. The

22
00:05:42.560 --> 00:05:59.520
proposal does not create a new fund. It does not change the purpose of the trust and it does not raise income or property taxes. Recommended from a nonpartisan task force and with strong bipartisan support from the Minnesota legislature,

23
00:05:59.520 --> 00:06:15.199
the proposed amendment reflects modern trust and endowment management practices and will increase distributions to schools while maintaining the fund for future generations. Learn more about Minnesota's permanent school fund and this fall's

24
00:06:15.199 --> 00:06:35.400
constitutional amendment at minnesota amendment.org. Thank you for that report. >> Excuse me. >> And that is my report. >> Can I ask a question? >> Sure. >> Um

25
00:06:35.840 --> 00:06:51.919
pension funds are managed by the state board of investment. Who manages this fund? Do you know? >> Um that would be the department of revenue. And uh in case we do talk to people about this, it says it almost doubles

26
00:06:51.919 --> 00:07:08.319
the annual distribution percentage from 2.5 to 4.5%. Can you give us any kind of ballark in terms of dollars? >> The dollars translated for our school district, >> the Austin public schools for

27
00:07:08.319 --> 00:07:27.440
>> presently we see about $68 per student this and it would raise it about 40%. That's what what we're seeing from the Minnesota Department of Education. >> So, um, would you say 68%? >> $68 per student. It would raise about

28
00:07:27.440 --> 00:07:44.400
40%. >> Okay. Can we can we put a dollar on that? >> Um, I would say roughly um probably 120,000 additional fun. >> Yeah. >> Okay. >> So, I'm looking at time here. Just

29
00:07:44.400 --> 00:07:59.039
checking my math in my head. It's not correct. Yeah. >> And is that tied in with the next bullet point increases per pupil distribution by 40%. Is that what that >> correct?

30
00:07:59.039 --> 00:08:31.680
>> Okay. So, yeah. >> Anybody else have any questions? Are there any board reports? >> Yeah, just a quick one. Um, so way back in June, remember how far back that goes? Uh just want to thank uh Jennifer

31
00:08:31.680 --> 00:08:49.519
Lahed uh who as some of you may or may not remember we started this spring kind of a school board school ambassador program and um I partner with the CC and just wanted to uh share appreciation for inviting into the CLC and learning so much about even though we see all this

32
00:08:49.519 --> 00:09:06.000
stuff in our board meetings it's much different when you're actually at the school and you can see it in action and practice and even if it was in June it was still a good time to go Um and uh there'll be another event coming up here next week. So looking forward to uh learning more about CLC and seeing

33
00:09:06.000 --> 00:09:20.880
things in action. And again this is to to learn to ask questions to observe uh so that we can have better more robust discussions here. Um it's it's a fantastic way into the schools to be more present. So thank you for inviting

34
00:09:20.880 --> 00:09:42.480
me to this. Anybody else? >> If I could [clears throat] um in early July, the Minnesota Sheriff's Corp has had their 26th annual summer conference. It was held in the on

35
00:09:42.480 --> 00:09:58.480
the canal right by by Lake Superior. It's a pretty nice place to have conference. There were nine there are nine service cooperatives in the state of Minnesota. All nine are represented at the conference. There about 300 people there and we held in an area

36
00:09:58.480 --> 00:10:14.000
about the size of the LS cafeteria. Okay. So there a lot of people in a small spot but um like the schoolboard association meeting in in January there was a keynote speaker at the beginning and a keynote speaker at

37
00:10:14.000 --> 00:10:29.839
the end in the middle um there was a legislative partnership panel and I'm not a name dropper but some of those individuals on that uh on that panel were pretty topnotch. One of them was our own Kirk Schneider.

38
00:10:29.839 --> 00:10:47.680
He spoke about the um the issues facing uh school districts across the state. Another was Matt Hillman who the executive director of Dr. Pa's group the MASA superintendent association. Um there was Sam Wal who's a lobbyist

39
00:10:47.680 --> 00:11:02.880
for education very intelligent individual and there were also um individual representing cities counties and municipalities and so there probably eight people on the on the panel

40
00:11:02.880 --> 00:11:20.079
in my opinion the individual that people listen to the most is a man by the name of Roger Mole Roger Mole was a senator in the state of Innesota. He was a Senate majority leader for 25 years and when he talks the world gets real quiet.

41
00:11:20.079 --> 00:11:35.519
He's a very and all these individuals have a lot of information that he shared with us. Um the one thing I would talk about is there is been talk about uh the rising health care costs of having maybe

42
00:11:35.519 --> 00:11:54.880
a a pool statewide pool and uh the executive director of Minnesota school association felt that uh they could support that because it would do away with collective bargaining and local control. So um that was that was

43
00:11:54.880 --> 00:12:11.120
interesting. And then one of the final speakers was the state demographer Susan Brower. And Susan Brower um is a state demographer. Statistics and data are important to her, but she's the kind of person that can break it down for the

44
00:12:11.120 --> 00:12:28.480
average individual like you and me. Kind of like Todd can do and Corey can do. They break the number down for us. and uh she's an optimistic person, but u the fact of the matter is people are having children, people are getting older. Um

45
00:12:28.480 --> 00:12:44.160
and it's going to impact not only cities, counties, but also school districts and uh our funding is based on pupil units and a lot of people units as we're experiencing now start

46
00:12:44.160 --> 00:12:59.200
diminishing. We have some serious difficult questions to to answer. So that was very interesting uh presentation by Susan Brown. Oh, and Katie Hartman, who is a programmer over

47
00:12:59.200 --> 00:13:15.680
at Southeast Service Cooperative, won an outstanding service award for work with student activities such as spelling be knowledge bowl uh young authors and the newest collection uh the welding

48
00:13:15.680 --> 00:13:32.800
competition. So, uh she's a hands-on person. That staff over there is outstanding. I feel privileged to be associated with them and whatever I can remember them I'm very proud to be a member of that board because you know you got C and D

49
00:13:32.800 --> 00:13:58.720
S many Sarah Nast forward and future forward just doing something over there so um it's my for Um, moving forward our consent agenda. Is

50
00:13:58.720 --> 00:14:25.199
there a motion to approve by any conversation on the consent agenda? >> I [clears throat] could ask a question about >> um I find this computer and I unloaded it today at 5:00 is I don't

51
00:14:25.199 --> 00:15:01.079
know why. I wish I had it more explicitly talk about it, but in that policy. >> It's under that red policy 621. It's under teacher

52
00:15:16.800 --> 00:15:33.120
>> you have a specific question. >> Yeah. I was just wondering we just we just greeted 21 new teachers in the district. >> Certainly some of those individuals came from other districts. they have training but for the new individuals um it talks about

53
00:15:33.120 --> 00:15:51.639
um you know facilitator and based approaches and a local certified train facilitator we have all those things in place >> yes >> can you explain in five and a half hours about

54
00:15:52.880 --> 00:16:21.000
your section >> it's Y >> and your question is on the five and a half hours. It says I think it says five and a half hours and then something gets reduced by

55
00:16:28.880 --> 00:16:44.320
So the hours of instruction requirement under Minnesota statute for students in elementary and secondary act as defined by Minnesota statutes 128.05 5 is reduced by 5 and a half hours for a district that enters into agreement with an exclusive representative teachers

56
00:16:44.320 --> 00:17:02.160
that requires teachers to receive at least 5 and a half hours of approved evidence-based training required under this subdivision on a day when other students in the district receive instruction. >> So your question is >> what does that mean?

57
00:17:02.160 --> 00:17:19.520
>> We don't have that. So pay anything? >> Yep. We actually have a memo of understanding with the teachers unit. So we are working with all of our new teachers that come in. We want them to successfully start their teaching career. So we don't actually start

58
00:17:19.520 --> 00:17:35.840
training our new new staff if they haven't already had the training until year two. And so we'll work with them. Uh the training part exceeds five and a half hours. What that is saying is that we can reduce student time by five and a half hours to support some of the training, but we don't do that. We do

59
00:17:35.840 --> 00:17:56.880
all of the training outside of student time. >> Okay, >> perfect. Thanks. >> Thank you. >> Any questions relating to it? None. All those in favor?

60
00:17:56.880 --> 00:18:15.080
Any oppos? Motion passes. All right, we'll get to hear some fun stuff. We're going to start with a summer programming recap with Dr. Jessica, Jessica White, and Williams.

61
00:18:25.919 --> 00:18:50.559
First time ever that the first time you know 19 years in district. [laughter] All right board name Jessica. I am with an incredible team behind me. Williams

62
00:18:50.559 --> 00:19:06.480
and we're here to talk a little bit about summer school and our summer programming. I get to be the one really clicker. The people you really want to talk to are behind me. So, I'm going to talk quick so we can get to them. Uh just to ground us in our mission, vision, core values, and strategic priorities. Uh summer programming across

63
00:19:06.480 --> 00:19:23.200
the district and I speak to that K12 really um is the best of the best. I really am really really proud of the work that these uh leaders have done in tens of the students that we've served. Again, preparing all learners to make a difference in the world. You'll definitely see that if you were in any of our classrooms over the summer. These

64
00:19:23.200 --> 00:19:38.960
leaders really demonstrated the core values and we heard that through staff feedback. Uh everybody had positive things to say about these three and the work that they do behind the scenes to make sure when students are in the seats, they are feeling all of these wonderful things. learn, communicator,

65
00:19:38.960 --> 00:19:54.000
contributor, resilient. Uh, summer school always has some kings in it. Uh, air conditioning, phones, all the things, internet, and they just continue to to strive forward with a smile and making things work. And, uh, really excited about all the strategic

66
00:19:54.000 --> 00:20:10.000
priorities. Students felt safe. Uh, we really enjoyed having our sites at Sumar, the high school, and at Ellis. We incorporated a core file, what we'll talk about. Um, we really worked with Corey to ensure that we were identifying the correct students. And I think Todd will be really happy with our fiscally

67
00:20:10.000 --> 00:20:26.320
responsible work in targeted services and we continue to see some benefits with that. So uh the desired daily experiences and we'll talk about this later on because we did survey all stakeholders that really desired um supported and challenged. We love talking to our families and the support

68
00:20:26.320 --> 00:20:42.480
that they have especially the KA programming where we extended the day a few years ago to give them that more full enriched experience. And then I we did survey the staff as well and I love having that return rate where they're already ready to sign on for next summer. We've had multiple teachers already catch me saying what are the

69
00:20:42.480 --> 00:20:57.440
dates for next summer because I already want to be a part of it. And then our growback and I'm really grateful that Katie and Andrea are in the room because we wouldn't be here without them and the work behind the scenes that they do to get our curriculum up and running. Um, we even

70
00:20:57.440 --> 00:21:13.440
were able to work together with summer to really look at our feedback around phonics instruction and what we're going to be continuing to do as we get to a point where we're going to need to look at curriculum moving forward because we've been doing the same thing for a few years, but it's always good to continue to look at that. So, we talk about engagement, environment, equity,

71
00:21:13.440 --> 00:21:29.039
and evidence. You'll see that in our data moving forward that we really have tried to hit on all of those categories in ensuring that the program is wellrounded and representative of what we want for our district. Don't hit that one button.

72
00:21:29.039 --> 00:21:44.880
Did I mention it was the first day back today? And I'm really grateful we're all still off, right? Right. Okay. We're sleeping, but oh my gosh, I plan that well. So, what is targeted services? Um, it's a graduation incentive program and we use this in conjunction with our ALC

73
00:21:44.880 --> 00:22:00.559
program. And again, it's reminders to supplement existing programs, not supplant them. So, we want to give students a value ad, not taking something away. It's something that was new this year. um through my partner at MDE. Uh they were able to allow us to get into this district summer learning

74
00:22:00.559 --> 00:22:16.799
network and it was a national network that I spent um quite a few hours in online with other educators across the nation. We got to look at some exemplar schools and programming. And so these were some of the evidence-based practices that they utilized in looking at programming. And I'm sharing this

75
00:22:16.799 --> 00:22:32.000
because we're going to come back to it at the very end. But the road map refers to eight evidence-based practices drawn from strong and most current research in what works in summer learning. The road map also refers to their three pillars, academic quality, whole child development and community partnerships.

76
00:22:32.000 --> 00:22:47.280
The pillars remind us to keep summer learning plans connected to important overarching ideas. That learning should be rigorous, joyful, and enriching that accelerates readiness for the years ahead. And that children have developmental needs and priorities that show up when they learn. and community

77
00:22:47.280 --> 00:23:03.120
partnerships can help districts strengthen their programming by incorporating the knowledge, relationships, and resources that the community holds. So again, this is kind of some of the pieces that we really looked at and we're going to highlight three of them at the very end. But it's been a really great program. Uh it's been a great way to be able to see, are

78
00:23:03.120 --> 00:23:18.720
we doing what other districts are doing? Are we doing things better? Should we doing things differently? And spoiler alert, we actually are doing a lot of really great things here in Austin that could be replicated across the state and maybe the nation. So let's get to the data. And I'm really excited. Cory does a great job of putting that together

79
00:23:18.720 --> 00:23:35.760
this year in your board packet. You have all of the information so you can dive in. But this is always an exciting graph to see. This is our reading data. You can see that we did continue to make gains across subgroups and across grade levels. And this is representative of K8. And just will talk a little bit more

80
00:23:35.760 --> 00:23:51.360
about our 912 programming. When we jump over to math again, you're going to see those gains come across not only grade levels, but again looking at those subgroups as well. And it's just really important the fidelity of how teachers are assessing and the way that they're using that data to inform

81
00:23:51.360 --> 00:24:08.400
practices, not only in June, but also in July. So, it's been really exciting. Again, we have to thank Corey so much for this work that he puts together. And there's a lot more depth in there that we wanted to make sure that you had, but we wanted to get to the really fun stuff here. So as we get to the numbers, over 500 students were served in summer

82
00:24:08.400 --> 00:24:26.080
program in K8 and 232 in our 912. We had over 60 staff K12 participate in summer school. Not just teachers but pure educators. We had media specialists. We also had reading cor which was a great asset as well. Something really exciting, if you were at any of our

83
00:24:26.080 --> 00:24:41.840
sites, you saw high school students. We had a number of students that actually successfully completed all their volunteer hours and are enrolling in Riverland this fall because of being able to volunteer in our in our programs this summer. So, it's really exciting. Sometimes those kids finish May and they're not quite sure. They walk the

84
00:24:41.840 --> 00:24:57.440
stage and like, "Okay, now I'm ready to go." So, we were able to get them their hours, get them really u meaningful experiences and my gosh, those like fourth, fifth graders, I mean, it's like Kobe Bryant or like Beyonce or something like they really love those high schoolers in high school. like gosh

85
00:24:57.440 --> 00:25:14.000
these kids are I'm like yeah you were one of them once too. All right. Uh but then the one thing we always like to highlight this year new is we actually had an profile course. So previous years we've had speakers come in and talk about the profile. We've also done lessons around the core values. But then

86
00:25:14.000 --> 00:25:28.960
this year Emily Huffman actually taught at Ellis and did a really great job of really investing some of that work and Rebecca's got some information there too. But we really appreciate that. It really tries to expand it and gives Emily a sense of what it looks like and what it could look like at that K level.

87
00:25:28.960 --> 00:25:44.080
Some of the enriching experiences that we had this year, we had field trips, uh, Parammont Parks, Nature Center, our E programming does a great job at the high school getting our students out and getting them acclimated. And then we had creative electives. Uh, if you went to

88
00:25:44.080 --> 00:26:00.000
summer at all, we had decades. We did, oh my gosh, the 80s. I got some in the 80s. I think I came multiple things for the 80s, but and we had PE. Uh, so we really appreciate being able to provide those enriching experiences, not just those core academic.

89
00:26:00.000 --> 00:26:14.880
All right, I'm going turn it over to the the important people. Um, as Jess said, my name is Jamie Williams and I was fortunate to be the leader of our K3 students over at summer. And we'll go through this was our survey that we gave our students and

90
00:26:14.880 --> 00:26:29.919
staff at the end of the summer school. 100% of um felt safe and welcome. 94% that their teacher helped them. 90% said that they learned new things. 8% clearly believe that they improved academically.

91
00:26:29.919 --> 00:26:46.400
91% felt proud of things that they accomplished. 95% of the students rated their overall experience of our summer school program either good or excellent. And 85% said that they liked coming to summer school. It's always fun to interview like our littles and the

92
00:26:46.400 --> 00:27:01.520
answers that they give us and then words that get to put in there for just to read. Um the experience summer school was at state. It was supportive. It was engaging. All the students were very very positive like when I was interviewing them and they were super excited to come to school and they come

93
00:27:01.520 --> 00:27:17.679
in with happy faces and the teachers were out there to um to meet them and greet them on the playground every single morning. I was out there for recess time with them. and they just had a blast. And yes, we did get to go to um the Hermont Theater, our midway

94
00:27:17.679 --> 00:27:34.000
celebration, they got to have go have a movie there. We played at the pavilion and the park and they just thought that was like the best day ever, you know. And then we came back and finished up our day there and then at the end we just kind of did like a final celebration at somewhere and it was just a great experience. The building was

95
00:27:34.000 --> 00:27:55.279
fantastic and it ran through the boat. It was funny. All right, we had the same I'm Rebecca Neil and I did fourth through eight here at Ellis this year was awesome. Um, everyone was super welcoming changing schools. Uh, we got to interview almost

96
00:27:55.279 --> 00:28:12.080
every single kid. Um, so it was really fun to see what they came up with. I had four through 8. Um, we interviewed some of the bed kids too and it was just fun to see. Um, they love making new friends. That was like one of the best things is almost every single kid row is

97
00:28:12.080 --> 00:28:27.600
making new friends. So we didn't use a lot of technology. So to me that really shows that they are really involved with each other and just having a great time. Um they help they felt that adults care for them at least sometimes. Now we do have the seventh and eighth graders so

98
00:28:27.600 --> 00:28:44.399
sometimes um they tended not like school as much as the little kids but they felt safe. They said their teachers were helping them. Our teachers were fantastic. Um, they rated their overall experience as good or excellent. So, they're still loving school even though they're getting a little older and

99
00:28:44.399 --> 00:29:00.399
sometimes it's like, "Oh, my friends get to sleep in and I don't." But once they get kind of over that part, they're just happy to be there. They're happy to see each other. They're sad when it's done. So, sometimes they're a little um upset that they have to be there, but at the same time, they they do truly love it,

100
00:29:00.399 --> 00:29:16.480
and they keep coming back. So, it's been it's been a great year. And I think we keep going back, don't we? Oh, that's it. Oh, [clears throat] I also forgot to mention, too, that um we had a new partnership with the YMCA this year at Elvis Middle School, and we got

101
00:29:16.480 --> 00:29:33.360
to use the pool every single day. It was amazing. The kids absolutely loved swimming. We had kids in there that had never been swimming before. The YMC was a huge partnership with that and they they really helped get it off the ground and get it going. Once I got things to

102
00:29:33.360 --> 00:29:48.960
them, I didn't have to worry about too much. It was just amazing to see the growth and some of the parents didn't quite understand. So, once we got to tell them the why about why we're doing this, um, everybody just wanted more. So that'll be the the thing next year is hopefully we can get some work on the

103
00:29:48.960 --> 00:30:06.399
pool and keep it going because that was a huge part of summer school this year that I thought was just a great addition. Thank you. >> Hello, I'm Jessica Stanley and I got to serve as the high school lead over the summer. So when we looked over our data,

104
00:30:06.399 --> 00:30:22.240
some things that kind of stuck out to me is that a lot of our high school students were really able to get some credit back. And we'll talk a little bit about graduation in a few slides. um students had fair expectations. There's obtainable academic work and they had respectful adult relationships. One thing as I looked at our data that I

105
00:30:22.240 --> 00:30:37.360
wanted to kind of reflect on for next year is how we can sort of set up a more structured way of interacting with our students and checking in with them on a more regular basis just to make sure they understand where they're at with their credits and kind of what's next and set some goals as they're moving out

106
00:30:37.360 --> 00:30:52.240
of summer school into their next academic year. Um, we talked about earlier, we served 232 students in our high school summer school program. There are 556 courses that were recovered and that averaged about two credits per student. And we

107
00:30:52.240 --> 00:31:08.640
are holding students to a two credits per term for their credit recovery. And I was able to talk to a lot of our students about that change and kind of talk through sort of why they were at summer school and why they were using credit recovery. Um, super exciting part of graduation at

108
00:31:08.640 --> 00:31:25.200
the end. I really appreciate everybody that came and celebrated. I do want to thank Kristoff Dundis and his volunteer band for coming. I think that added such just a great part to our ceremony. Um kids when we talked about why they were at summer school, a lot of kids did talk

109
00:31:25.200 --> 00:31:41.120
about their attendance. So they're like, "If I had just shown up to school more, I probably would have gotten done on time." So we kind of talk through moving forward as they move on to the next part of their lives. how can they make sure that they're where they need to be and how can they access support if they're not really sure about where to go. Um,

110
00:31:41.120 --> 00:31:58.960
24 of our graduates were this current year as a graduated part of the graduating class. One was from the class of 2025 and two were from the class of 2024. I'll circle back here. So, we also did some staff feedback across all programming and we go back to that

111
00:31:58.960 --> 00:32:14.480
instructional model uh evidence. We saw some really strong evidence about the academic gains. When we talk about engagement, we we talked about the students feeling engaged, but I think it's important to say that the staff did, too. They really enjoyed their summer experience. As I said before, they want to come back again already.

112
00:32:14.480 --> 00:32:30.240
When we talk about equity, uh they really did a nice job of trying to meet every student where they were at and helping them move forward. And that was evident not only in the primary and the intermediate, but at the high school level, too. Those one-on-one conversations. And I got to sit on quite a few of them with Jess. has been really

113
00:32:30.240 --> 00:32:47.200
enlightening for me as a leader too is how I continue to help that environmental not just during summer but then bringing in the school year. How do we help kids feel like they belong and that their identity as a student is really exemplified and I think that was a lot of the work that they did this summer. Um and then we jump back to

114
00:32:47.200 --> 00:33:03.919
these evidence-based practices again and the surveys this year we did differently based upon the district summer learning network and some of the work in the partnerships. Uh the three areas I was going to highlight most would be the structured programming, sufficient academic time on task. I think if you remember we used to have summer schools

115
00:33:03.919 --> 00:33:19.440
like a half day program and about four years ago we decided to move it to more of a full day and we thought we'd get a lot of push back from staff and students and we actually haven't. Our our enrollment continues to stay high and I've been so impressed with the caliber of teachers we have teaching our summer

116
00:33:19.440 --> 00:33:36.000
school. I think when I first started at this when I was at Woodson, it was more of like our first or second or third year teachers. We have some of the best of the best veteran teachers that show up every serve our students. And I think that really exemplifies the outcomes that we're getting. Hiring effective instructional staff. That's been really

117
00:33:36.000 --> 00:33:52.159
helpful. And I appreciated Sue and my spreadsheets and just making sure that we have the right staff and the right people in the places for our kids. The academic instruction having that curriculum provided. Uh we had some other districts come in and visit our school this summer one on-site and other

118
00:33:52.159 --> 00:34:08.320
questions and a lot of them are just you know teacher to teacher bringing things in in the alignment and the teachers knowing that they have something that's quality that aligns with the work that's going on during the school year and they don't have to do a ton of prep outside of that has been really helpful and that positive summer school site climate. I

119
00:34:08.320 --> 00:34:24.560
mean obviously as you can tell from the energy after day one and they're still operating behind me. Um, these ladies have done a tremendous job of of bringing a positive climate to summer and making this a place where kids want to be and they want to do well. So, with that, we just want to thank you for

120
00:34:24.560 --> 00:34:40.000
this. We want to thank you for your continued support in our programming. Uh, it's a lift. It's a big lift and and it was a short turnaround between the end of summer school this third this year, but I do continue to think that the the model that we have, the curriculum we have and the team to

121
00:34:40.000 --> 00:34:56.720
support is going to continue to accelerate learning across the board. So with that, does anybody have any questions? [clears throat] >> Carol's up. >> Oh, Carol. Yes, Carol. >> I just wonder what attendance was like.

122
00:34:56.720 --> 00:35:13.520
>> Yes. So when you So it's it I'll give you a two-part answer to that. So when you go to 912, the attendance looks different because it's credit based. So you're going to get kids showing up because they want to earn that credit. So that looked a little bit different. When we go to the K8, we do the staffing

123
00:35:13.520 --> 00:35:30.800
model where I enroll usually about 25 to 30 students to start and then we usually taper down to about 18 to 20. So we do lose students over the summer. Some will sign up because our sign up starts in February. Some families think they're going to be here all summer and then trips happen and things like that, but

124
00:35:30.800 --> 00:35:46.480
this year for the second year, we had didn't have to eliminate any sections. Prior to the last two years, I usually have to drop a couple sections in summer due to enrollment, but the last two years right? >> Two years. Last two years, we've been able to keep all our staff for all six weeks, which shows that we're staffing

125
00:35:46.480 --> 00:36:02.160
and that the kids are staying. So yeah, it is really good because usually July we prior to this I'd have to eliminate two or three sections and we haven't had to do that in the last two years. The kids are staying I think it does they said the activities that we're doing and they just want to come to school and

126
00:36:02.160 --> 00:36:19.520
just really enjoy it. So thank you Carol. That's great. >> Yeah. >> Yeah. I just uh I was wondering I know it wasn't highlighted but what does uh utilizing effective student recruitment practices mean? >> Yes. So that great one. So we work with

127
00:36:19.520 --> 00:36:35.359
Corey and our team to first retract data. So we look in the winter benchmarking and really we try to target students in that yellow because we know that this can't be a full tier three program is summer enrichment. So we look at the data and then we work with building principles. We work with our

128
00:36:35.359 --> 00:36:52.400
director of special services and our new multilingual um director to see how we make sure we have the right fit for our students. And then from there we work with teachers to identify students and then teachers work with the families to explain what this is and what this isn't. So we make sure that we have the right fit because we can't reach all

129
00:36:52.400 --> 00:37:07.839
students when you have a class of third, you know, 25 students. We want to make sure that we have a better mark for hitting the kids. But we work with our building principles and that's something we're going to continue to work with is making sure that our building principles have the right information as they work with their teachers to identify the

130
00:37:07.839 --> 00:37:27.760
correct students. And the nice thing is is a number of these teachers are back in the buildings. So if any teacher has a question about what a summer school look like, they can look at my flyers [clears throat] or they can talk to the teacher down the hall that's been teaching it. And that gives them that like, oh, okay, this is what this looks like. I want to say thank you to Jessica,

131
00:37:27.760 --> 00:37:43.760
Gina, and Rebecca for taking on this leadership role because um you guys could just be doing whatever that you and you guys are choosing to do this. Thank you so much for that. Um this

132
00:37:43.760 --> 00:38:00.240
might this is more of a data nerd question. um maybe for Jess, maybe for Corey, I'm not sure, but uh at the high school level for credit recovery and thinking about um like this year's

133
00:38:00.240 --> 00:38:15.599
performance with our freshman class, this past year's freshman class with the um improvement in um like class completion. um that in connection to our summer

134
00:38:15.599 --> 00:38:32.000
programming and um closing all the gaps. I'm super excited to see potentially how how much closer we can get to having um all of our students or nearly all of our students ready for

135
00:38:32.000 --> 00:38:48.079
graduation by the time they're seniors. Um, so we're not having our students who are from the class of 2024. Obviously, that's going to happen, but it is exciting to see the impressive work that

136
00:38:48.079 --> 00:39:04.160
is happening and the connections that are being made. So, I am super jazzed by all that and I just I want to see what that number looks like. >> I think I think I'll just just tapped into it. And so we made a change this year with our credit recovery where you

137
00:39:04.160 --> 00:39:21.119
can earn only two credits where I think more students are like, I'll take my year and I'll make it all in summer school. So we're really trying to work at a we're rebranding what summer school is. And as Jess said, when we interview students, they're like, I just needed to go to school. I just needed to get to class and I would have passed. And so I

138
00:39:21.119 --> 00:39:37.280
think we're also partnering with Austin High School so the kids see the importance of learning the first time and getting it done the right way the first way. We're there for the hiccups or the things that happen in life, which they're going to happen, but I think that's really going to change now as we move into the school year because again, we're keeping that two credit per se

139
00:39:37.280 --> 00:39:52.000
semester and I think that's going to help students see, oh my gosh, I can make it up all the summer. So, I think that's going to really help our students and we're going to continue to take some of that feedback from our students and figure out how to do some messaging to our current classes because I think a lot of the students are like, I don't

140
00:39:52.000 --> 00:40:09.599
want anybody else to have to finish two years afterwards either, right? Yep. So, we'll we're going to try to figure out how to work on that with um our ALC team this week. So, >> that's fantastic. I'm excited. >> Good job. >> Anybody else?

141
00:40:09.599 --> 00:40:27.200
>> Well, thank you for giving us your time this evening. Go take Go take a nap or >> Thank you so much. >> All right. Um our next agenda item is um

142
00:40:27.200 --> 00:42:00.640
of our earlier program with Andrea. [snorts] >> Welcome Sorry. Wasn't right. I thought you had it. >> [clears throat] >> If not goes Okay. >> All right.

143
00:42:00.640 --> 00:42:15.440
>> Click when you're ready. >> Good evening everyone. Chairperson Bay, Superintendent Paige, and members of the board. We're very excited to be here tonight to talk about our successes this year and the last couple of years with our program

144
00:42:15.440 --> 00:42:36.079
for in our future teacher club. Sorry, I'm just trying to expand the screen. >> I'll just keep going. Um, as always, our mission is inspire, empower, and accelerate. And as we think about that, this program really has provided us

145
00:42:36.079 --> 00:42:53.200
opportunities for our students. Um, they're being inspired about a career that they're looking at. They're being empowered to have take opportunities to visit classrooms now. And we're really accelerating those opportunities by providing some college opportunities in high school but experiences too that will prepare them for what's next. And

146
00:42:53.200 --> 00:43:09.920
our vision preparing all learners to make a difference in the world. We all know the difference that our teachers make and we're preparing future teachers. As we think about the core values, um they represent all of them in the work and programming that we're doing. We're really focusing in on the

147
00:43:09.920 --> 00:43:28.960
packet profile. you think about your own program. Um, as we think about uh the desired daily experience, as we look at this, um, I summarize this it this way. We all want to be seen, valued, and heard. Doesn't matter if you are a staff

148
00:43:28.960 --> 00:43:45.599
member, a family member, or a student. Um, and we're really trying to help our kids be seen, valued, and heard through this program. Giving them lots of choice and voice in it. for involving families and I'm gonna speak for clean here for a moment. Um, but just being able to work

149
00:43:45.599 --> 00:44:02.200
with her over these last couple of years. Um, I she's like lights up every time she talks about the program and the things that we're doing and so really excited to um work with her and have her have this positive experience.

150
00:44:04.160 --> 00:44:19.839
And then as we think about our instructional model again our kids are learning about all these different pieces of part of the world program but I really think about that first quadrant there engagement describes the attention curiosity interests optimism you know think about

151
00:44:19.839 --> 00:44:36.440
optimism thinking about planning for your future or really trying to engage kids in the activities of what it means to be a teacher or an educator not just teaching fields but looking at education fields across the board and how they might become engaged in them.

152
00:44:36.480 --> 00:44:53.839
Colleen made me keep this slide. He said we didn't need to. Um but as we started this program going back to the beginning, our teaching and learning office was pretty involved in writing the grant from the state of Minnesota. Um Katie and I uh did a lot

153
00:44:53.839 --> 00:45:10.560
of the background work putting it together. We included Christy Beckman as part of it as part of the equity portion of the requirements for the grants. Um but then really the work gets turned over to the people who do the work every day and um really make the program shine. And so Owens is going to cover

154
00:45:10.560 --> 00:45:27.680
the rest. She does such a fantastic job and knows our kids and the work that's going on. Um she is our future teacher coordinator. So, she works with kids um in a college class, a couple of the college classes that we teach here at Austin High School. Uh she coordinates

155
00:45:27.680 --> 00:45:44.119
the different activities, the scholarships, all the different programming that our kids take part in. And then she's also one of the club leaders alongside another one of our teachers here at Austin High School, Jennifer.

156
00:45:46.800 --> 00:46:03.520
Thank you board members to debate. Um yes, future teacher club has this third year that we've completed now and we've seen a lot of growth. Our goals, our main goal is to build interest and opportunity for students to

157
00:46:03.520 --> 00:46:23.359
pursue teacher education. And um it's also providing us ways to encourage our students with attendance um academic responsibility, eligibility, and expose them to a lot of really cool learning experiences. We are thinking of our pathway as we're

158
00:46:23.359 --> 00:46:38.240
going through here, our education pathway. Our students start with introductory courses, child development, working with young children, unified PE, and they progress through our courses to where our advanced courses. They can take the concurrent room classes and get

159
00:46:38.240 --> 00:46:53.200
high school credit and rim credit at the same time. And they can also join our mentorship classes and work with an elementary teacher and get that hands-on experience as a class. And um, of course, we have our future teacher club

160
00:46:53.200 --> 00:47:10.240
activities and been talking speech coach because he said, you know, my classes are good for them. And I said, you know, you're right. So, we're hoping to keep expanding that. Um, we have grown in 2024. We had 18 members and our average attendance at

161
00:47:10.240 --> 00:47:26.880
our meetings and activities was 6 to 12 students. This last year we had 72 members and average attendance and activities is 30 to 36. So, you know, some of the kids might just be coming for the treats, but But I did last year

162
00:47:26.880 --> 00:47:42.720
had a student um that graduated the previous year and had been part of the club and she said, "You know, Miss I don't think I'm going to be a teacher." And I said, "You know, that's okay. I love you anyway. You going to follow your dreams?" And she emailed me partway

163
00:47:42.720 --> 00:47:59.040
through her first semester from school and said, "Hey, I changed my major. I want to be a teacher." So, you never know the seeds that you're planting what's going to happen. Um and in 2024 we started with three field trips and two volunteer activities. Last year we had 16 field trips and 17 volunteer

164
00:47:59.040 --> 00:48:15.839
activities. So a lot of growth in the program. We meet twice a month and we've had guest speakers, retired teachers, schoolboard members. Um we've had celebrations like even mid year end of semester decompression and pancakes. So just trying to be there and support our

165
00:48:15.839 --> 00:48:31.920
kids and celebrate what they're doing and educate them with the lot of different speakers. Um, our volunteer activities, it's they're ongoing at the bannerfield and summer to clean up the gardens. Um, summer lunch buddies was a cool program

166
00:48:31.920 --> 00:48:48.960
and kids would go and eat lunch with the elementary kids and then play with them on the playground. And that was so fun. The kids loved it. The older kids and the younger kids. But yeah, we've done a lot of different volunteer activities around this community in the schools.

167
00:48:48.960 --> 00:49:04.720
Here's some pictures of some of the things we did. Um, college visits these this last year we visited Mano St. Mary's Oxford and U of M.

168
00:49:04.720 --> 00:49:20.640
And oh, also we toured all a lot of the K like the prek centers including the CLC and the kids love that too. a big percentage of my members last year really are looking into early childhood. They were excited about those visits.

169
00:49:20.640 --> 00:49:37.040
So, and then a cool thing that we did at the Y, if you go back one this summer in June from uh to the 15th to July 3rd, I had 14 of our high school students that the YMCA and the Riverland wrote a grant and got funding. So, our kids got to go

170
00:49:37.040 --> 00:49:55.760
and work and they got paid to do this and they created lessons and taught them to kids. It was a cool experience and the little purple hearts are faces just and we had in May at the end of the year our future teacher science ceremony

171
00:49:55.760 --> 00:50:11.520
which is a really cool ceremony. Our seniors who want to go on in a field of education um they come with their families and they not pick someone educator who has inspired them and they write the most heartfelt statements about each other and so we

172
00:50:11.520 --> 00:50:27.680
read them and we honor them and they sign a certificate saying they're intending to go into a career in education and it's just a wonderful experience and there's a few pictures from them and a cool thing this year at the end of

173
00:50:27.680 --> 00:50:45.359
that ceremony we got to give out three scholarships and these scholarships pay for junior and senior your tuition, books, room board, some of the fees and um they can be found links can be found as school links to the scholarship or

174
00:50:45.359 --> 00:51:02.559
contact me. I'll send it to you but [clears throat] Christy Beman, Mrs. Sanders, Grand Mete Walker who scored and looked at all the scholarship applications and scored them and made recommendations. We really appreciate them.

175
00:51:02.559 --> 00:51:20.400
So we awarded three. Lizette uh was a grad in 2024 and her honored educator was Cory McCrae. Nadia was a 2024 grad also and her honored educator at the time was Kale Aman. And then Vanessa Se was a 2026 grad. She graduated high

176
00:51:20.400 --> 00:51:37.599
school with her AA and went is going directly into her junior year. Isn't that amazing? So yes, they've all gone on to their four-year college to finish the last two years. So, and hopefully >> Can I ask you a question, Colleen, about the scholarship? >> Yes.

177
00:51:37.599 --> 00:51:53.680
>> What's the funding source? >> Um, it's the grow your own grant from the university. I mean, the Minnesota Department of Education. Yeah. And they have to there's qualifying criteria. It has to do with Minnesota approved school and other things. >> Yeah.

178
00:51:53.680 --> 00:52:08.640
Where do we go from here? So, obviously, I would like to maintain or increase that membership, keep it growing. Um, I want to expand that education pathway and increase some community partnerships. I thought it'd be super cool if our graduates could do some kind

179
00:52:08.640 --> 00:52:24.079
of work within our district while they're doing the Riverland first two years. Looking into that, you know, new supervisor or something like that would be a super cool partnership. Um, continue continue to provide those meaningful learning experiences and

180
00:52:24.079 --> 00:53:05.760
expand leadership roles for students. We're thinking of maybe let's nominate officers for our club this year and give them some leadership opportunities um and then continue to provide support any barriers. So that's presentation. I don't know.

181
00:53:05.760 --> 00:53:26.800
Does anyone have any questions? >> How many applicants for the scholarship did you get? >> Um, we got >> Yes. Yes. We got three and we were able we had the funds to award all >> Can you think back three years ago to

182
00:53:26.800 --> 00:53:41.680
when this organization began? What What was it that there was that you wanted to create a future teacher club. Where did where did that what the first move? >> Um

183
00:53:41.680 --> 00:53:57.520
it was part like sparking interest and I've been to Rising Educators. That's an organization that wants to promote and uplift the teaching experience and teaching career. It's been a rewarding career for me for 20 some years. Um and

184
00:53:57.520 --> 00:54:15.760
I wanted to pass that on as well. And it's funny I have a lot of teachers in this district were my students. [laughter] So I this was kind of something that connected to my heart. So when I saw the opportunity when it became available I

185
00:54:15.760 --> 00:54:34.319
was pretty excited. >> Yeah. It's a great program. Thanks for what you're doing. >> Is this are you seeing primarily um females? It is a large majority females, but we do have some males which I'm excited

186
00:54:34.319 --> 00:55:07.440
about. >> Our next agenda item is a request for approval of this month's donations with the executive director finance and operations chairperson board. It is my honor to be in front of you to read off the donations tonight.

187
00:55:07.440 --> 00:55:22.000
They do meet schoolboard policy 706 and we'll be looking for approval after the list is ready. Nine families from the community program supplies from Amazon wish list or more than paint program. Eternal

188
00:55:22.000 --> 00:55:39.119
Order of Eagles, $2,000. Marching band, Early Rises Kuanas, $2,500 for elementaryaries in CLC. Fraternal Order of Eagles, $2,000, four elementaryaries in CLC.

189
00:55:39.119 --> 00:55:56.880
Formal finance services, $1,000, boys basketball. Formal finance services, $500, girls basketball. formal finance services $500 robotics. We like to again thank all these organizations and individuals for their donations.

190
00:55:56.880 --> 00:56:14.799
Is there a motion to approve this month's donations? >> CeCe, second by Dan. Discussion. All those in favor? >> Opposed? Motion passes. Thank you.

191
00:56:14.799 --> 00:56:31.119
Um our next agenda item is our second reading of revised policy 423 employee student relationships. This was pulled out of our um consent agenda based on feedback and open questions during our study session in July

192
00:56:31.119 --> 00:56:49.920
um around language around. I'm going to maybe turn it over to CC or Joey. >> Yes. Yes, there was a question uh just more clarification on the definition that's outlined in this updated policy

193
00:56:49.920 --> 00:57:07.440
regarding rooming. Uh and so that is um conversations we've had around the statute is in the section of 609.352. Um so there was some more conversation about that. So I know CC if you have any more questions with that.

194
00:57:07.440 --> 00:57:32.520
>> Um I Dr. a little bit today on this and it can be found as if this comes up

195
00:57:36.799 --> 00:58:00.720
and I wish it was policy. were also concern. >> Um I think we should be very clear. Um and even going back to what is it 60

196
00:58:00.720 --> 00:58:15.760
whatever. Um that that was a bit of for trying to figure out where I was [clears throat]

197
00:58:15.760 --> 00:58:34.960
read, you know, it's not black and white in there. >> Can you explain what's not black and white >> in in this policy? Um, it talks about grooming, but there's no definition that

198
00:58:34.960 --> 00:58:53.200
under Roman numeral 25 It just says grooming as prohibited under Minnesota statute section 609. But if you went to Minnesota statute, you'd find out you'd find out what

199
00:58:53.200 --> 00:59:10.640
grooming is in terms and I is is well we didn't get Dr. page a letter of the department of education dear colleague part two and it had to do with this

200
00:59:10.640 --> 00:59:25.920
particular topic not >> that's correct >> yeah and the uh perception that I got from reading that letter was that it was pervasive in public schools and I don't believe that it is however one example

201
00:59:25.920 --> 00:59:40.960
is one too many also say I don't know about any of you uh I always thought maybe I watch too much television. I always thought grooming was more ideological than it was um what this

202
00:59:40.960 --> 01:00:00.160
statute talks about. >> You want an example that? >> Yes. >> Okay. I was a baseball coach. I played baseball from the time I was 5 years old. Our first child was a son. When he was two years old, I bought a plastic bath in the mall.

203
01:00:00.160 --> 01:00:14.480
and about shows the baseball cards. In other words, that's what I thought grooming was. Grooming influencing someone on your particular um way of life and it's entered into I

204
01:00:14.480 --> 01:00:33.359
believe the nomenclature of LGBTQ positive. Uh and so this is different than that. My question with this is is I think under statute the school district is required to provide training and uh

205
01:00:33.359 --> 01:00:48.559
I'd like to I'd be interested to know what that training looks like and who would give that training and what it needs to be done because I believe the statute went into effect in July of 2026. Right. >> Correct.

206
01:00:48.559 --> 01:01:06.720
>> Am I right about the the training and Yeah, we do uh our training is really widespread within um our district. We have um appropriate um relationships

207
01:01:06.720 --> 01:01:27.920
that's required, mandated reporting required, bullying, um all of those things are covered by that. They would touch upon this too, but Doesn't this statute focus on I guess you call

208
01:01:27.920 --> 01:01:43.280
uh sexual predatory behavior? >> Correct. >> Yeah. >> Yep. >> So I mean how how I think most individuals are able to recognize that but I guess my question is what what kind of training do you do? And I know

209
01:01:43.280 --> 01:01:59.680
you can talk about bullies and and and vulgarity and things like that, but this is a specific thing that uh that letter to your colleague letter picked up on immediately or even before that. And I found that very troubling.

210
01:01:59.680 --> 01:02:14.720
I'm just I'm concerned about whether we can meet uh the training threshold. And you seem to say we are. I think >> it says identifying sexual predatory behavior. That's what I think the

211
01:02:14.720 --> 01:02:32.640
statute says. Teachers must be trained in identifying sexually predatory behavior, >> right? >> Correct. I mean that's a [clears throat] difficult subject to broach

212
01:02:32.640 --> 01:02:49.359
and of course that's one of the things that your colleague letter is that they suggest they accuse public schools of hiding that and looking away and not addressing a problem and I don't think that's the case at all. I was a teacher for 34 years and I've

213
01:02:49.359 --> 01:03:06.559
been on board for 14. I can only think about two items and it didn't occur in the school district of [snorts] some sort of this kind of activity. So maybe I'm making more but I just we're we're under the we're under the

214
01:03:06.559 --> 01:03:22.480
microscope of the state of the education department the federal government. This is a serious thing. >> I don't think anybody's arguing against it. I'm not very >> I'm just saying how do you train people to identify this unless it's just

215
01:03:22.480 --> 01:03:37.680
instinctual >> health training that that we're providing. >> Yeah, I think it crosses several paths. One is the appropriate use acceptable use policies with technology um that's would be covered there. uh any work that

216
01:03:37.680 --> 01:03:54.000
we do within um bully prevention or hazing, there's going to be um inroads to that. There's also um anything we have around communication with with children. So if we do have um

217
01:03:54.000 --> 01:04:09.200
procedures and practices and policies in place around appropriate use of technology and how we've been doing emails or other communication with with students. >> So Cece, are you just wanting extra definition of ungrooming added to this.

218
01:04:09.200 --> 01:04:24.960
So it's clear that it's about um sexual trafficking trafficking um in inappropriate relationships. You want to make sure it's clear that it's about this type of grooming versus the kind that Don

219
01:04:24.960 --> 01:04:39.200
described. Is that what I'm hearing? >> This is strictly about word. So um in our policy it prohibits grooming

220
01:04:39.200 --> 01:05:01.760
and it refers to this 609.352 and nowhere in that statute does it say grooming. What it does say in um subdivision two is prohibited act which Joey said well that's the so

221
01:05:01.760 --> 01:05:18.480
I don't know why we're using different wordage um or if somebody's got a look on this and say well I wonder what it is because when I saw this was full of definitions I thought well certainly it must be in here

222
01:05:18.480 --> 01:05:37.839
so why did Why did why does that policy say this is to act? >> That's smart information from Madison. >> Yeah. I just don't agree with it. I

223
01:05:37.839 --> 01:05:53.440
think we need to be really clear if if we're going to hold somebody and say this is what you did and it isn't clear. And >> well, I think the other parts of the

224
01:05:53.440 --> 01:06:10.799
policy too that um need to be touched upon too are all of the legal references across reference at the bottom of the policy which um get into the other um patterns the actual um acts

225
01:06:10.799 --> 01:06:25.520
that are included. So those are all legally referenced in the policy below. So if there was an incident, all of those [clears throat] statutes that are referenced in there, there's a wide range between them because there's several different statutes.

226
01:06:25.520 --> 01:06:51.359
>> So that would be the >> I don't I just this just is not clear to me. >> I asked earlier about go back three years. the inception of um the teacher future teacher club. >> Yeah. >> Uh do you know anything about the uh the

227
01:06:51.359 --> 01:07:08.319
inception of this particular statute? I mean uh what what kind of testimony occurred in the state capital to um to affect a statute that impacts all public schools in state.

228
01:07:08.319 --> 01:07:24.319
I person the testimony that was provided legislation on it. >> Yeah. >> I just say one more thing about the training. I ask uh director Baskin about new teachers and the read act and there's specific training. What you're

229
01:07:24.319 --> 01:07:49.760
saying is training is embedded in our existing training and that's okay with the state of Minnesota. >> I remember heard differently. >> Okay. Thank you. grooming. Grooming is a

230
01:07:49.760 --> 01:08:07.440
is a term that can have a connection to uh uh sex trafficking. But also, you know, grooming somebody, grooming somebody to become the ne like succession planning,

231
01:08:07.440 --> 01:08:25.359
grooming somebody to become the next CEO of Hormal Foods that when you think about the term grooming in connection to that, it doesn't have a negative connotation. But when you connect the word grooming to

232
01:08:25.359 --> 01:08:41.199
the statute about um sexual conduct and and solicitation, I think that's what where where we're just we're being we're talking about a very specific type of grooming >> as it relates. And so maybe that's where

233
01:08:41.199 --> 01:08:57.359
where we like get into the semantics of um trying to understand what the definition of grooming is. I mean grooming is grooming. It's it's more about what type of grooming is happening and that's in relation that's this particular

234
01:08:57.359 --> 01:09:14.799
policy is in relationship to this type of >> is that am I am I saying that right? >> I just I'm just trying to cover us. >> Yeah. So if we're calling somebody in

235
01:09:14.799 --> 01:09:31.679
saying you're grooming a student and then we refer to 609.352 that word is not there. So I >> but it is the act >> they're grooming them for. It's called a

236
01:09:31.679 --> 01:09:50.640
prohibited act. >> Right. >> 18 years of age who solicits a child or someone. Yes. >> For some reason the child to engage in sexual conduct. The intent to engage in sexual conduct is guilty of the felony. So that would

237
01:09:50.640 --> 01:10:21.040
be the act. I again I just don't think that car I don't think we should look good. Well, it's prescribed already, right?

238
01:10:21.040 --> 01:10:48.040
>> It's just not on the policy and it's not clear that that's how it's defined. That's true. It's called prohibited act. >> Well, I think we put it in parentheses. >> Yeah, we could probably do that.

239
01:10:48.560 --> 01:11:05.840
>> Yeah, perfect. Why don't we be great? Why don't we put that on our next our study session agenda? And is it is it important for us to vote on approving this in a timely manner or can

240
01:11:05.840 --> 01:11:23.280
we review it again in the study session and then vote again in September? >> Yeah, that's fine. The statute stands. So whether it's tonight kids walking the building, >> that's what we're following. >> Correct. approaches later.

241
01:11:23.280 --> 01:11:55.000
>> So, what is the board looking for? >> Grooming is prohibited under Minnesota. If we just grooming prohibited acted act under >> Yes. At least then yeah, it's very

242
01:11:56.000 --> 01:12:23.600
in >> Can you say that again? [snorts] >> So we can make that adjustment. Do you want to see that again or we just make that adjustment? And let's hope I think school on it today >> with that. So >> I just want this to be clear

243
01:12:23.600 --> 01:12:41.280
>> as a prohibited act under Minnesota. >> Great. >> So prohibited act. >> Yes. Because >> we'll make those adjustments. Thank you. >> Can I get a motion to approve policy policy 423 employee student

244
01:12:41.280 --> 01:12:57.120
relationships based on uh changes made from tonight's discussion? >> Motion by Carol, second by >> Thank you. >> Good discussion. All those in favor? >> Anybody opposed?

245
01:12:57.120 --> 01:13:13.040
Motion passes. Right. Um, our next agenda item is our review and request for approval of our three-year governance plan and 2627 school boards with Dr. Page. Yes, Sherman Bay, members of the board, this was um agenda item we

246
01:13:13.040 --> 01:13:28.480
had at our study session back in July. Um, just for reference that the three-year schoolboard governance plan is measured in goals helps the school board stay focused. U, we talked about the three-year rolling cycle. One of the

247
01:13:28.480 --> 01:13:44.000
additions in that was the uh reviewing of the strategic plan. So that has been updated in your attachments. The other part um for this particular agenda item was um the goals for the school board uh

248
01:13:44.000 --> 01:14:02.880
which were based out of our schoolboard self-evaluation. Our retreat uh that we had earlier this summer and those goals were set forth uh in your board packet and also just the progress indicators that you've seen previously. Is there a motion to approve the

249
01:14:02.880 --> 01:14:31.840
three-year governance plan and 2627 school board goals? Motion by second by Carol. Discussion I read last night. One of those boxes had engage in the community. Can can

250
01:14:31.840 --> 01:14:50.880
anybody uh explain what that means >> in relationship to what >> what is it what does a board member engage in the community? How does that how does that occur? How have we done that in the past?

251
01:14:50.880 --> 01:15:18.239
>> Right below that I don't I can't see it. >> Right below that on the next page will show Why don't you share how you would like to see that happen? >> I'm I'm asking how how how's that been how how they done that in the past? I

252
01:15:18.239 --> 01:15:35.600
mean, I'm asking what they've done. I can see a student game where you might go to a science fair or go to a basketball game or something like that. But for a community game, what what have you been doing?

253
01:15:35.600 --> 01:15:50.159
>> I think this year especially, it's going to involve talking about referendum >> any opportunities any meetings that the superintendent has. >> Well, like for me and Dr. Paige, more

254
01:15:50.159 --> 01:16:06.560
Dr. Page than me recently. Forgot the last one. Um, just opportunities for the like the superintendent chat meetings [clears throat] um at at the coffee house or um I would just say anytime

255
01:16:06.560 --> 01:16:21.760
we're reaching out to community members, talking to neighbors, talking to people, talking to staff, anytime we're talking to people, that's community engagement. I am gonna go to the United Way backpack program tonight and I hope to talk to a

256
01:16:21.760 --> 01:16:37.120
lot of people about Austin public schools and how how things are going and what's going on. So I think that's what that is. Do you have a different understanding? >> No, I just want I just want to know what other people >> I know. What does it mean to you?

257
01:16:37.120 --> 01:16:59.199
>> I don't want you. >> Come on. after everybody does that question one example you said back that's a great example having a coffee hour I don't know board members are doing that

258
01:16:59.199 --> 01:17:19.679
are some what are some specific ways we can actually do that I want to learn from from you people I don't have all the answers what I'm saying >> we also want to learn from you >> huh >> we also want to learn from you >> well as soon as you're done telling me I think it's our goal and if we can't

259
01:17:19.679 --> 01:17:37.280
articulate it then >> I feel like this is something we add session next month to say how can we as a board collectively say what does communication look like or what does the community >> maybe solicit some feedback from people >> versus >> I'm all for that

260
01:17:37.280 --> 01:17:53.520
>> spitballing tonight that doesn't make a lot of sense >> however I do remember the last time you made a suggestion back in made about meeting with teachers and it never happened. We never had discussion about meetings with teachers or staff about the referendum. So I would I'm all for

261
01:17:53.520 --> 01:18:09.120
this have a discussion study session but I want to make sure that it's in writing and I don't want to call you and pester you uh next month two days before the meeting but I want to be guaranteed that next month we'll have this discussion. So next next study session we'll have a

262
01:18:09.120 --> 01:18:26.080
agenda item about uh do you want specifically about community engagement for >> community engagement between the board and yeah community engagement. >> Do you want to enhance it or is it just discuss is just

263
01:18:26.080 --> 01:18:42.400
>> discussion or is there a way to enhance it? >> Is there a way to are you asking how can we enhance it or is just open what does it mean? as a goal. Can we articulate that? >> What's the final? >> What's the final? What is What are I g a

264
01:18:42.400 --> 01:19:05.280
full page about the referendum that those are my ideas. I stole some of them from >> well a teacher. You were a teacher, too. I stole a lot of information from teacher, didn't you? >> Well, be prepared to share that then.

265
01:19:05.280 --> 01:19:20.640
ideas. I mean, those are my ideas. I'm just saying we have seven people, seven pretty high quality people and they all you have ideas, too. I just want to hear some some communication ideas so I can get out there and use some of the things that you're doing to make me a better board member because that's why we're

266
01:19:20.640 --> 01:19:39.360
here. >> Be ready to share. I want to >> I'm ready to listen. That's >> I want I want to hear your voice. >> You hear enough? >> All right. Um I have no comment. I I I'm a little confused. I was the one that

267
01:19:39.360 --> 01:19:57.440
said, um, gosh, let's not have pay MSBA to do a review of our survey and this and that. I did think, however, that we were going to spend some time as a board

268
01:19:57.440 --> 01:20:14.800
looking at that data and we would come up with >> Yes, we did. >> We got it. >> We didn't taken apart. >> But um and then in my head, I'm thinking

269
01:20:14.800 --> 01:20:30.640
that because we were short board members that we said that we bring this back to a study session >> so that we could craft look at our data and craft our goals. So

270
01:20:30.640 --> 01:20:47.480
that's probably a little why you're feeling like you don't know because I don't know that we hashed out what it is that we want to do a lot better next year. These came

271
01:20:51.840 --> 01:21:07.679
>> but with no discussion. I mean we just handed over the sheets. >> So do you want to table? >> I would like to see us take apart these goals and make sure [snorts] with discussion because I I don't feel

272
01:21:07.679 --> 01:21:24.400
like we discuss this. Can do you think we can approve the three-year governance plan portion of this? >> Yes. >> And then come back and be prepared to have a better conversation. >> I think I just I'd like to to feel like

273
01:21:24.400 --> 01:21:42.000
we have a little more ownership in this the final product. >> So yeah, I think sometimes we put stuff on a chart in boxes and then we put it inside here and we don't think about it. And I think what you're asking is we should have robust discussion and talk about these

274
01:21:42.000 --> 01:21:56.800
things. >> I I was kind of looking forward to an indepth discussion um without the facilitator >> because we know our community, we know each other and I we just never got to

275
01:21:56.800 --> 01:22:12.639
that. And I understand we have to get these goals done. But um if we all came in prepared and had looked at these and jotted down notes, I I feel like it would be more personal. >> Are we going to derail anything if we

276
01:22:12.639 --> 01:22:33.360
have that rearrange our August study session in two weeks? >> Not okay. Let's do that. Can we do that? Are you guys >> again? Is anybody else thinking the same thing? I do not want to dictate how that

277
01:22:33.360 --> 01:22:49.440
study session's going to go, but um this is not what I was thinking of initially. >> Well, if you're not if you're not feeling comfortable with this, I feel like it's worth the conversation and worth bringing forward different different places of it, especially if

278
01:22:49.440 --> 01:23:08.080
you want to be a little more clear on how we're interpreting our goals. Yeah, I think I'd just like to take a >> All right. So, I don't know the >> I move that we um we accept the

279
01:23:08.080 --> 01:23:27.440
government the three governance plan and we table the >> school board. >> Yes. [clears throat] Does that drive can make that work? No, we can't make

280
01:23:27.440 --> 01:23:45.920
that work. Okay. So, CC made a motion to approve the three-year governance plan. Is there a second? >> That was a second. Any further discussion on the governance plan? Everybody feel pretty comfortable with what is in the in the blocks in the

281
01:23:45.920 --> 01:24:02.719
chart for our three-year plan with the addition of reviewing our strategic plan as well. All right. >> I question >> the the theory of action and governance

282
01:24:02.719 --> 01:24:22.159
plan uh does define specifically the uh that correctly. The desired daily experiences, have we updated the Z daily experiences the last three years, three plus years? Is there is there a task to do that at some point?

283
01:24:22.159 --> 01:24:39.440
>> Yep. The last three years, it's different outcome than it was three years ago. I'm just curious. >> Right. So, and then uh governance plan is the review of the strategic plan which would encompass survey

284
01:24:39.440 --> 01:24:56.880
>> potentially um or just to check in this is still where the district is at. So that is what is >> what's that? >> Who decides that >> the board? >> What does that decide? [clears throat] If we approve this, does that say that

285
01:24:56.880 --> 01:25:13.120
we don't need >> No. No. The the governance plan what is approved tonight is to review the strategic plan in January which includes desire experience theory of action. So it doesn't mean that that doesn't change. >> So those those things before the the

286
01:25:13.120 --> 01:25:29.560
source school presentation we're going to review those in January. >> Correct. As outlined in this and outlined in the threeear governance plan. Okay. Everything's on the table for review.

287
01:25:29.760 --> 01:25:47.600
>> That's a good question. All right. Other questions about the governance plan? >> All those in favor? >> I. Anybody opposed? Motion passes on the approval of the three-year governance plan with the 2627

288
01:25:47.600 --> 01:26:03.424
school board goals being tabled until after our next study session. All right, our next agenda item is the overview and request for approval of superintendent pages 2627.

289
01:26:03.424 --> 01:26:38.080
[snorts] Superintendent chair de of the board. Uh given the conversation we just had on the last agenda, I know we probably knees. [laughter] >> Yeah. Is it okay? >> All right. So, I guess we'll table the

290
01:26:38.080 --> 01:26:55.600
superintendent as well. >> All right. >> We need a motion. >> We don't need a motion if you want to vote on it, right? >> Do I need a motion to postpone it? >> No.

291
01:26:55.600 --> 01:27:12.880
Okay. All right. Um All right. Next agenda item is the summary of our 2526 superintendent evaluation that was conducted by the school board. Um, can I sit here and do

292
01:27:12.880 --> 01:27:34.719
that? Everybody okay with that? All right. We're not posting this. All right. Uh on Jul July 27th 2026 school board met in close session to conduct an endofear evaluation of superintendent Dr. Jody Page regarding

293
01:27:34.719 --> 01:27:51.199
his 2025 2026 school year goals. Dr. Paige provided evidence of performance related goals from this past school year. Uh goal number one was transparent inclusive communication plan for the 2025 referendum.

294
01:27:51.199 --> 01:28:06.320
Dr. Engage implemented a communication strategy that leveraged a variety of traditional and non-traditional formats to reach a broad spectrum of community members to ensure voters were well informed. Although the 2025 referendum did not

295
01:28:06.320 --> 01:28:22.719
pass, Dr. Gage has already begun adjusting and preparing the community for a well-informed 2026 attempt at passing a bond referendum to our to address aging school facilities. Board consensus confirmed that communications and strategic planning are two of Dr.

296
01:28:22.719 --> 01:28:37.440
Pa's strengths and will continue to be vital to his leadership this coming year. Board members express gratitude for the work done in support of the school and confidence in continued efforts to ensure Austin public schools remains a safe and welcoming place for

297
01:28:37.440 --> 01:28:54.880
our students and our staff. Goal number two was to strengthen internal c culture and reinforce effective governance. This goal was developed in direct response to staff and community feedback. As a relatively young board in terms of our experience, Dr. Paige led

298
01:28:54.880 --> 01:29:11.920
the board through professional development on governance roles, policy, responsible community engagement and advocacy. Quarterly governance updates and study sessions focus on culture, accountability alignment and communication and clarification around

299
01:29:11.920 --> 01:29:29.120
government's roles and expectations. This development has strengthened the board team leading to a more productive and engaging conversations at the board table. The second part of this goal centered on staff apparent engagement. Bingual surveys have been implemented to gather

300
01:29:29.120 --> 01:29:44.080
regular feedback from stakeholders around climate and effectiveness. This information is consistently used to drive leadership team planning, refine priorities, and ensure long-term goals as well ensure that long-term goals are well

301
01:29:44.080 --> 01:30:00.000
aligned with community needs. Board members shared positive remarks about professional development, citing clarity around board governance, advocacy, and community engagement. Members also noted anecdotal feedback indicating that schools and staff feel

302
01:30:00.000 --> 01:30:16.000
supported and have their needs met by the district leadership team. In summary, in addressing both goals, Dr. Paige um has ensured that his focus for the year was centered on supporting our number one priority, our students. Uh safe and

303
01:30:16.000 --> 01:30:31.280
welcoming facilities are a significant aspect of a an effective school district. Students need to feel safe and secure before they can learn effectively and Dr. Page's work has focused on that. The school board looks forward to Dr. P's continued development of his

304
01:30:31.280 --> 01:31:00.480
leadership role at Austin Public Schools in support of student learning. >> Any comments? >> Dr. All right. Onward. I don't see any delegations.

305
01:31:00.480 --> 01:31:18.320
>> A question about delegations at the beginning and then what was the reason for that? >> Um we thought it was valuable for people who wanted to communicate with the board to participate in the board meeting as well and listen and hear

306
01:31:18.320 --> 01:31:33.199
the conversation. It's they're not really engaging with the board if they come and talk and they'll leave. >> That's okay. >> I mean, it depends on what you want people to get out of their connection, their time spent with the board. I mean,

307
01:31:33.199 --> 01:31:49.840
if you're going to address the board and not hear the work that we're doing, is it a is it a conversation or is it just communicating one way? How long has it been since they've been at the front?

308
01:31:49.840 --> 01:32:09.040
>> It's been It's been at least >> They haven't been at the front since I've been here. >> Go back to the spring. >> Further like >> I don't think it's a recent change. >> It's not a recent change. Um a lot of other districts do delegations

309
01:32:09.040 --> 01:32:27.520
at the end as well. >> I think it it could go either way. What do you think? >> I just I just think if any of you come here to talk to >> Yeah.

310
01:32:27.520 --> 01:32:43.679
>> I don't think I should force that individual to sit for an hour and 90 or 90 minutes. They have something to say. That's what they're here for. We don't get a lot of delegations, but um

311
01:32:43.679 --> 01:33:00.320
I just I don't know if they're really interested in finding out about summer school or a future teacher. I just don't I just I think they're here for a specific thing and uh they just as a matter of fact a lot of people who have presented tonight are gone too. So

312
01:33:00.320 --> 01:33:17.440
that's all human nature to just do your thing get done but I don't know productive as said school And I just I don't know if it's

313
01:33:17.440 --> 01:33:37.719
necessary and get them in there speak their point if they want again if they want to stay home. We have had some people who spoke to us for a while but it's their choice. >> They also come late

314
01:33:38.800 --> 01:33:57.440
there's a If I speak to the school board only talk because most people even teachers that come and talk to the school board a little bit on the nervous side they they feel a little bit you know intimidated by a large group I just I understand

315
01:33:57.440 --> 01:34:17.440
that totally so it doesn't matter a lot of delegation but >> I think we want to do whatever we can to make people feel welcome to come and speak >> and I I I don't want

316
01:34:17.440 --> 01:34:33.440
I don't want people to think it's a punishment. If you want to speak, they're going to sit through this. >> I don't think I think it's it's valuable for them to to participate in the process. >> Well, but they're we're not really

317
01:34:33.440 --> 01:34:50.480
engaged. It's their place. >> I think what we could do is we during our organizational meeting in January or during the organizational meeting in January um that's a good time to maybe revisit uh the agenda structure.

318
01:34:50.480 --> 01:35:08.320
>> Okay. All right. >> I will tell you this tomorrow and talk to retired educators about the referendum and the community. >> I love that. That's exciting. I want to hear all

319
01:35:08.320 --> 01:35:24.400
>> No, thanks for sharing that. It won't be. All right. A reminder of our schoolboard study session on Monday, August 24th, 2026 at 4 p.m. in the district office conference room. Can I get a motion to adjourn? >> Motion by Peggy.

320
01:35:24.400 --> 01:35:31.920
>> Second. >> Second by Dan. All those in >> favor. Motion passes. How? Thanks.