Stephanie - WL
If it ain't broke, don't fix it. Our school is not broke. Our business is incredibly successful. We all love and would stand by our children. Is it really the best thing that you can do? The changes have affect those that have had to change frequently. They never felt like they didn't go into everything that they wanted them to do.
As board members are you really understanding what we are feeling.
Walking to school is an incredible memory.
Shari Durden - CI
[Technical difficulties]
As a CI parent we would like the quality of education our child is receiving is unchanged. Would propose that CI and OV would remain as-is and divide FO between CI and OV.
[Battery has 39 minutes.]
The current plan is not making a positive difference. This proposal does not appear to adequately maintain the current quality.
Shari Marsh - Osseo Area and Oak View Elementary
Funding as related to OV, CI and Osseo. Can not ignore the status of no child left behind. They are a title one school. Will the dollars transfer other? FO currently receive a large $ of compensatory funding from the state that might be lost.
If we lose money, lose special ed teachers. Then this won't be a successful program for all.
Second concern - focus on pre-k to 3rd grade. What about the mobility rate? Kids tend to move in and out (nearly 30% mobility rate on that side of the district).
Tuesday, February 19, 2008
Steven
He is giving actually an incredible family story about his parents difficulties in German/Poland/Russia.
Be careful of labels -- labels help organize and analyze -- they have a dark side. Them and us. "They" can't be positive. Labels help you ignore the hopes and dreams of others.
We love the labels attached to their schools. Look beyond "save our school" and look toward working for the school.
Be careful of labels -- labels help organize and analyze -- they have a dark side. Them and us. "They" can't be positive. Labels help you ignore the hopes and dreams of others.
We love the labels attached to their schools. Look beyond "save our school" and look toward working for the school.
more questions
Dean: There is a whole group out here that feels as though they were not in the process. Our staff people are working on the inputs. There is a huge group of people out here that desire to give input. It doesn't feel like there is a balance between staff inputs and parental inputs.
Susan: I can understand that perspective. Because of the timeframe it had to be done in unbiased sources were chosen. We did not try to hide behind it. We said in work session that because of the tight timeline we could not abide by our core values of involving a wider audience (heavily paraphrasing here).
Only other way to have voices heard was through surveys, community comments and commiunity cafe. (unfortunately seems like they are ALL after the plan came out.)
If we would have known a year ago we could have started with a representative from every school. We talked about it.
We were faced with a reactive approach. We will become more proactive when we are in a different season. We take very seriously the information the community has given us. We want to provide understanding.
[BTW, Linn did ask a question.]
Susan: I can understand that perspective. Because of the timeframe it had to be done in unbiased sources were chosen. We did not try to hide behind it. We said in work session that because of the tight timeline we could not abide by our core values of involving a wider audience (heavily paraphrasing here).
Only other way to have voices heard was through surveys, community comments and commiunity cafe. (unfortunately seems like they are ALL after the plan came out.)
If we would have known a year ago we could have started with a representative from every school. We talked about it.
We were faced with a reactive approach. We will become more proactive when we are in a different season. We take very seriously the information the community has given us. We want to provide understanding.
[BTW, Linn did ask a question.]
Speed
Kim: Community members are concerned about speed at which we are moving in this process. What are the consequences of not implementing proposal?
Susan: Started planning for reducations. What drove timeline was staffing. Regretfully we are getting rid of over 200 people. This is the reason for the 6 week timeline. Worked backwards from 6 week timeline and started working out ways to respond to the parents.
Feel very responsible to respond to the community-- there may not be agreement, but there needs to be understanding.
Rich: Built the calendar based on legal obligations. There are financial obligations as well.
Dean: One more question: The whole proposal was wrapped as an $800k savings for repurposing schools. In looking at what has been proposed, magnet moving, it feels like there was a desire to put in programs that we did not have and are now expanding during a budget crunch. Does the $800k stand on it's own. Is this just an opportunity to expand on these programs.
Susan: The impotence for closing two schools was the budget reduction. Based on our class sizes we could close 3 schools. Because we said we said that with this budget reduction we want to align the budget with our strategic plan rather than just cutting everything. We are reducing and expanding at the same time to reach our strategic paln. The impotence for the school closing was budget reductions we needed to look at what needed to expand and make better at the same time.
Bold statement: I don't think it should be done for just budget reasons. It is not an important enough reason.
So we should not do this for budget reasons.
Susan: Started planning for reducations. What drove timeline was staffing. Regretfully we are getting rid of over 200 people. This is the reason for the 6 week timeline. Worked backwards from 6 week timeline and started working out ways to respond to the parents.
Feel very responsible to respond to the community-- there may not be agreement, but there needs to be understanding.
Rich: Built the calendar based on legal obligations. There are financial obligations as well.
Dean: One more question: The whole proposal was wrapped as an $800k savings for repurposing schools. In looking at what has been proposed, magnet moving, it feels like there was a desire to put in programs that we did not have and are now expanding during a budget crunch. Does the $800k stand on it's own. Is this just an opportunity to expand on these programs.
Susan: The impotence for closing two schools was the budget reduction. Based on our class sizes we could close 3 schools. Because we said we said that with this budget reduction we want to align the budget with our strategic plan rather than just cutting everything. We are reducing and expanding at the same time to reach our strategic paln. The impotence for the school closing was budget reductions we needed to look at what needed to expand and make better at the same time.
Bold statement: I don't think it should be done for just budget reasons. It is not an important enough reason.
So we should not do this for budget reasons.
Observations
Lin, John Nelson and Linda have not asked one question -- a bit odd. The other SB members are very actively asking questions. They also did not ask questions in the working session. Just an observation.
Susan
[This SB meeting has been much more revealing.]
There is an additional $25k potentially needed for adjusting some of the facilities (lower toilets, reconfiguring gyms for larger kids, etc...)
Susan: What other questions are there?
Steven: OV is there an advantage or disadvantage to having more teachers in a concentrated 4-6 area?
Don: It is more efficient use of teachers to smooth out class sizes and you don't go over the cap. Small building constantly struggle with large and small sized classes. Instructional advantage -- you can differentiate instructional programs for a larger class where teachers can be pulled to work with students that have specific needs.
Dean: With smaller schools - there would be some efficiencies in larger school - in a smaller school do we experience any more or less disruption in a class room. Is there a smoother running classroom in a smaller school than in a larger school.
Don: There is no research there.
Susan: They can not show a statistical relationship.
Steven: Enrollment center - some parents perceive it as a secretary sitting there taking applications. What is the EC really about?
Susan: EC is more friendly and customer sensitive. Had parents that had a difficult time going through the system. Idea is to provide a lot more services -- 80 languages in our district -- we have translators. Had children (special ed, not vacinated) who weren't starting school for 3 weeks. We were losing money everyday they were not there. It would cost $400k+ to setup. We would have so many more students start sooner that it would more than pay for it.
Kate: First year - FB calculated the loss of students not attending due to immunication issues was a loss of over $60,000 for first 5 days of school. Many were out longer than 5 days.
Dean: When we closed orchard lane several years ago. How many students elected to go to that charter school?
There is an additional $25k potentially needed for adjusting some of the facilities (lower toilets, reconfiguring gyms for larger kids, etc...)
Susan: What other questions are there?
Steven: OV is there an advantage or disadvantage to having more teachers in a concentrated 4-6 area?
Don: It is more efficient use of teachers to smooth out class sizes and you don't go over the cap. Small building constantly struggle with large and small sized classes. Instructional advantage -- you can differentiate instructional programs for a larger class where teachers can be pulled to work with students that have specific needs.
Dean: With smaller schools - there would be some efficiencies in larger school - in a smaller school do we experience any more or less disruption in a class room. Is there a smoother running classroom in a smaller school than in a larger school.
Don: There is no research there.
Susan: They can not show a statistical relationship.
Steven: Enrollment center - some parents perceive it as a secretary sitting there taking applications. What is the EC really about?
Susan: EC is more friendly and customer sensitive. Had parents that had a difficult time going through the system. Idea is to provide a lot more services -- 80 languages in our district -- we have translators. Had children (special ed, not vacinated) who weren't starting school for 3 weeks. We were losing money everyday they were not there. It would cost $400k+ to setup. We would have so many more students start sooner that it would more than pay for it.
Kate: First year - FB calculated the loss of students not attending due to immunication issues was a loss of over $60,000 for first 5 days of school. Many were out longer than 5 days.
Dean: When we closed orchard lane several years ago. How many students elected to go to that charter school?
Transportation
Are there going to be more costs transporting magnet -- no significant increase because they are already transported.
What is the additional cost of transporting students in the proposed plan? We are aligning routes so that they are more efficient. East and west moves are difficult -- north and south are easier.
Kim: Community has had concerns about the infrastructure handling more busses.
Speaker: There are difficulties in specific corners and volume is difficult to accomodate. Traffic is difficult - moving students through Arbor Lakes area especially in the morning.
Kim: WL increased traffic.
Speaker: it is centrally located and easily accessed. We don't have the congestion that we have with other proposals.
Kim: Our transport costs have increased quite a bit.
Speaker: Special services have caused transportation costs to increase.
Our regular to and from routes have not seen increases.
John: The growth that we are dealing with in terms of special needs is substantial 11 kids cost $35k per child for transportation due to special needs and we are required to provide that transportation.
Dean: Osseo and Weaver there is a certain percentage that are walkers. There are a lot of walkers that will be on a bus. How are the logistics going to work? How can that be cost neutral?
Speaker: Teh nubers show that osseo has 85 walkers; I don't believe it is a substantial number to where we need to add busses but rather change routes. There is going to be an increase in walkers in some areas. We don't know how families will respond.
Dean: We are hoping it is cost neutral, but we do not know for sure.
Speaker: Our commitment is to make the savings. If we were to leave everything as it is today and just change bell times and other items then we would save $800k. The MN transportation envisions even more savings.
We are frustrated with how we can not make a promise that we can get from point A to point B in 30 minutes. We want to get from point A to point B reliably.
Steven: What do the walkers numbers mean?
Speaker: We are not providing transportation.
Steven: Kidstop kids are riding and are not provided transportation as part of your numbers. So they are counted as walkers even though they are not. We spend a couple converations because driveways are clogged up.
Speaker: We do see more and more self drivers. We did several capital improvements to driveways. Another request to change the driveway again and it is an ongoing issue. Rushcreek has a lot of congestion.
Steven: Why are there only 1 or 2 children on a bus? There are disorders that are incompatible among children. Do you have an example? How much overlap is there?
Speaker: We have a small number that we are responsible for that we can not put together because of their handicapping conditions. Unfortunately some of the programs are quite a distance away for their programs.
Steven: Are there any issues that are raised with those students with this proposal?
Speaker: There are some opportunities there to partner with other school districts.
Dean: Are there any district site programs at Weaver or OE where when relocated would create additional transportational issues?
Speaker 2: (Kim S) There are 8 students in the OE program.
Dean: Just confirming that there are no additional transportation needs.
Kim: What can we do for cost containment? Required by law to provide transportation if you are over 2 miles away from school.
What is the additional cost of transporting students in the proposed plan? We are aligning routes so that they are more efficient. East and west moves are difficult -- north and south are easier.
Kim: Community has had concerns about the infrastructure handling more busses.
Speaker: There are difficulties in specific corners and volume is difficult to accomodate. Traffic is difficult - moving students through Arbor Lakes area especially in the morning.
Kim: WL increased traffic.
Speaker: it is centrally located and easily accessed. We don't have the congestion that we have with other proposals.
Kim: Our transport costs have increased quite a bit.
Speaker: Special services have caused transportation costs to increase.
Our regular to and from routes have not seen increases.
John: The growth that we are dealing with in terms of special needs is substantial 11 kids cost $35k per child for transportation due to special needs and we are required to provide that transportation.
Dean: Osseo and Weaver there is a certain percentage that are walkers. There are a lot of walkers that will be on a bus. How are the logistics going to work? How can that be cost neutral?
Speaker: Teh nubers show that osseo has 85 walkers; I don't believe it is a substantial number to where we need to add busses but rather change routes. There is going to be an increase in walkers in some areas. We don't know how families will respond.
Dean: We are hoping it is cost neutral, but we do not know for sure.
Speaker: Our commitment is to make the savings. If we were to leave everything as it is today and just change bell times and other items then we would save $800k. The MN transportation envisions even more savings.
We are frustrated with how we can not make a promise that we can get from point A to point B in 30 minutes. We want to get from point A to point B reliably.
Steven: What do the walkers numbers mean?
Speaker: We are not providing transportation.
Steven: Kidstop kids are riding and are not provided transportation as part of your numbers. So they are counted as walkers even though they are not. We spend a couple converations because driveways are clogged up.
Speaker: We do see more and more self drivers. We did several capital improvements to driveways. Another request to change the driveway again and it is an ongoing issue. Rushcreek has a lot of congestion.
Steven: Why are there only 1 or 2 children on a bus? There are disorders that are incompatible among children. Do you have an example? How much overlap is there?
Speaker: We have a small number that we are responsible for that we can not put together because of their handicapping conditions. Unfortunately some of the programs are quite a distance away for their programs.
Steven: Are there any issues that are raised with those students with this proposal?
Speaker: There are some opportunities there to partner with other school districts.
Dean: Are there any district site programs at Weaver or OE where when relocated would create additional transportational issues?
Speaker 2: (Kim S) There are 8 students in the OE program.
Dean: Just confirming that there are no additional transportation needs.
Kim: What can we do for cost containment? Required by law to provide transportation if you are over 2 miles away from school.
Teresa - transition
Transition -- there is a tremendous amount of work that needs to be done from March 6 and beyond. We have convened site leaders to figure out what needs to be done.
Logistics -- develop a schedule and timeline for school closings are repurposing.
Operational needs - what needs to happen to insure successful school operations?
Psychological transition needs - staff, students, parents and communities - how do we relieve the stress?
Communications plan -- how do we communicate changes.
Instructional supplies - what is the plan
Facilities and equipment - how to we plan for the best use of facilities and equipment.
Fnancial impact - What is the financial impact?
Logistics -- consider the movement of furniture, microscopes, books, shelving, etc.... What is the end date that all sites must be ready for school and work backward from there.
Programmatically - insure accuracy of student data and the tracking of such data.
Plan for staff changes.
[coming quickly]
Psychological changes -- we can not underestimate the effect of this. We must have open houses for those making changes.
What do you do with the PTO funds? [A party has been suggested. *grins*]
Logistics -- develop a schedule and timeline for school closings are repurposing.
Operational needs - what needs to happen to insure successful school operations?
Psychological transition needs - staff, students, parents and communities - how do we relieve the stress?
Communications plan -- how do we communicate changes.
Instructional supplies - what is the plan
Facilities and equipment - how to we plan for the best use of facilities and equipment.
Fnancial impact - What is the financial impact?
Logistics -- consider the movement of furniture, microscopes, books, shelving, etc.... What is the end date that all sites must be ready for school and work backward from there.
Programmatically - insure accuracy of student data and the tracking of such data.
Plan for staff changes.
[coming quickly]
Psychological changes -- we can not underestimate the effect of this. We must have open houses for those making changes.
What do you do with the PTO funds? [A party has been suggested. *grins*]
magnet continued
Dean: Within the grant application are we mandated to do certain things? A previous superintendent identified that some of the mandates were fictitious. Magnets are a voluntary means of desegregating. The mandate is coming from the grant?
Kate: My understanding - deseg rule -- we are clearly out of compliance. So are other districts around us. We are clearly out of compliance. We are under direction for a number of years We are audited. Everytime we make a move they monitor and we are asked to respond with all evidence to make sure we have not intentionally racially isolated students.
Second mandate is from the federal level. We could have changed boundaries, we could have done nothing, we could do voluntary efforts. It was the method (voluntary) selected in MN.
NW surburban helps get grant funding for Magnet schools so that we can fund magnet schools. It was a dictate of the federal grant that led us to place schools in racially isolated areas. So, they had to select sites that are racially isolated.
Dean: My understanding is that if we do not intentionally move students/boundaries/etc... it does not penalize us if we do nothing. The magnet grant might have its own criteria, but wanted to be clear that we are not under an order to do anything. As long as we do not intentionally deseg.
Kate: My understanding - deseg rule -- we are clearly out of compliance. So are other districts around us.
Second mandate is from the federal level. We could have changed boundaries, we could have done nothing, we could do voluntary efforts. It was the method (voluntary) selected in MN.
NW surburban helps get grant funding for Magnet schools so that we can fund magnet schools. It was a dictate of the federal grant that led us to place schools in racially isolated areas. So, they had to select sites that are racially isolated.
Dean: My understanding is that if we do not intentionally move students/boundaries/etc... it does not penalize us if we do nothing. The magnet grant might have its own criteria, but wanted to be clear that we are not under an order to do anything. As long as we do not intentionally deseg.
Magnet
Dean: The students that will be moving and not meeting AYP with the 4-6 graders moving to OV will we have the resources? Will the title 1 dollars follow to the new site? If they move to the new site there will be the physical change and we don't have the resources how will that chagne?
Principal: Title 1 and compensatory - calculated by student enrollment and would follow students. If the board approves this plan he would hope the SB would respond by making sure monies would follow as resource.
Susan: Other questions - Transition that needs to take place regardless of the proposal accepted. Teresa will respond. Kate will respond to magnet questions. Questions concerning the cost of the proposal.
Kate - magnet schools; themes were around background and history, funding source, why the move? Why move instead of expand?
Background - huge amount of folks that are very interested in programs that provide post secondary opportunities -- for all students. State and national call to prepare students for post-secondary education and is back from significant grant money from state and federal. Math Science and Technology programs. Get significant amounts of grant money in the last 4 to 5 years. Millions of dollars. Increase advance placement programs. All part of the theme to prepare students for rigorous post secondary work.
Because we were deemed racially segregated, we were mandated to pursue some of these programs. It is primarly NWsuburban that focuses on the development of magnet schools and within the six other school districts in our consortium.
Magnet schools are interspersed through all 7 districts. Why district 279? question is a larger state issue. The funding source was the federal magnet grant received 4 years ago for materials and staff development. The first grant expired and are receiving funding from second round of grants. Funding development in other six districts as well. We benefit by receiving funds for our established magnets. Maintaining our investment through State grant. It is NOT an increase in funding. The base programming is the same. All of the common elements betweens schools regardless receive common instruction.
The magnet schools use the grant funding to add on top the extra standards, activities, and equipment to privide the thematic approach in each area and is funded through grants -- not the general fund. All additional items are funded by grants.
Edgewood was a natural selection because of the age of the site. The moving of the program was logical to relocate then. As well as the opportunity to provide unique programming to a new area of our school district.
It was mandated to put it in a racially isolated segregated school. The goal was to reduce the racial isolation. We now have the opportunity to move the magnet and are not bound by any grant to keep it in a racially segregated area.
Principal: Title 1 and compensatory - calculated by student enrollment and would follow students. If the board approves this plan he would hope the SB would respond by making sure monies would follow as resource.
Susan: Other questions - Transition that needs to take place regardless of the proposal accepted. Teresa will respond. Kate will respond to magnet questions. Questions concerning the cost of the proposal.
Kate - magnet schools; themes were around background and history, funding source, why the move? Why move instead of expand?
Background - huge amount of folks that are very interested in programs that provide post secondary opportunities -- for all students. State and national call to prepare students for post-secondary education and is back from significant grant money from state and federal. Math Science and Technology programs. Get significant amounts of grant money in the last 4 to 5 years. Millions of dollars. Increase advance placement programs. All part of the theme to prepare students for rigorous post secondary work.
Because we were deemed racially segregated, we were mandated to pursue some of these programs. It is primarly NWsuburban that focuses on the development of magnet schools and within the six other school districts in our consortium.
Magnet schools are interspersed through all 7 districts. Why district 279? question is a larger state issue. The funding source was the federal magnet grant received 4 years ago for materials and staff development. The first grant expired and are receiving funding from second round of grants. Funding development in other six districts as well. We benefit by receiving funds for our established magnets. Maintaining our investment through State grant. It is NOT an increase in funding. The base programming is the same. All of the common elements betweens schools regardless receive common instruction.
The magnet schools use the grant funding to add on top the extra standards, activities, and equipment to privide the thematic approach in each area and is funded through grants -- not the general fund. All additional items are funded by grants.
Edgewood was a natural selection because of the age of the site. The moving of the program was logical to relocate then. As well as the opportunity to provide unique programming to a new area of our school district.
It was mandated to put it in a racially isolated segregated school. The goal was to reduce the racial isolation. We now have the opportunity to move the magnet and are not bound by any grant to keep it in a racially segregated area.
Susan
Gave the categories out to teams and made copies of responses.
Board has hard copy of responses. Everything is on the web site.
A lot of times links go deeper and deeper to address more and more.
She appologizes for not anticipating what we would need to know and not know. The board was not asking questions recently because they had asked questions previously.
She is going to invite board to ask questions.
First question: Michael from Fair Oaks -- a key player on the Action Team and feel very passionately. Michael will address the benefits of proposal.
Michael: As I thought about the proposal there were lots of questions. How does this feel? We don't have the tshirts and presence. The community's lack of presence does care deeply for their children. In a community like FO they look towards leaders for guidance. First meeting last Tuesday. Asked families what they thought -- very mixed reviews. Some embraced possibilities and some have concerns about possibilities.
I do look forward to possibilities. This proposal will have that impact. It will move them from their neighborhood school to another school for their 4-6 experience. "How will our students fair for the k-6 split?" Our families that are being proposed to move -- 200 plus students that would be move -- there is a community that is moving.
He believes people will come back to FO. What about parental engagement? Those families that are engaged will stay engaged regardless of physical building. My parents will be engaged regardless.
How will the three principals look at a broader community? I really believe that is what our district is about -- preparing our child for a real world reality. I believe the proposal with k-6 splits provides more opportunities and blending of community. How will students and families respond? Day one has already passed. The time to change is now. Embrace this as a possibility.
This has not gone through officially. My mind set is to best support our community and prepare ourselves for change should change ocur.
Board has hard copy of responses. Everything is on the web site.
A lot of times links go deeper and deeper to address more and more.
She appologizes for not anticipating what we would need to know and not know. The board was not asking questions recently because they had asked questions previously.
She is going to invite board to ask questions.
First question: Michael from Fair Oaks -- a key player on the Action Team and feel very passionately. Michael will address the benefits of proposal.
Michael: As I thought about the proposal there were lots of questions. How does this feel? We don't have the tshirts and presence. The community's lack of presence does care deeply for their children. In a community like FO they look towards leaders for guidance. First meeting last Tuesday. Asked families what they thought -- very mixed reviews. Some embraced possibilities and some have concerns about possibilities.
I do look forward to possibilities. This proposal will have that impact. It will move them from their neighborhood school to another school for their 4-6 experience. "How will our students fair for the k-6 split?" Our families that are being proposed to move -- 200 plus students that would be move -- there is a community that is moving.
He believes people will come back to FO. What about parental engagement? Those families that are engaged will stay engaged regardless of physical building. My parents will be engaged regardless.
How will the three principals look at a broader community? I really believe that is what our district is about -- preparing our child for a real world reality. I believe the proposal with k-6 splits provides more opportunities and blending of community. How will students and families respond? Day one has already passed. The time to change is now. Embrace this as a possibility.
This has not gone through officially. My mind set is to best support our community and prepare ourselves for change should change ocur.
More comments
Wants to face the community and respond to the community rather than the board.
Good evening.
Is going to repeat some of what was said in the working session.
There is a rule that whenever there is elected officials they need to be introduced.
Starts by thanking us and encourages us to keep coming and appreciates the support and wants to learn from each other. We are teachers by profession, but students.
We know that you care deeply about our children and want them to be very accountable and thank you for your emails.
We did record the 51 comments with your names.
They did have a lot of emails. Had 3 people divide them into categories. Capacity, magnet school, k/3/4/etc., desegregation rules, etc...
Good evening.
Is going to repeat some of what was said in the working session.
There is a rule that whenever there is elected officials they need to be introduced.
Starts by thanking us and encourages us to keep coming and appreciates the support and wants to learn from each other. We are teachers by profession, but students.
We know that you care deeply about our children and want them to be very accountable and thank you for your emails.
We did record the 51 comments with your names.
They did have a lot of emails. Had 3 people divide them into categories. Capacity, magnet school, k/3/4/etc., desegregation rules, etc...
Susan
Susan's response to community comment: Focused on children and student learning.
Stopping to take time to thank all of the School Board. Feb 25 - 29 is SB recognition week.
I want to thank you and each of the children and families in this district.
On behalf of the staff, students and community I think you.
Used previous gift money to buy each of the SB members a book. Struggled with right gift to give this time. "A Whole New Mind" is the book she is giving the SB this time.
Share a few things -- for anyone that wants to survive and thrive in this new area. She is giving a book summary now.
Stopping to take time to thank all of the School Board. Feb 25 - 29 is SB recognition week.
I want to thank you and each of the children and families in this district.
On behalf of the staff, students and community I think you.
Used previous gift money to buy each of the SB members a book. Struggled with right gift to give this time. "A Whole New Mind" is the book she is giving the SB this time.
Share a few things -- for anyone that wants to survive and thrive in this new area. She is giving a book summary now.
Births
John: Projects show a flat growth over last 10 years. Projects for next 5 years is that we will stay right under 22,000. John's numbers believes his numbers are very, very accurate.
Susan: we are running out of time and unable to get through questions and comments and would like to have more time. Has a list of questions and concerns. It matters deeply to me. Had a team that took all of the emails that Susan and board members received and team of 3 people organized them into categories. Then split up questions/categories between teams in ESC. The teams developed answers and posted answers on web site. Printed out hard copies of it so that board members could reference it. Those questions that I know were frequent and that we need to address is that in Susan's response is to invite others to respond during community comment. Would like consideration to ver from norm and would like to respond to previous community comment before new community comment.
So, Susan's response to community comment is going to be before the new community comment. Does anyone have an objection -- no objection from anyone.
Susan: Dean, did I hear you right that you are seeing things a little differently than you saw them in November. Did I hear that?
Dean: The piece that was shared...
Susan: In the key issues I am checking for understanding, the key issues have become more. I will be frank because I have learned a lot because my perception has changed and I have not been through this before. What I heard is what I am feeling.
Dean: I am feeling thinks like "must have" verus "consider" and understandings are very different and filters are very different than what I had envisioned.
Susan: I think that is fair. We could not possibly have anticipated all that has happened or all that could happen. It is really important to discern what is the key issue. If your key issues have changed then the right or best proposal would change. That's why we needed to continue to check with you. I appreciate that Dean has shared that his feelings have changed. We need to respect if any people are feeling any differently. We need to continually understand.
Dean: Some are very unhappy and some are elated. People interpretting board input and then the piece that came out in the end.
Susan: The decision has not been made and there is an openness to the board. We are listening and actively participating in good faith. I'm looking forward to board meeting.
Susan: we are running out of time and unable to get through questions and comments and would like to have more time. Has a list of questions and concerns.
So, Susan's response to community comment is going to be before the new community comment. Does anyone have an objection -- no objection from anyone.
Susan: Dean, did I hear you right that you are seeing things a little differently than you saw them in November. Did I hear that?
Dean: The piece that was shared...
Susan: In the key issues I am checking for understanding, the key issues have become more. I will be frank because I have learned a lot because my perception has changed and I have not been through this before. What I heard is what I am feeling.
Dean: I am feeling thinks like "must have" verus "consider" and understandings are very different and filters are very different than what I had envisioned.
Susan: I think that is fair. We could not possibly have anticipated all that has happened or all that could happen. It is really important to discern what is the key issue. If your key issues have changed then the right or best proposal would change. That's why we needed to continue to check with you. I appreciate that Dean has shared that his feelings have changed. We need to respect if any people are feeling any differently. We need to continually understand.
Dean: Some are very unhappy and some are elated. People interpretting board input and then the piece that came out in the end.
Susan: The decision has not been made and there is an openness to the board. We are listening and actively participating in good faith. I'm looking forward to board meeting.
Dean: When Dean took program it was in program.
Dean: We have expanded into pre-k. We might not have the dollars to sustain.
Susan: Proposal is just to sustain. We are going to use the space we have rather than lease.
Susan: There is a real need and we have the data that we will fill these two sites and position us for the future. Is this going to be an unfunded mandate?
Dean: A piece of my struggle is that we are going to close 2 neighborhood schools and we are going to put in a place two additional programs that we may not be able to fund?
Antolak: Any pre-k programs does not adversely affect the funding of any other program.
Dean: We are expanding some programs that are different.
Kim S: We get a formula allowance aid for k-12 special education. It doesn't cost more.
Things are getting murky in terms of how people are asking and answering questions.
Don = guy = dude = they just said his name.
Don: I believe the proposal is the best match to the interest.
Kim: Can you help me with presenting us with the population growth?
John: We get proposals for new housing. When we get housing for more expensive housing, we do not get more children. We are getting hardly any students. Houses are really, really expansive. Built 600 expensive houses and got 10 children.
Got a lot more children for market rate housing -- $250k or less. Rejuvination of market rate housing is yielding tons of kids.
Disperse market rate housing to keep even growth.
Dean: We have expanded into pre-k. We might not have the dollars to sustain.
Susan: Proposal is just to sustain. We are going to use the space we have rather than lease.
Susan: There is a real need and we have the data that we will fill these two sites and position us for the future. Is this going to be an unfunded mandate?
Dean: A piece of my struggle is that we are going to close 2 neighborhood schools and we are going to put in a place two additional programs that we may not be able to fund?
Antolak: Any pre-k programs does not adversely affect the funding of any other program.
Dean: We are expanding some programs that are different.
Kim S: We get a formula allowance aid for k-12 special education. It doesn't cost more.
Things are getting murky in terms of how people are asking and answering questions.
Don = guy = dude = they just said his name.
Don: I believe the proposal is the best match to the interest.
Kim: Can you help me with presenting us with the population growth?
John: We get proposals for new housing. When we get housing for more expensive housing, we do not get more children. We are getting hardly any students. Houses are really, really expansive. Built 600 expensive houses and got 10 children.
Got a lot more children for market rate housing -- $250k or less. Rejuvination of market rate housing is yielding tons of kids.
Disperse market rate housing to keep even growth.
And continuing
We believe we brought a plan that matched boards criteria.
Kim: interested in pre-k development. How fast could we fill sites? Is this a program that could use general funds dollars?
Kim S./Mike: Early childhood programs are at capacity. Fair Oaks. Should be growing based on state statistics. Intervene early and remediate kids so they don't need special ed later. We need space now. [Not a really strong arguement.]
Mike: Funding is from state that is dedicated for ECL and then from parents. So, it does not affect the general budget. All fee based.
Dean: Is there a point in time when those students would reach parity with others? Is it people's obligation to transport?
Transport - it depends.
Dean: Geographically where is the greatest need?
Kim s.: [Basically they do not have an overlay that indicates geographic need.]
Guy: Need is tied to socioeconomic factors.
Mike: ECFE created in MN in 1979 - Osseo was one of the first few. It is really parent education focus. Parent education because parent is most influential factor.
Kim: interested in pre-k development. How fast could we fill sites? Is this a program that could use general funds dollars?
Kim S./Mike: Early childhood programs are at capacity. Fair Oaks. Should be growing based on state statistics. Intervene early and remediate kids so they don't need special ed later. We need space now. [Not a really strong arguement.]
Mike: Funding is from state that is dedicated for ECL and then from parents. So, it does not affect the general budget. All fee based.
Dean: Is there a point in time when those students would reach parity with others? Is it people's obligation to transport?
Transport - it depends.
Dean: Geographically where is the greatest need?
Kim s.: [Basically they do not have an overlay that indicates geographic need.]
Guy: Need is tied to socioeconomic factors.
Mike: ECFE created in MN in 1979 - Osseo was one of the first few. It is really parent education focus. Parent education because parent is most influential factor.
How they chose Weaver
Want to expand to Magnet.
Dean: Edgewood is not very efficient.
Other dude: It is not a function of students.
Cost of school/students. If magnet has a small population. The physical plant is not efficient.
Dean is questioning how efficient the building is.
Antolak is trying to bring them together.
Dean: A to Z doesn't make sense in terms of their interpretation of words.
Why Weaver?
EB - ripple effect moving students.
PL - up against edge of school district and students would need to move a long way.
FO - up against edge and not alot of space.
Space in three remaining schools:
OV - If you use OV transportation is difficult; In the interest of the board was expansion of early pre-k services. We don't have space in OV area. Both of the old programs are operating at capacity.
WVL - So, WL just doesn't have anything negative evidently -- no good reason but FB and OV didn't look as attractive.
FB - largest school in set; most students; would displace 649 students would need to be displaced to RL or WL. It is a large challenge to move those kids. More of a challenge transportation wise.
Dean: How did we went from "expand" to "move" and "should be considered" to "must have".
Guy: Even if you said consider then if we could do them we did them. If you look at "expand" on a single site and does not make sense to expand. It seems unreasonable.
Guy = Dude (most of the time)
I unfortunately do not know everyone's name and I appologize for the ambiguities.
More discussion about language given to action committee.
I believe the plan we did followed within the criteria.
Dean: Edgewood is not very efficient.
Other dude: It is not a function of students.
Cost of school/students. If magnet has a small population. The physical plant is not efficient.
Dean is questioning how efficient the building is.
Antolak is trying to bring them together.
Dean: A to Z doesn't make sense in terms of their interpretation of words.
Why Weaver?
EB - ripple effect moving students.
PL - up against edge of school district and students would need to move a long way.
FO - up against edge and not alot of space.
Space in three remaining schools:
OV - If you use OV transportation is difficult; In the interest of the board was expansion of early pre-k services. We don't have space in OV area. Both of the old programs are operating at capacity.
WVL - So, WL just doesn't have anything negative evidently -- no good reason but FB and OV didn't look as attractive.
FB - largest school in set; most students; would displace 649 students would need to be displaced to RL or WL. It is a large challenge to move those kids. More of a challenge transportation wise.
Dean: How did we went from "expand" to "move" and "should be considered" to "must have".
Guy: Even if you said consider then if we could do them we did them. If you look at "expand" on a single site and does not make sense to expand. It seems unreasonable.
Guy = Dude (most of the time)
I unfortunately do not know everyone's name and I appologize for the ambiguities.
More discussion about language given to action committee.
I believe the plan we did followed within the criteria.
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