Independent School District 834 Video Conference School ... · Middle school enrollment increases...
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In response to guidance from the Centers for Disease Control and Prevention (CDC) on social distancing, the school board meeting will be available to the public to watch online only. The meeting will be web streamed live and archived on the district’s website. Future board meetings may be conducted electronically until CDC recommendations related to the COVID-19 situation change Independent School District 834 Video Conference School Board Business Meeting Agenda – May 28, 2020 6:00 p.m. I. Call to Order II. Roll Call III. Approval of Agenda IV. Superintendent Report V. Introduction A. Student Report and Recognition VI. Open Forum VII. Consent Agenda A. Minutes of May 14, 2020 Business Meeting B. Minutes of the May 14, 2020 Closed Meeting C. Disbursement Register May 16 – May 29, 2020 D. Accept Gifts and Donations – April 2020 E. Human Resources Personnel Report VIII. Reports A. Demographic Report – Ms. Hazel Reinhardt B. Distance Learning/COVID Update – Superintendent Pontrelli C. 2020-21 Preliminary Budget – Dr. John Thein D. Read Well by Third Grade Plan – Ms. Karen Latterell, Literacy Curriculum Coordinator E. Second Reading – Policy 428–Employee Technology & Internet Access and Acceptable Use – Director Burns F. Second Reading – Policy 524–Student Technology & Internet Access and Acceptable Use – Director Burns G. Second Reading – Policy 506–Student Discipline – Director Burns H. Second Reading – Policy 514–Bullying Prohibition – Director Burns IX. Action Items A. Hiring Strategy – Superintendent Pontrelli B. World’s Best Work Force Plan – Dr. Bob McDowell C. Chromebook Purchases – Mr. John Perry D. Student Information Systems – Mr. John Perry E. 2020-21 Illuminate Education Contract – Mr. John Perry/Ms. Rachel Larson F. Lake Elmo Appraisal – Dr. John Thein G. Final Reading – Policy 520 – Student Surveys – Director Burns X. Board Member Reports A. Board Chair Report B. Working Group Reports 1. Community Engagement 2. Finance and Operations 3. Legislative 4. Policy C. Board Member Reports XI. Adjournment A. Adjourn 1
Transcript of Independent School District 834 Video Conference School ... · Middle school enrollment increases...
In response to guidance from the Centers for Disease Control and Prevention (CDC) on social distancing, the school board meeting will be available to the public to watch online only. The meeting will be web streamed live and archived on the district’s website. Future board meetings may be conducted electronically until CDC recommendations related to the COVID-19 situation change
Independent School District 834 Video Conference
School Board Business Meeting Agenda – May 28, 2020 6:00 p.m. I. Call to OrderII. Roll CallIII. Approval of AgendaIV. Superintendent ReportV. Introduction
A. Student Report and RecognitionVI. Open ForumVII. Consent Agenda
A. Minutes of May 14, 2020 Business MeetingB. Minutes of the May 14, 2020 Closed MeetingC. Disbursement Register May 16 – May 29, 2020D. Accept Gifts and Donations – April 2020E. Human Resources Personnel Report
VIII. ReportsA. Demographic Report – Ms. Hazel ReinhardtB. Distance Learning/COVID Update – Superintendent PontrelliC. 2020-21 Preliminary Budget – Dr. John TheinD. Read Well by Third Grade Plan – Ms. Karen Latterell, Literacy Curriculum CoordinatorE. Second Reading – Policy 428–Employee Technology & Internet Access and Acceptable Use – Director BurnsF. Second Reading – Policy 524–Student Technology & Internet Access and Acceptable Use – Director BurnsG. Second Reading – Policy 506–Student Discipline – Director BurnsH. Second Reading – Policy 514–Bullying Prohibition – Director Burns
IX. Action ItemsA. Hiring Strategy – Superintendent PontrelliB. World’s Best Work Force Plan – Dr. Bob McDowellC. Chromebook Purchases – Mr. John PerryD. Student Information Systems – Mr. John PerryE. 2020-21 Illuminate Education Contract – Mr. John Perry/Ms. Rachel LarsonF. Lake Elmo Appraisal – Dr. John TheinG. Final Reading – Policy 520 – Student Surveys – Director Burns
X. Board Member ReportsA. Board Chair ReportB. Working Group Reports
1. Community Engagement2. Finance and Operations3. Legislative4. Policy
C. Board Member ReportsXI. Adjournment
A. Adjourn
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Agenda Item I.
Date Prepared: May 19, 2020 ISD 834 Board Meeting
Agenda Item: Call to Order Meeting Date: May 28, 2020 ____________________________________________________________________________________________ Background: The School Board Chair will call the meeting to order. ____________________________________________________________________________________________ Recommendation: Board action is not required.
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Agenda Item II. Date Prepared: May 19, 2020
ISD 834 Board Meeting Agenda Item: Roll Call Meeting Date: May 28, 2020 ____________________________________________________________________________________________ Background: The School Board Chair will ask the secretary to take the roll. A quorum must be established in order for the meeting to proceed. Board Members Sarah Stivland, Board Chair
Shelley Pearson, Vice Chair
Tina Riehle, Treasurer
Mike Ptacek, Clerk
Mark Burns, Director
Jennifer Pelletier, Director
Liz Weisberg, Director
Denise Pontrelli, Superintendent of Schools (ex-officio) Khuluc Yang, Student Representative for 2019-2020 Elise Riniker, Student Representative for 2019-2020 ____________________________________________________________________________________________ Recommendation: Board action is not required.
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Agenda Item III.
Date Prepared: May 19, 2020 ISD 834 Board Meeting
Agenda Item: Approval of the Agenda Meeting Date: May 28, 2020 ____________________________________________________________________________________________ Background: Once quorum has been established the School Board Chair will request approval of the meeting agenda. ____________________________________________________________________________________________ Recommendation: A motion and a second to approve the meeting agenda will be requested. Motion by: _____________________Seconded by: _____________________Vote: ______________________
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Agenda Item IV.
Date Prepared: May 19, 2020 ISD 834 Board Meeting
Agenda Item: Superintendent Report Meeting Date: May 28, 2020 ____________________________________________________________________________________________ Background: Each meeting the Superintendent will provide an update on items of interest in the announcement category. Many times these topics develop between the time the agenda is prepared and distributed, and the meeting date. Topics generally include announcement of attendance at district events, communications items, informational items and correspondence items worth noting. What is included in this item will vary each meeting depending on the nature of the topics, the school year schedule and time of activities. ____________________________________________________________________________________________ Recommendation: Board action is not required.
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Agenda Item V.
Date Prepared: May 19, 2020 ISD 834 Board Meeting
Agenda Item: Introductory Items Meeting Date: May 28, 2020 Student Report ____________________________________________________________________________________________ Background:
Each meeting the Student Board Members will provide updates on items of interest in the announcement category. Many times these topics develop between the time the agenda is prepared and distributed and the meeting date. Topics generally include announcement of academics, activities, arts and athletics. What is included in this item will vary each meeting depending on the nature of the topics, the school year schedule and time of activities.
____________________________________________________________________________________________ Recommendation: Board action is not required.
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Agenda Item VI.
Date Prepared: May 19, 2020 ISD 834 Board Meeting
Agenda Item: Open Forum Meeting Date: May 28, 2020 ____________________________________________________________________________________________ Background: Open Forum Expectations during COVID-19 Pandemic School board meetings will be held electronically until further notice. If you wish to speak to the School Board, you will be able to do so at the start of the school board meeting during Open Forum. A sign-up for Open Forum speakers will is available online on the board webpage from 3-4 p.m. on the day of the board meeting, to provide time for instructions to connect to the meeting to be sent to speakers.
You may sign in only for yourself, not other individuals or groups. The order of speakers will be established on a first-come, first-served basis. Due to time limitations, we will limit the number of speakers to 15 for 3 minutes each. You will need the ability to join the meeting electronically either by phone or online. You will receive instructions for joining the meeting 30-60 minutes prior to the start of the meeting. If you wish to speak to the School Board, you will be able to do so at the start of the school board meeting during Open Forum. If you spoke at the last meeting, please consider allowing others to speak before you. Stillwater Area School District welcomes input from citizens as community involvement fosters better decision making and improved learning experiences for all students. While comments and questions are welcome during Open Forum, law prohibits the Board from discussing concerns about individual employees or students in a public meeting. We will stop the proceedings immediately if employee or student privacy issues are raised and direct the speaker to forward comments regarding individual employees or students to the superintendent.
Because we are modeling civil discourse for our community, speakers must present their testimony in a respectful manner. Vulgarity, character attacks, malice or specific complaints identifying staff or students by name or implication will not be permitted.
The Board will not deliberate, discuss, or engage in conversation with speakers during open forum.
However, the Board may ask administration to review the concern(s) presented.
____________________________________________________________________________________________ Recommendation: This is for informational purposes only.
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Agenda Item VII. A.B.C.D.E. Date Prepared: May 19, 2020
ISD 834 Board Meeting Agenda Item: Consent Agenda Meeting Date: May 28, 2020 Contact Person: Varies by item ____________________________________________________________________________________________ Background: The consent agenda is a meeting practice which packages routine reports, Board meeting minutes, and other non-controversial items not requiring discussion or independent action as one agenda item. The Board will approve this ‘package’ of items together in one motion.
A. School Board Meeting Minutes May 14, 2020Contact Person: Mike Ptacek, Clerk or Sherri Skogen, SecretaryA copy of the minutes is included for your review.
B. School Board Closed Meeting Minutes May 14, 2020Contact Person: Mike Ptacek, Clerk or Sherri Skogen, SecretaryA copy of the minutes is included for your review.
C. Disbursement Register May 16 – May 29, 2020Contact Person: John Thein, Interim Executive Director of Finance and Operations A copy of the register has been distributed to board members.
D. Accepts Gifts and Donations – April 2020Contact Person: John Thein, Interim Executive Director of Finance and Operations A copy of the register has been distributed to board members.
E. Human Resources Personnel ReportContact Person: Cathy Moen, Executive Director of Administrative ServicesA summary of personnel transactions for the month is included for your review.
____________________________________________________________________________________________ Recommendation:
BE IT RESOLVED by the School Board of Independent School District 834 – Stillwater Area Public Schools that Consent Agenda Items A through E be approved as written, and a copy of the agenda items is attached to the minutes.
Motion by: _____________________Seconded by: _____________________Vote: _______________
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Independent School District No. 834 – Stillwater Area Public Schools
Video Conference May 14, 2020 – 6:00 p.m. Meeting Minutes
I. Call to Order: The meeting was called to order at 6:11 p.m.
II. Roll Call: Present: Sarah Stivland, chair; Shelley Pearson, vice chair; Mike Ptacek, clerk; Tina Riehle, treasurer; Mark
Burns, director; Jennifer Pelletier, director; Liz Weisberg, director; Superintendent Pontrelli, ex-officio. Student Representatives: Absent: Elise Riniker and Khuluc Yang
III. Approval of the Agenda
Motion to approve the agenda by Member Pearson; seconded by: Member Ptacek, Vote: 7 ayes, 0 nays, Motion Carried Unanimously.
IV. Open Forum • Carl Blondin, 617 Sunrise Ave, Stillwater – legal issues • James Franklin, W Lakeland Township – legal counsel conduct policy • Dianne Polasik, 14420 94th St N. Stillwater – request change in board direction
V. Consent Agenda
A. Minutes of April 23, 2020 Regular Meeting B. Minutes of the April 28, 2020 Closed Meeting C. Disbursement Register April 25 – May 15, 2020 D. Human Resources Report E. Annual Math Workbook Consumables F. Level III Grievance Response G. Authorization to conduct an investigation of an employee complaint dated February 26, 2020 H. Retain attorney Kristi Hastings of the Pemberton Law firm to conduct the Board authorized investigation of an
employee complaint dated February 26, 2020 Motion by: Member Riehle to approve the agenda items A, B, D, E, G; Second by: Member Weisberg; Vote: 7 ayes, 0 nays, Motion Carried Unanimously. Motion by: Member Ptacek to approve agenda item C; Second by: Member Weisberg; Vote: 7 ayes, 0 nays, Motion Carried Unanimously. Motion by: Member Burns to approve agenda item F; Second by: Member Pearson; Vote: 5 ayes, 2 nays (Ptacek, Weisberg), Motion Carried. Motion by: Member Burns to approve agenda item H; Second by: Member Ptacek; Vote: 7 ayes, 0 nays, Motion Carried Unanimously.
VI. Reports A. Distance Learning/COVID-19 Update
Superintendent Pontrelli shared an update on what is next for distance learning, how COVID-19 has impacted our budget and community education, how the district is supporting our families, the end of the year impact, how we will honor our graduates virtually on May 30, and issues and actions to ensure success in the fall. Dr. McDowell explained changes in the grading protocol for all grade levels for this spring semester.
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B. Preliminary General Fund Budget
Dr. Thein reported on the preliminary general fund budget. He reviewed four areas: the projected general fund balance, the unassigned general fund balance considerations, unforeseen general and fund budget costs and savings. The budget is based on his assumptions. The preliminary budget will come to the board for approval at the June 11 school board meeting.
C. Chromebook Purchases Mr. Perry presented that the district has 3000 Chromebooks expiring in July 2021. He proposes the purchase of 1,400 Chromebooks to replace and replenish aging Chromebooks district-wide. The total expense is $400,000 each year for the next three years. These Chromebooks are needed to maintain state testing guidelines and to meet the needs of our students. Once a chromebook is purchased and licensed, that chromebook has no ongoing costs (except potential repair). Chromebooks need to be replaced cyclically every 5-6 years. There is a technology reserve fund to help with some of the cost.
D. RFP Report for Student Information Systems Mr. Perry gave a modernized update to the student information platform. He explained the RFP process for seeking Student Information System (Skyward), Learning Management System (Schoology), and Assessment & Analytics (Illuminate) software services for the district. The District has used Skyward for over 20 years and is seeking solutions that would provide a more integrated environment for teachers, parents, and students while also exploring potential cost savings. A PowerSchool contract will be presented to the Finance Working Group before going to the full board as an action item on May 28. Director Burns went through the changes to each of the following policies that have been reviewed by the Policy Work Group.
E. First Reading of Policy 428 – Employee Technology and Internet Access and Acceptable Use In the past the policy was combined for both staff and students. In the proposed policy the Work Group separated the new policies for staff and students.
F. First Reading of Policy 524 – Student Technology and Internet Access and Acceptable Use This policy has minimal changes with only the reference of staff removed. Encourage staff, parents and students give feedback on these two policies.
G. First Reading of Policy 506 – Student Discipline This policy was up for annual review. The Disciplinary Review Committee made up of students, staff and parents reviewed this policy and a couple changes made to address the importance of student support systems and restorative practices.
H. First Reading of Policy 514 – Bullying Prohibition This policy was also up for annual review. Disciplinary Review Committee reviewed the policy and proposed only one change in the definition “Immediately”. After being contacted by a resident, Director Pelletier is requesting the Work Group consider a Board policy to extend this policy to Board members and decide if this is applicable.
I. Third Reading of Policy 520 – Student Surveys This policy is coming for a third review to the work group to explain more of the changes that were made with the help of legal consult. One change is it is an “opt in” instead of “opt out” for student surveys that contain certain content that is listed in the policy. Encourage comments to the work group before this will come back to the May 28 meeting for final approval. Chair Stivland called for a 5 minute break.
VII. Action Items A. Pathways Coordinators Expenditure Form
Dr. McDowell shared this is regarding the 1.0 FTE Pathways Coordinator Position and a .4 FTE coordinator position, at an estimated annual cost of $149,000. Dr. McDowell expressed a budget concern regarding the two
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additional positions. He suggested Board members review these two additional positions along with others when more information is available on state funding.
Motion by: Member Pelletier to table the Pathways Coordinators position; Second by: Member Ptacek; Vote 7 ayes, 0 nays. Motion Carried Unanimously.
B. 9th and 11th Grade Literacy Curriculum and Professional Development
Ms. Larson requested the adoption and approval of an expenditure of $128,592.59 for the 9th and 11th grade curriculum and professional development through Houghton Mifflin Harcourt.
Motion by: Member Burns to approve the 9th and 11th grade curriculum and professional development; Second by: Member Weisberg; Vote: 7 ayes, 0 nays, Motion Carried Unanimously.
C. CliftonLarsonAllen LLP Auditor Engagement Letter Dr. Thein presented CliftonLarsonAllen LLP engagement letter explaining the basic services to be provided in conjunction with the upcoming audit.
Motion by: Member Ptacek to approve the engagement letter with CliftonLarsonAllen, LLP; Second by: Member Riehle; Vote 7 ayes, 0 nays, Motion Carried Unanimously.
D. Web Redesign Contract Ms. Keister shared that this contract with Finalsite to assist in designing, building and supporting the new websites. The main goal of this project is to create a more modern and functional website with a strong focus on enrollment marketing. The multi-year website vendor contract will replace the current website hosting and maintenance costs. The one-time costs associated with designing and building the site is already part of the 2019-2020 budget.
Motion by: Member Pearson to approve the website redesign contract; Second by: Member Ptacek; Vote 7 ayes, 0 nays, Motion Carried Unanimously.
E. Final Reading of Policy 406 – Public and Private Personnel Data There were no concerns shared with Director Burns regarding Policy 406 which was brought before the board for final reading and approval.
Motion by: Member Pelletier to approve Policy 406-Public and Private Personnel Data; Second by: Member Stivland; Vote 7 ayes, 0 nays, Motion Carried Unanimously.
F. Oak-Land Tennis Court Resurfacing Dr. Thein presented the 2020 Tennis Court Resurfacing project for approval. This project consists of repairing cracks and resurfacing the tennis courts at Oak-Land Middle School. This will extend the life of the playing surface. The project was estimated to cost $50,000 and will be funded by the Long-term Facilities Maintenance fund. Two proposals were received on April 29, 2020. The lowest proposal was from Upper Midwest Athletic Construction of Andover, MN for a total of $54,600.
Motion by: Member Ptacek to approve the contract to Upper Midwest Athletic Construction for tennis court resurfacing project in the amount of $54,600; second by: Member Weisberg; Vote 7 ayes, 0 nays, Motion Carried Unanimously.
G. Transportation Contract and Lease Agreement Mr. Vanderwall presented to the board that on December 20, 2019, Stillwater Area Public Schools received written quotations for transportation of resident public, nonpublic, and charter school children. Six quotes were received, and the district entered into direct negotiations with the low responsible incumbent vendor, North American Central School Bus, LLC dba Minnesota Central School Bus. On April 24, 2020, the School Board requested that Administration negotiate for another round of prices from three vendors, for both one year and four year duration pricing and asked that vendors respond to the question of provision of a terminal vs. a District supplied terminal. On May 5, 2020, new quotations were received from three vendors. These proposals have been evaluated both as to the proposed pricing and many other factors relevant to the ability to provide safe and efficient service to the School
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District. It was Administration and Mr. Vanderwall’s recommendation for approval of a 4-year contract with the incumbent contractor.
Motion by: Member Weisberg to approve entering into a four-year transportation contract with Metropolitan Transportation Network (MTN) school bus company; Second by: Member Riehle; Vote: 4 ayes (Ptacek, Riehle, Stivland, Weisberg), 3 nays (Burns, Pearson, Pelletier), Motion Carried.
H. Hiring Strategy Chair Stivland indicated the Personnel Working group met with administration to work on a specific plan for a process to determine the hiring priorities to help navigate the economic downturn. This process has not completely been defined.
Motion by Member Stivland to extend the hiring pause until June 1, with the exception of the district-wide accountant; Second by: Member Riehle; Vote 5 ayes, 2 nays (Burns, Pelletier), Motion Carried.
VIII. Board Reports A. Board Chair Report – District 916 golf tournament cancelled B. Working Group Reports
1. Community Engagement – Director Weisberg – shared a post on social media regarding the meals program helping the district.
IX. Adjournment
A. The meeting adjourned formally at 11:21 p.m.
Respectfully submitted, Mike Ptacek, Clerk
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The meeting was called to order at 5:03 p.m. II. Roll Call Members present: Mark Burns, Shelley Pearson, Jennifer Pelletier, Mike Ptacek, Tina Riehle, Sarah Stivland, Liz Weisberg Others present: Superintendent Pontrelli, Peter Mikhail III. The Board adjourned to closed session at 5:04 p.m. pursuant to Minnesota Statute §13D.05 Subd.
(3) to discuss attorney-client privileged discussion regarding litigation options to address EN Properties, LLC’s failure to install water and sewer lines for the bus terminal site and the City of Lake Elmo’s refusal to amend the site’s CUP pending installation of the water and sewer lines.
Motion by: Member Ptacek; Second by: Member Riehle; Vote 7 ayes, 0 nays, motion carried. V. Closed meeting adjourned at 6:00 p.m. Motion by: Member Stivland; Second by: Member Pearson; Vote: 7 ayes, 0 nays, motion carried. Respectfully submitted by Mike Ptacek, clerk.
Independent School District 834 Video Conference
School Board Closed Meeting Minutes May 14, 2020
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PERSONNEL CHANGES: BOARD MEETING 05/28/2020
NAME STATUS GROUP EFFECTIVE DATEBeckman, Emily Resignation SCEA July 31, 2020
Hansen, Susan Resignation SCEA June 2, 2020
Mike, Deborah Retirement SCPA June 30, 2020(23 years)
Molnar, Kayla Resignation SCEA June 2, 2020
Sauter, Sean Resignation SCEA June 2, 2020
Schifsky, Tara Resignation Co-Curricular April 29, 2020
Soldner, Britney Resignation SCEA June 2, 2020
Steneman, Sally Retirement SCEA July 31, 2020(21 years)
Treadway, Andrew Probationary Release Custodial May 15, 2020
Tuenge, Kathleen Retirement CSS June 30, 2020(42 years)
NAME ASSIGNMENT SALARY PLACEMENT/ HOURLY RATE REASON GROUP EFFECTIVE DATEAhlgren, Adam Summer Grounds Custodian $12.50 / hour 2019-2020 Custodian May 18, 2020 - August 18, 2020
District Wide StaffingBartholomew, Alissa .40 FTE Occupational Therapist $50,361.00 2020-2021 SCEA August 18, 2020
Early Childhood Family Center StaffingCarlson, Jorden 1.0 FTE English Teacher $57,970.00 2020-2021 SCEA August 18, 2020
Stillwater Area High School StaffingCote, Sawyer Summer Grounds Custodian $12.50 / hour 2019-2020 Custodian May 18, 2020 - August 18, 2020
District Wide StaffingDomeier, Emily 1.0 FTE Elementary Education Teacher $47,296.00 2020-2021 SCEA August 18, 2020
Lily Lake Elementary StaffingFarmer, Alicia 1.0 FTE Math Teacher $76,291.00 2020-2021 SCEA August 18, 2020
Oak-Land Middle School StaffingFlock, Peter Head Boys LaCrosse Coach $5,332.00 2019-2020 Co-Curricular April 23, 2020
Stillwater Area High School StaffingGeffre, Shauna 1.0 FTE Special Education Teacher $55,316.00 2020-2021 SCEA August 18, 2020
Lily Lake Elementary StaffingGregg, Michelle 1.0 FTE ECSE Teacher $77,829.00 2020-2021 SCEA August 18, 2020
Early Childhood Family Center StaffingHermansen, Andrew 1.0 FTE English Teacher $69,924.00 2020-2021 SCEA August 18, 2020
Stillwater Middle School StaffingIhde, Madison 1.0 FTE LTS Band Teacher $43,728.00 2020-2021 SCEA August 18, 2020 - June 7, 2021
Lake Elmo, Lily Lake, Rutherford & Stonebridge Elementary StaffingKettler, Laura 1.0 FTE Elementary Education Teacher $63,667.00 2020-2021 SCEA August 18, 2020
Andersen Elementary StaffingKillen, Austin Summer Grounds Custodian $12.50 / hour 2019-2020 Custodian May 18, 2020 - August 18, 2020
District Wide StaffingKindler, AnnMarie 1.0 FTE Elementary Education Teacher $60,752.00 2020-2021 SCEA August 18, 2020
Rutherford Elementary StaffingLauer, Sarah 1.0 FTE English Teacher $74,778.00 2020-2021 SCEA August 18, 2020
Stillwater Area High School StaffingMaxwell, Brandon 1.0 FTE English Teacher $80,874.00 2020-2021 SCEA August 24, 2020
rehire Stillwater Area High School StaffingPotter, Noah Summer Grounds Custodian $12.50 / hour 2019-2020 Custodian May 18, 2020 - August 18, 2020
District Wide Staffing
Afton-Lakeland & Lake Elmo Elementary
ECFC Teacher, 370 hoursEarly Childhood Family CenterParaprofessional 6.0 hours/day
Lily Lake Elementary School1.0 FTE Music Teacher
.4 FTE Art TeacherStillwater Area High School
Student AmbassadorsOak-Land Middle School
(New Hires, Resignations, Retirements, Terminations, Leave Requests)
RETIREMENT/RESIGNATION/RELEASEASSIGNMENT
1.0 FTE Speech PathologistEarly Childhood Family Center
HIRES/REHIRES
District AccountantCentral Services
Pre-School Teacher, 793 hoursRutherford Elementary
1.0 FTE Speech Pathologist
Custodian, Level V, 8.0 hrs/dayBrookview Elementary
Early Childhood Family Center
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ASSIGNMENT CHANGESNAME FROM TO REASON GROUP EFFECTIVE DATE
Geraghty, Kathleen 1.0 FTE Speech Pathologist 1.0 FTE Speech Pathologist 2020-2021 SCEA August 24, 2020Afton-Lakeland Elementary Early Childhood Family Center Staffing
Thein, John Interim Exec. Dir. of Finance & Operations Interim Exec. Dir. of Finance & Operations 2019-2020 Directors March 30, 2020 - June 30, 2020Central Services Central Services Staffing (adjusted dates)
ADDITIONAL ASSIGNMENTSNAME Reason Group EFFECTIVE DATE
Anderson, Sam 2020-2021 Co-Curricular Spring 2021Staffing
Hassenstab, Erik 2020-2021 Co-Curricular Spring 2021Staffing
Hillstrom, Jackie 2020-2021 Co-Curricular Spring 2021Staffing
Nielsen, Amy 2020-2021 Co-Curricular Spring 2021Staffing
8th Grade Softball Coach
Oak-Land Middle School
Oak-Land Middle School
Stillwater Middle School
Boys Tennis CoachStillwater Middle SchoolAssistant Track Coach
PositionAssistant Track Coach
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Agenda Item VIII. A. Date Prepared: May 20, 2020
ISD 834 Board Meeting Report for Information: Demographic Study Meeting Date: May 28, 2020 Contact Person: Ms. Hazel Reinhardt ____________________________________________________________________________________________ Summary: The purpose of this report is to provide a comprehensive look at the demographic, enrollment, housing and learning trends for the Stillwater Area Public School District. ___________________________________________________________________________________________ Recommendation: This is a report for information. Board action will not be requested.
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SUMMARY REPORT STILLWATER AREA PUBLIC SCHOOLS ENROLLMENT PROJECTIONS
May 28, 2020
• Changed environment o Uncertainty over short-term and long-term effect of COVID-19 pandemic and shut down
Currently, a recession is unfolding Developers uncertain about how many planned units will be built
o Low fertility—do not count on more births Births in the U.S., Minnesota and Washington County are going down
o Lower mobility Fewer than 10 percent of U.S. population moved in the past year. Since WWII
averaged 20 percent a year o Population aging
65+ may be 17 percent of Minnesota’s population and moving to 20 percent or higher
o Minnesota back to a pattern of net out migration (exporting people) • Past ten years or since 2009-10, decade of decreases
o The Stillwater School District saw a 1.2 percent decrease in school age children o Resident enrollment in the Stillwater Area Public Schools down 363 students or -4.3
percent o Total enrollment in the Stillwater Area Public Schools down 300 students or -3.5 percent
Nonresident enrollment increased from 266 to 329 students Nonresidents were 3.9 percent of total enrollment in 2019-20
o Marked by natural decrease, that is, each fall’s incoming kindergarten was smaller than the previous year’s Grade 12 Major reason for enrollment decline
o Net in migration even when four elementary schools closed • Housing data
o Projected single-family detached housing units for the next three years (582 units) is only 67 percent the number of the past three years (872 units)—so expect slower growth. Single-family detached units yield the largest number of Stillwater Area Public School students per unit; 85 percent of students live in single-family detached units
o The yield of resident Stillwater Area Public School K-12 students per newly built single-family detached units is exceptionally low at 0.25 per new unit (Have observed lower yields in other districts recently but none this low) Even in the Lake Elmo attendance area where 496 new single-family detached
units were built in the past three years, resident K-5 per unit yield for new construction was only 0.15
• Enrollment projections o Enrollment projected to increase; however, natural decrease continues to be a big
factor depressing enrollment growth. Projected net in migration may be too high o In 2029-30, projected enrollment ranges from 8,881 students to 9,153 students. 2019-
20 enrollment was 8,380
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A housing unit method projection for K-12 is closest to the projections based onthe low kindergarten assumption
o The low kindergarten assumption and the high migration assumption seem to be thebest (most realistic) assumptions The low kindergarten assumption is based on a kindergarten to kindergarten
pool ratio that except for one year is higher than any year from 2015-16 to date The high migration assumption has lower survival rates at the elementary
grades, which is the most recent pattern, and higher survival rates at the middleschool grades, which is not only the most recent pattern but fits with the largeenrollment at charter schools. These students appear to return to the StillwaterArea Public Schools at Grade 6 and Grade 7
o Projections for 2024-25 Two of the seven elementary schools show a decrease in enrollment—
Rutherford and Anderson• Reasons for decreases are different
Most elementary growth in three schools—but growth occurs for differentreasons
• Lake Elmo projected to increase but Lake Elmo’s growth depressed bynatural decrease
• Brookview projected to increase because of natural increase• Afton-Lakeland’s projected increase due to high survival rates (net in
migration) Oak Land Middle School’s enrollment projected to increase while enrollment at
Stillwater Middle School projected to decrease• Middle school enrollment driven by net in migration
o Projections based on the low kindergarten assumption and the high migrationassumption (best projection)
ENROLLMENT PROJECTIONS 2024-25
2019-20 2024-25 Change Total 8,380 8,707 327 K-5 3,552 3,607 55 6-8 1,997 2,146 149
9-12 2,831 2,954 123
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STILLWATER AREA PUBLIC SCHOOLS ISD#834
ENROLLMENT PROJECTIONS
Hazel H. Reinhardt
5/20/2020
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TABLE OF CONTENTS
Chapter Page
Executive Summary 2 Chapter I Enrollment Projections 3 Chapter II Enrollment Projections for Elementary Schools and Attendance Areas 27 Chapter III Enrollment Projections for Middle Schools 37 Appendix A Elementary Schools 40 Appendix B Middle Schools 52
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STILLWATER AREA PUBLIC SCHOOLS ENROLLMENT PROJECTIONS Executive Summary Since 2009-10
• The District’s school age population decreased by 129 students or -1.2 percent • Stillwater Area Public Schools’ enrollment (excluding Early Childhood) decreased by 300
students or -3.5 percent • Resident enrollment (excluding Early Childhood) decreased by 363 students or -4.3 percent • Nonresidents make up 3.9 percent of total enrollment in 2019-20 • The market share of the Stillwater Area Public Schools is 72.7 percent
o The Stillwater Area Public Schools had a net loss of 1,499 students to other public options in 2018-19 and the loss was 1,494 in 2019-20
In ten years, that is, in 2029-30 • Stillwater Area Public Schools’ enrollment (excluding Early Childhood) is projected to range from
8,881 to 9,153. 2019-20 enrollment is 8,380 • Kindergarten is projected to be smaller than the previous year’s Grade 12, which is a
continuation of the pattern of the past ten years o Natural decrease is depressing enrollment growth
• Net in migration is projected to continue In five years, that is, in 2024-25
• K-5 enrollment projected to be 55 to 180 students larger than in 2019-20. Two of the seven elementary schools show enrollment decline. Most new residential construction is in the Lake Elmo attendance area
• Middle school enrollment will increase 89 to 149 students from 2019-20. Oak Land Middle School’s enrollment increases
• High school enrollment will increase 112 to 123 students from 2019-20 Housing Data
• Number of new single-family detached units in next three years only 67 percent of the past three years (582 compared to 872)
• The yield per unit of Stillwater Area Public Schools students in new single-family detached units is low (0.25)
What could occur to make these projections too high or too low
• Too high o A recession, the result of COVID-19, could slow residential development o Projected kindergarten is too high o More students attend charter schools or open enroll out of the Stillwater Area Public
Schools
• Too low o Projected kindergarten is too low o More students open enroll into the Stillwater Area Public Schools
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CHAPTER I
ENROLLMENT PROJECTIONS
Introduction
Attending school is compulsory; therefore, the number of enrolled students is a demographic phenomenon. Public school enrollment is affected by the size of a school district’s school age population and the education choices available to district residents. A district’s school age population is closely related to other population characteristics of the district, especially the age of the district’s population. For example, the age of adults, especially the number of women of prime childbearing age, effects the number of births, which translates into kindergarten classes five to six years later. The age of adults also effects population mobility because older people move less frequently than younger people. The movement of families with children under 18 years also effects enrollment and in a mobile society, enrollment changes throughout the school year as families with children move. While most population trends find expression in school districts, there is also change that is unpredictable and sometimes very local. While population changes affect the total number of school age children residing in a school district, Minnesota students and their families have education choices. These choices also effect enrollment in a district’s schools. Therefore, when analyzing public school enrollment, choice must be considered as well as population dynamics. Choice includes nonpublic schools, home schools, and the public options of open enrollment, charter schools and alternative schools. Two other choices exist: a) dropping out of high school, and b) delaying starting kindergarten (academic redshirting). Enrollment Trends
Enrollment in the Stillwater Area Public Schools Current Enrollment/Past Trends
Enrollment trends play out over extended periods of time. Both total enrollment and resident enrollment decreased since 2009-10. In the past ten years, total enrollment decreased by 300 students or -3.5 percent while resident enrollment decreased by 363 students or -4.3 percent. Total enrollment decreased less than resident enrollment because nonresident enrollment increased from 266 to 329 students. In 2019-20, nonresidents make up 3.9 percent of total enrollment. The percentage of nonresidents was 3.1 percent in 2009-10.
ENROLLMENT 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 8,680 8,644 8,479 8,419 8,415 8,392 8,322 8,401 8,267 8,351 8,380
Source: Stillwater School District, Fall Enrollment. Excludes Early Childhood
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RESIDENT ENROLLMENT 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 8,414 8,365 8,222 8,156 8,117 8,090 8,002 8,059 7,934 8,006 8,051
Resident enrollment is total enrollment less open enrollment in and tuition enrollment in (see page 6) Source: Stillwater School District, Fall Enrollment. Excludes Early Childhood
To better understand enrollment change, it is important to understand the components of this change. Like all population change, school enrollment changes result from two different phenomena—natural increase/decrease and net migration. The difference between the size of the incoming kindergarten class and the previous year’s Grade 12, called natural increase or decrease, measures the change in past birth numbers or cohort change. For example, the Baby Boom (1946-1964) and the Baby Bust (1965-1976) set in motion cycles of rising and falling enrollment that are reflected as natural increase/decrease. As the next table shows, every year since fall 2009, Stillwater Area Public Schools’ Kindergarten classes were smaller than the previous year’s Grade 12. Natural decrease depressed growth by 2,209 students since 2009-10.
COMPONENTS OF ENROLLMENT CHANGE October
To October
Total
Natural Increase/ Decrease
Net
Migration # % 2009 to 2010 -36 -0.4% -190 154 2010 to 2011 -165 -1.9% -248 83 2011 to 2012 -60 -0.7% -256 196 2012 to 2013 -4 0.0% -214 210 2013 to 2014 -23 -0.3% -177 154 2014 to 2015 -70 -0.8% -262 192 2015 to 2016 79 0.9% -208 287 2016 to 2017 -134 -1.6% -241 107 2017 to 2018 84 1.0% -201 285 2018 to 2019 29 0.3% -212 241
Total 300 --- -2,209 1,909
The other phenomenon affecting school enrollment is migration, an indirectly derived estimate.
Migration is the term used when people move across a boundary or border, in this case, the school district’s boundaries. Net migration is calculated by the progression from grade-to-grade of public-school students. For example, public school Kindergarten students are moved to Grade 1 in the following year, Grade 1 students to Grade 2, etc. Because the probability of death is extremely low among children, the same number of students is expected in the next higher grade the following year. Therefore, if the number of students changes, migration is assumed to have occurred. A positive number indicates a net flow into the public schools and a negative number reflects a net flow out of the public schools.
This method for estimating migration does not distinguish between physical movement across
the district’s boundaries and education choices, such as transferring from a nonpublic school to a public school, transferring to a charter school or open enrolling in a public school outside the district. Further,
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students who move into or out of a school district but never enroll in the district’s public schools are not reflected in the migration numbers in this report.
Based on the described methodology, net migration was positive every year in the past ten
years. Since 2009-10, net migration added 1,909 students to the Stillwater Area Public Schools. The combination of net migration and natural increase/decrease is the change in enrollment.
Student Choices in the Stillwater District
The number of education options available affects enrollment in a district's public schools. Nonpublic schools have been an option for many years. More recently, home schools became another option. Since their inception, public school options are attracting more students every year. Open enrollment allows residents of one district to attend the public schools in another district. Charter schools are another public option. All these choices mean competition for students. Nonpublic Enrollment and Home Schools Today, nonpublic enrollment falls into two categories—traditional nonpublic schools and home schools. Most traditional nonpublic schools are associated with religious institutions and many home school curriculums are faith based as well.
In Minnesota, 6.9 percent of all enrolled students were enrolled in traditional nonpublic schools and 2.0 percent of enrolled students were homeschooled in 2018-19. In the Stillwater School District, 7.7 percent of enrolled students were in traditional nonpublic schools. Homeschooled students accounted for 3.0 percent of all enrolled students.
NONPUBLIC SETTINGS
Year Traditional
Nonpublic Schools
Home Schools
Total 2009-10 1,109 273 1,382 2010-11 1,069 282 1,351 2011-12 1,031 292 1,323 2012-13 973 273 1,246 2013-14 992 302 1,294 2014-15 942 266 1,208 2015-16 873 298 1,171 2016-17 896 301 1,197 2017-18 841 296 1,137 2018-19 853 330 1,183 2019-20 844 273 1,117
Source: Stillwater School District
The proportion of ISD #834 residents in nonpublic settings is higher than the statewide percentages. Combining home school students and nonpublic students, 10.7 percent of Stillwater School District residents were in nonpublic settings. In Minnesota, 8.9 percent were enrolled in nonpublic settings. In the past ten years, traditional nonpublic enrollment decreased statewide while
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homeschooled children increased. In the Stillwater School District, traditional nonpublic enrollment decreased 23.9 percent while the number of homeschooled students fluctuated over the decade but was same number in 2019-20 as in 2009-10. Public Options
Open Enrollment. Open enrollment allows Minnesota students to attend public schools outside their district of residence. The application to open enroll is made by the student and his/her parents and families generally provide their own school transportation. No tuition is charged. Some students attend public schools outside their home district because their home district enters into an agreement with another district, usually to provide specialized services. This is called a tuition agreement, but this arrangement is not technically a student choice.
Since its beginning, open enrollment has attracted more and more students statewide and in the Stillwater School District. In 2018-19, 345 nonresident students enrolled into the Stillwater Area Public Schools while 514 district residents attended public schools elsewhere through open enrollment. In 2019-20, 329 nonresidents were enrolled in the Stillwater Area Public Schools while 524 residents attended a public school elsewhere through open enrollment.
PUBLIC OPTIONS
Year
In Out
Net Open
Enrollment* Tuition
Agreements Open
Enrollment* Tuition
Agreements Charter Schools
2009-10 266 394 960 -1,088 2010-11 279 472 1,044 -1,237 2011-12 257 507 1,045 -1,295 2012-13 263 598 1,076 -1,411 2013-14 298 602 1,074 -1,378 2014-15 302 621 1,121 -1,440 2015-16 320 591 1,234 -1,505 2016-17 342 561 1,215 -1,434 2017-18 333 573 1,365 -1,605 2018-19 345 (1) 558 (44) 1,286 -1,499 2019-20 329 568 (44 est.) 1,255 -1,494
*Includes Tuition agreements students. Tuition agreement students in parenthesis from MARRS reports (included in open enrollment) Source: Stillwater School District
Nonresident students who open enrolled in the Stillwater Area Public Schools accounted for 4.1 percent of Stillwater’s total enrollment in 2018-19. Students leaving the District to attend public schools elsewhere (open enrollment) represented 4.6 percent of the District’s school age residents. In 2018-19, 8.7 percent of Minnesota students chose open enrollment.
Charter Schools. Charter schools are another public education option. While 6.3 percent of
Minnesota students attended charter schools in 2018-19, 11.6 percent of Stillwater School District residents attended charter schools.
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As the education choice data show, in 2018-19, the District had a net loss of 1,499 students to
other public options with most of this loss to charter schools.
K-12 Market Share of District School Age Residents
Estimating market share requires an estimate of a school district’s school age population. The best estimate results from adding Stillwater Area Public Schools’ resident students to district residents attending traditional nonpublic schools, being homeschooled, and opting for open enrollment out, charter schools and other public options. Based on 2009-10 and 2019-20, the estimated resident school age population decreased from 11,200 to 11,071 students, a decrease of 129 students or -1.2 percent. Resident enrollment in the Stillwater Area Public Schools (excluding Early Childhood) decreased by 363 students or -4.3 percent during the same period. Based on the estimated 2019-20 enrolled population of 11,071, the Stillwater Area Public Schools (excluding Early Childhood) captured 72.7 percent of the District’s school age population. In 2009-10, market share was 75.1 percent showing that competition for students is increasing. A decrease in market share is typical in Minnesota.
STILLWATER SCHOOL DISTRICT ESTIMATED RESIDENT SCHOOL AGE POPULATION
Year
Stillwater Public
Schools Resident
Enrollment
Nonpublic Settings
Public Options
Other*
Total 2009-10 8,414 1,382 1,354 50 11,200 2010-11 8,365 1,351 1,516 20 11,252 2011-12 8,222 1,323 1,552 15 11,112 2012-13 8,156 1,246 1,674 30 11,106 2013-14 8,117 1,294 1,676 15 11,102 2014-15 8,090 1,208 1,742 14 11,054 2015-16 8,002 1,171 1,825 37 11,035 2016-17 8,059 1,197 1,776 43 11,075 2017-18 7,934 1,137 1,938 45 11,054 2018-19 8,006 1,183 1,844 57 11,090 2019-20 8,051 1,117 1,823 80 11,071
*Unknown, either nonpublic or charter Excludes Early Childhood
History of Enrollment by Grade
The history of enrollment contains patterns with implications for future enrollment. First, the
kindergarten class fluctuated in size from year to year as did the birth years that correspond to the kindergarten classes. However, the 2019-20 kindergarten class is smaller than the 2009-10 kindergarten class.
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The number of students per grade varies in the Stillwater Area Public Schools. A way of expressing the differences by grade is to look at the “average” number of students per grade. For example, in 2019-20, the average elementary grade (K-5) has 592 students. The average middle school grade (6-8) has 666 students and the average high school grade is 697 students. Net in migration occurs between Grade 5 and Grade 6 and between Grade 6 and Grade 7, especially in the past three years. This influx of students explains the larger middle school average grade size. Net in migration also occurs between Grade 8 and Grade 9, the beginning of high school. Based on current grade sizes, there is no “built in” growth momentum from larger elementary grades, which means net in migration and/or larger kindergarten classes are required for enrollment growth.
Minnesota's largest graduating high school class since 1978 graduated in 2009. Statewide,
graduating classes will be getting smaller. Based on Stillwater’s enrollment history, its largest recent senior class graduated in 2011.
ENROLLMENT Grade 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 603 618 594 552 548 599 550 551 539 582 570 1 634 604 599 609 561 544 599 572 551 549 598 2 614 631 623 618 621 576 569 631 546 577 573 3 606 607 626 620 615 618 573 589 610 557 589 4 620 624 612 637 643 633 618 583 579 617 575 5 656 641 620 613 663 644 631 642 577 603 647 6 602 662 641 627 640 653 652 634 654 611 638 7 690 622 662 647 646 640 654 656 651 686 650 8 701 704 627 665 649 650 648 674 673 665 709 9 658 698 721 657 675 682 685 677 710 711 664
10 726 663 687 703 671 672 701 706 686 723 713 11 762 728 659 709 707 669 683 706 708 688 716 12 732 765 724 675 698 727 673 694 709 723 694
12+ 76 77 84 87 78 85 86 86 74 59 44 Total 8,680 8,644 8,479 8,419 8,415 8,392 8,322 8,401 8,267 8,351 8,380
Source: Stillwater School District, Fall Enrollment. Excludes Early Childhood
Enrollment Projections Projection Background
Some factors affecting future school enrollment are known. However, other crucial factors are less clear. The difficulty in quantifying the effect of these factors is a challenge. First, the trends around which there is confidence. Trends Where Confidence is High
• Aging. The population in the U.S. and Minnesota is aging. By 2020, 16-17 percent of Minnesota’s population will be 65 years old or older. In 2010, the elderly made up 12.9 percent of the population. Around 2020, for the first time in history, Minnesota’s 65+ population is
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expected to exceed the 5-17 population (K-12 population). There is no historical precedent for this high proportion of older population; therefore, society is entering uncharted waters as to the effects of this change. However, we know that aging will affect the housing market and reduce geographic mobility because older people move less frequently than younger people. Further, the percentage of households with school age children will decline.
• Fertility. Today, completed fertility is below replacement level and there is little reason to think
this will change. Completed fertility refers to the number of children born per woman throughout her childbearing years. In Minnesota, White non-Hispanic women have below replacement fertility. (Replacement is 2.11 children per female at the end of childbearing.) Fertility rates for Asian and Hispanic women are now near replacement. Black women (African American and African-born) have the highest fertility level, just below 3, that is, just less than 3 children per woman at the end of childbearing.
Unknowns
The unknowns reflect changes in the housing market, the economy and in international immigration.
• The housing markets. Residential construction has returned to pre-recession levels and home
prices have recovered from the Great Recession. Single-family detached unit construction increased in the Stillwater School District and these units have the highest per unit yield of school age children. A robust housing market results in more mobility and this influences enrollment.
• The economy. Although the most recent recession has been over for some time, until recently, annual economic growth has been slow. Another recession, a result of the COVID-19 pandemic, is unfolding.
• Immigration. Both the economy and public policy affect international immigration. Future
students from international migration are impossible to predict.
• Delay/postponement of childbearing. The Millennials are delaying marriage, childbearing, and home ownership. What the long-term effects of these delays mean is unknown. Will a higher percentage of this generation remain childless? The outcome of this delay will influence future school enrollment.
• Competition. The establishment of charter schools is hard to predict, and open enrollment
continues to increase.
• Short-term and long-term effects of the Covid-19 pandemic. Unknown.
Cohort Survival Method
The most common and most robust model for projecting school enrollment is the cohort survival method. The first step in the cohort survival method is aging the population. In a standard
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cohort survival model, aging the population involves estimating the number of deaths expected in an age group before it reaches the next older age group. When the cohort survival method is used to project school enrollment, the first step is to move a grade to the next higher grade. Because mortality is so low in the school age population, the entire grade is assumed to “survive” to the next higher grade in the following year. After aging the current enrollment, two key assumptions must be made. These assumptions concern the size of future kindergarten classes and the number of students who will move in or out of the district’s schools. Some of these students may physically move in or out of the District. Other students may transfer between the Stillwater Area Public Schools and other education options available to them. Both these phenomena effect the “survival rates.”
Once a grade or cohort has been “aged” to the next higher grade, net migration is added to or subtracted from that grade. Using survival rates accomplishes both “aging” and migration in a single step. Over time, the size of a cohort will increase or decrease because of migration as its progresses through the grades. For example, the 2009-10 kindergarten class had 603 members. This same cohort had 713 members in Grade 10 in 2019-20.
The future size of kindergarten classes is especially important in long-term enrollment
projections because these students will be in school over the life of the projections. If a school census exists, it is a resource for short-term kindergarten projections, i.e., a couple of years. However, school censuses are notoriously inaccurate for children less than four years of age, in part, because the preschool population is more mobile than the school age population. To project kindergarten, the best theoretical approach, but the least practical, is to project births based on the age of the female population. These birth projections then must be survived to age five and then adjusted for migration to yield kindergarten projections. Determining the age of females in a school district is the first challenge, and then many assumptions must be made, making this approach impractical. A simpler approach is to use resident births as a proxy for kindergarten five to six years later. Of course, not every child born in the district will enter the district's kindergarten classes five to six years later. However, some "district born" children who move out before enrolling in kindergarten will be replaced by children born elsewhere who move in before entering kindergarten. If the number of "ins" and "outs" are equal, the net effect is zero and the kindergarten class would be 100 percent of resident births. However, no public-school system captures all the potential students. Some kindergarten students attend private schools or are homeschooled. Others may attend a charter school or open enroll at another district. Therefore, a public school's kindergarten to birth ratio is expected to be less than 100 percent. If the ratio is 100 percent or higher, more preschool children are moving into the district or open enrolling into the district (in migration) than leaving (out migration).
If births are used as a kindergarten proxy, kindergarten projections are available for only a few years into the future. To extend kindergarten projections another five years, Stillwater Area Public Schools’ kindergarten will be projected based on the Minnesota State Demography Center’s projections of Minnesota 0-year-olds.
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Kindergarten Assumptions
After 1990, births fell in the U.S. and in Minnesota; however, from 2003 through 2007, births increased and in 2007, U.S. births were higher than at any time since 1964. Then in 2008, 2009, 2010 and 2011, births fell in the U.S. and Minnesota. These declines are attributed to the poor economy. Beginning in 2012, Minnesota resident births began to increase but they have not returned to the 2007 level. Further, 2016, 2017 and 2018 Minnesota resident births were lower than births in 2014.
As the history of resident births shows, in 2018, Minnesota resident births were 2,705 births or -3.9 percent lower than in 2003. Washington County resident births were 198 births or -6.8 percent lower 15 years later. While births fluctuated in these 16 years, the trend is downward.
About one-third (33 percent) of births occur between September 1 and December 31 every
year. Therefore, about two-thirds of those eligible for kindergarten were born 5 years earlier and one-third were born 6 years earlier. Adjusting resident births to fit the school year will be referred to as the kindergarten pool.
RESIDENT LIVE BIRTHS
Year
Minnesota
Washington County
2003 70,053 2,930 2004 70,617 2,856 2005 70,950 2,870 2006 73,515 2,960 2007 73,675 2,943 2008 72,382 2,891 2009 70,617 2,781 2010 68,407 2,868 2011 68,416 2,818 2012 68,783 2,793 2013 69,183 2,857 2014 69,916 2,888 2015 69,835 2,800 2016 68,824 2,867 2017 68,603 2,725 2018 67,348 2,732
Source: Minnesota Department of Health
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RESIDENT LIVE BIRTHS SEPTEMBER 1 TO AUGUST 31
Year District 2004-2005 453 2005-2006 433 2006-2007 399 2007-2008 379 2008-2009 322 2009-2010 359 2010-2011 332 2011-2012 338 2012-2013 341 2013-2014 351 2014-2015 356 2015-2016 403 2016-2017 392 2017-2018 390 2018-2019 369
Source: Minnesota Department of Health
Upon special request, the Minnesota Department of Health will provide resident births by address, so births can be geocoded to a school district’s boundaries. However, “out-of-wedlock” births may be withheld because unmarried parents can choose whether to make birth information by address public. This policy results in under reporting of births by address. Thus, using address data adds two additional sources of annual fluctuation to resident births—the percentage of “out-of-wedlock” births every year and the percentage of parents withholding reporting by address every year. Therefore, the advantage of an additional year of data needs to be evaluated against the potential negative effects of these additional sources of variability. As a result of these challenges in addition to the fact that Stillwater’s kindergarten is about 60 percent larger than District births would indicate, the resident live births for Washington County will be used as a proxy for District births.
The next table shows the District pool as well as the Washington County pool along with Stillwater Area Public Schools’ kindergarten classes percentage of these two pools. Like many other percentages, the ratio of kindergarten students to the pool fluctuates. Typically, a more stable trend appears when rates are averaged. (Calculating an average of the kindergarten to birth ratio for two or more years smooth out annual fluctuations and produces a more “typical” ratio for that period.)
Stillwater’s share of the Washington County kindergarten pool has been very stable, making Washington County resident births a good proxy. The ratios in past 11 years average 20.00 percent. More recently, the average of the ratios for the past five years is 19.68 percent; the past four years’ average is 19.75 percent. The past three years’ average is 19.86 percent and the past two years’ average is 20.17 percent. These averages will result in similar projections. Therefore, the average of the past three years (19.86 percent) will be used for the low kindergarten assumption and the ratio of the highest most recent year (2018-19) of 20.52 percent will be used for the high kindergarten assumption.
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STILLWATER'S KINDERGARTEN AS A PERCENTAGE OF THE DISTRICT AND COUNTY KINDERGARTEN POOLS
Birth Years
Stillwater District
Pool
Percentage
Washington County
Pool
Percentage
Kindergarten
Year 2003; 2004 --- -- 2,881 20.93% 2009-10 2004; 2005 453 136.42% 2,865 21.57% 2010-11 2005; 2006 433 137.18% 2,930 20.27% 2011-12 2006; 2007 399 138.35% 2,949 18.72% 2012-13 2007; 2008 379 144.59% 2,908 18.84% 2013-14 2008; 2009 322 186.02% 2,817 21.26% 2014-15 2009; 2010 359 153.20% 2,840 19.37% 2015-16 2010; 2011 332 165.96% 2,834 19.44% 2016-17 2011; 2012 338 159.47% 2,801 19.24% 2017-18 2012; 2013 341 170.67% 2,836 20.52% 2018-19 2013; 2014 351 162.395 2,878 19.81% 2019-20 2014; 2015 356 2,829 2020-21 2015; 2016 403 2,845 2021-22 2016; 2017 392 2,772 2022-23 2017; 2018 390 2,729 2023-24 2018; 2019 369 n.a. 2024-25
To extend kindergarten projections beyond 2023-24, projected Minnesota 0-year-olds will be used as a guide. In 2017, resident births were 1,709 births lower than the projected 2017 0-year-olds or 97.6 percent of the projected number. In 2018, resident births were 3,047 or 95.7 percent lower than originally projected. There is no reason to believe that births will increase to equal the projections of 0-year-olds. Therefore, the projected number of 0-year-olds will be adjusted to be 98 percent of the projected number, which may be generous. Note that the projections of Minnesota 0-year-olds are essentially flat between 2017 and 2025. Even when extending the projections to 2050, the number of projected Minnesota 0-year-olds rarely reaches 70,600.
PROJECTED MINNESOTA O-YEAR OLDS
Year Projected Number
Adjusted Number
2017 Actual 68,603 2017 70,312
2018 Actual 67,348 2018 70,395 68,987 2019 70,373 68,966 2020 70,325 68,919 2021 70,274 68,869 2022 70,227 68,822 2023 70,191 68,787 2024 70,164 68,761 2025 70,161 68,757
Source: Minnesota Demographic Center
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In the past 16 years, Washington County resident births decreased slightly from 4.18 percent of Minnesota resident births to 4.06 percent of Minnesota resident births, although the percentages fluctuated from year to year ranging from 3.94 to 4.19 percent. The percentage of Washington County resident births to Minnesota resident births averaged 4.07 percent in the past 16 years and the average is also 4.07 percent for the past five years. Therefore, if Washington County resident births are 4.07 percent of Minnesota’s 0-year-olds for the next several years, the kindergarten pool would be as shown in the next table. Although the projections show how “flat” these numbers are likely to be, these numbers are sensitive to small changes in the assumptions.
WASHINGTON COUNTY KINDERGARTEN POOL
2020-21 2,829 2021-22 2,845 2022-23 2,772 2023-24 2,729 2024-25 2,783 2025-26 2,805 2026-27 2,804 2027-28 2,802 2028-29 2,800 2029-30 2,799
Pool based on actual births bolded When the kindergarten to birth ratio is applied to the kindergarten pool, kindergarten
projections result. Through 2023-24, the kindergarten projections are based on actual births. The lowest kindergarten projection (based on the 19.86 percent ratio) results in 5,555 kindergarten
KINDERGARTEN PROJECTIONS @19.86% @20.52%
2019-20 570 570 2020-21 562 581 2021-22 565 584 2022-23 551 569 2023-24 542 560 2024-25 553 571 2025-26 557 576 2026-27 557 575 2027-28 556 575 2028-29 556 575 2029-30 556 574
Total 5,555 5,740
students over ten years while the highest kindergarten projection (20.52 percent ratio) yields 5,740 kindergarten students over ten years. This compares with 5,703 kindergarten students over the past ten
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years. The last projection years will not have the same number of kindergarten students every year as projected, but kindergarten is likely to fluctuate around these numbers.
Net Migration Assumptions
The method for calculating migration was explained earlier in this report. However, the limitations of the methodology are worth repeating. The method of calculating migration does not distinguish between physical movement across a district’s boundaries and education choices, such as transferring from a nonpublic school to a public school, transferring to a charter school or open enrolling in another district’s public schools. Further, students who move into or out of a school district but never enroll in the district’s public schools are not reflected in the migration numbers in this report.
The two following tables show net migration in raw numbers. As these numbers indicate, net migration has been positive for the last ten years with the highest net in migration years occurring in the past four years. The lowest recent net in migration year (fall 2016 to fall 2017) represents the time when four elementary schools closed, a new elementary school opened, and elementary grade configuration went from K-6 to K-5. Even with these many changes, there was still net in migration.
The next table shows net migration for every grade transition. In the Stillwater Area Public Schools, net migration is nearly always positive between Kindergarten and Grade 1 and the ten year-history shows net migration was usually positive at all the other elementary grades except for the year that four elementary schools closed.
There is a net inflow from Grade 5 to Grade 6 and from Grade 6 to Grade 7, which has increased
in the past two years. This pattern suggests that some students attending private schools, charter schools or being homeschooled transfer to the Stillwater Area Public Schools for middle school. There is also a net inflow at Grade 9, the beginning of high school.
NET MIGRATION OCTOBER TO OCTOBER
09 to 10 10 to 11 11 to 12 12 to 13 13 to 14 14 to 15 15 to 16 16 to 17 17 to 18 18 to 19
K to 1 1 -19 15 9 -4 0 22 0 10 16 1 to 2 -3 19 19 12 15 25 32 -26 26 24 2 to 3 -7 -5 -3 -3 -3 -3 20 -21 11 12 3 to 4 18 5 11 23 18 0 10 -10 7 18 4 to 5 21 -4 1 26 1 -2 24 -6 24 30 5 to 6 6 0 7 27 -10 8 3 12 34 35 6 to 7 20 0 6 19 0 1 4 17 32 39 7 to 8 14 5 3 2 4 8 20 17 14 23 8 to 9 -3 17 30 10 33 35 29 36 38 -1
9 to 10 5 -11 -18 14 -3 19 21 9 13 2 10 to 11 2 -4 22 4 -2 11 5 2 2 -7
11 to 12+ 80 80 103 67 105 90 97 77 74 50 Total 154 83 196 210 154 192 287 107 285 241
Percent 1.8% 1.0% 2.3% 2.5% 1.8% 2.3% 3.4% 1.3% 3.4% 2.9%
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The next table summarizes net migration by aggregating net migration by the elementary grades (Kindergarten-Grade 5), the middle school grades (6-8) and the high school grades (9-12). Except for fall 2016 to fall 2017, net migration is nearly always positive at K-5. At the middle school grades, net migration was positive in all but one year. At the high school grades, net migration is always positive but some of this net in migration is an artifact of some students remaining in Grade 12 for more than one year.
NET MIGRATION OCTOBER TO OCTOBER
09 to 10 10 to 11 11 to 12 12 to 13 13 to 14 14 to 15 15 to 16 16 to 17 17 to 18 18 to 19
K-5 30 -4 43 67 27 20 108 -63 78 100 6-8 40 5 16 48 -6 17 27 46 80 97
9-12+ 84 82 137 95 133 155 152 124 127 44 Total 154 83 196 210 154 192 287 107 285 241
Net migration numbers when compared to the number of students in a grade result in the percent of students retained, that is, survival rates. Survival rates are an effective way to analyze the number of students retained, added, or lost each year at each grade. For example, 1.000 indicates no change or 100 percent of the grade progressed to the next highest grade. Any number over 1.000 reflects the percentage increase while a number below 1.000 reflects the percentage decrease. For example, 0.98 indicates a -2 percent decrease.
SURVIVAL RATES OCTOBER TO OCTOBER
09 to 10 10 to 11 11 to 12 12 to 13 13 to 14 14 to 15 15 to 16 16 to 17 17 to 18 18 to 19 K to 1 1.002 0.969 1.025 1.016 0.993 1.000 1.040 1.000 1.019 1.027 1 to 2 0.995 1.031 1.032 1.020 1.027 1.046 1.053 0.955 1.047 1.044 2 to 3 0.989 0.992 0.995 0.995 0.995 0.995 1.035 0.967 1.020 1.021 3 to 4 1.030 1.008 1.018 1.037 1.029 1.000 1.017 0.983 1.011 1.032 4 to 5 1.034 0.994 1.002 1.041 1.002 0.997 1.039 0.990 1.041 1.049 5 to 6 1.009 1.000 1.011 1.044 0.985 1.012 1.005 1.019 1.059 1.058 6 to 7 1.033 1.000 1.009 1.030 1.000 1.002 1.006 1.027 1.049 1.064 7 to 8 1.020 1.008 1.005 1.003 1.006 1.013 1.031 1.026 1.022 1.034 8 to 9 0.996 1.024 1.048 1.015 1.051 1.054 1.045 1.053 1.056 0.998
9 to 10 1.008 0.984 0.975 1.021 0.996 1.028 1.031 1.013 1.018 1.003 10 to 11 1.003 0.994 1.032 1.006 0.997 1.016 1.007 1.003 1.003 0.990
11 to 12+ 1.105 1.110 1.156 1.094 1.149 1.135 1.142 1.109 1.105 1.073 For the Stillwater Area Public Schools, nearly all survival rates are above 1.000. However, at the
end of the 2016-17 school year, four elementary schools closed. This resulted in the loss of some elementary students which appears as net out migration when fall 2016 is compared to fall 2017. These
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survival rates should be avoided in the projections because they represent a one-time event. Also, like many other enrollment measures, survival rates fluctuate from year to year. Calculating an average of two or more years is a way to smooth out these annual fluctuations. Focusing on the past four years but excluding the fall 2016 to fall 2017 reflects recent history. Survival rates were averaged for the past four years excluding fall 2016 to fall 2017 and the past two years.
Grade Past 4 years* Past 2 years
K to 1 1.029 1.023 1 to 2 1.048 1.046 2 to 3 1.025 1.021 3 to 4 1.020 1.022 4 to 5 1.043 1.045 5 to 6 1.041 1.059 6 to 7 1.040 1.057 7 to 8 1.029 1.028 8 to 9 1.033 1.027
9 to 10 1.017 1.011 10 to 11 1.000 0.997
11 to 12+ 1.107 1.089 *Minus fall 2016 to fall 2017
The difference between these two sets of survival rates can be seen in the projections below.
Using the low kindergarten assumption, the next table shows that the survival rates of the past two years result in higher projections in ten years; however, the low net migration assumption results in more K-5 students. The high net migration assumption results in more middle school and high school students, which is realistic based on the large charter school enrollment.
SUMMARY OF EFFECTS OF SURVIVAL RATES IN TEN YEARS WITH LOW KINDERGARTEN ASSUMPTION Survival Rates Total K-5 6-8 9-12+
Past 4 years* 8,881 3,622 2,105 3,154 Past 2 years 8,936 3,595 2,148 3,193 *Minus fall 2016 to fall 2017 The average of survival rates for the past four years minus fall 2016 to fall 2017 will be called the low migration assumption while the average of the survival rates for the past two years will be called the high net migration assumption. Projection Results The kindergarten and net migration assumptions are trend lines, which remove annual fluctuations. However, the future, like the past, will be characterized by annual fluctuation, sometimes large. Because there is no reasonable way to forecast when fluctuations around trend lines will occur, it is arbitrary to project them. Furthermore, long-term projections are designed to approximate a future point in time not to yield the best projection for each intervening year between the present and the
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projection end date. For this reason, long-term projections should not be used for annual budgeting purposes. The district should continue to use its version of the cohort survival methodology for annual enrollment projections.
Four cohort projections are shown in the next table. In ten years, there is a 272-student difference between the lowest projection and the highest projection. The kindergarten assumptions account for a 216-217 student difference in the ten years. The migration assumptions account for a 55-56 student difference in ten years. These numbers show that the kindergarten assumptions account for more of the difference among the projections than the migration assumptions. This means selecting the most likely projection hinges on the kindergarten assumptions.
The lowest projection is based on the low kindergarten and low migration assumptions. In this projection, enrollment increases by 501 students or 6.0 percent by 2029-30. In five years, enrollment is 282 students or 3.4 percent higher than today.
The highest projection, based on the high kindergarten and high migration assumptions, shows enrollment increasing by 773 students or 9.2 percent between 2019-20 and 2029-30. In five years, enrollment increases by 424 students or 5.1 percent.
In between the highest and lowest projections are two other projections. In 2029-30, these two projections differ by 161 students. As a group, the four projections reflect a range of possibilities with all four projections showing enrollment increasing; however, growth is faster in the first five projections years.
ENROLLMENT PROJECTIONS
Year Low K
Low Mig Low K
High Mig High K
Low Mig High K
High Mig 2019-20 8,380 8,380 8,380 8,380 2020-21 8,482 8,476 8,501 8,495 2021-22 8,534 8,535 8,572 8,574 2022-23 8,571 8,582 8,629 8,640 2023-24 8,652 8,675 8,730 8,753 2024-25 8,662 8,707 8,760 8,804 2025-26 8,725 8,792 8,846 8,911 2026-27 8,779 8,854 8,922 8,996 2027-28 8,782 8,853 8,949 9,020 2028-29 8,850 8,914 9,040 9,106 2029-30 8,881 8,936 9,097 9,153
Excludes Early Childhood
Looking at the projections based on the elementary, middle school and high school grades is instructive. In the first five projection years, K-5 enrollment is from 55 students to 180 students higher than today. In ten years, K-5 enrollment ranges from 43 students to 190 students higher than today. For the first five projection years, the kindergarten students have already been born.
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ENROLLMENT PROJECTIONS K-5 6-8 9-12+ Total 2019-20 3,552 1,997 2,831 8,380 2024-25 Low K/Low Mig 3,633 2,086 2,943 8,662 Low K/High Mig 3,607 2,146 2,954 8,707 High K/Low Mig 3,732 2,086 2,943 8,760 High K/High Mig 3,705 2,146 2,954 8,804 2029-30 Low K/Low Mig 3,622 2,105 3,154 8,881 Low K/High Mig 3,595 2,148 3,193 8,936 High K/Low Mig 3,742 2,175 3,180 9,097 High K/High Mig 3,715 2,219 3,219 9,153
Excludes Early Childhood
In the first five projection years, middle school enrollment is 89 to 149 students higher than
today. In the second five projection years, middle school enrollment continues to increase and ranges from 108 to 222 students larger than today. In the second five projection years, the kindergarten assumptions effect the middle school projections but in the first five years only the current grade size and the migration assumptions are affecting the size of the middle school grades.
High school enrollment is projected to increase by 112 to 123 students in the first five projection
years. In the second five projection years, high school enrollment is 323 to 388 students larger than today. The high school projections are almost totally a result of the migration assumptions. The kindergarten assumptions have only a small effect on the high school projections. However, remember that the high school numbers are affected by students remaining in Grade 12 for more than one year.
In 2029-30, the 2019-20 kindergarten class will be in Grade 10, which means that all the grades
below Grade 10 are products of the projection assumptions.
COMPONENTS OF PROJECTED ENROLLMENT CHANGE Oct. to Oct.
2019 to 2029
Total
Natural Increase/ Decrease
Net
Migration # % Low K/Low Mig 501 6.0% -2,337 2,838 Low K/High Mig 556 6.6% -2,234 2,790 High K/Low Mig 717 8.6% -2,152 2,869 High K/High Mig 773 9.2% -2,049 2,822
Excludes Early Childhood
The projections from 2019-20 to 2029-30 reflect the following changes in the components of enrollment change. The Stillwater Area Public Schools will continue to experience natural decrease, that is, the incoming kindergarten classes will be smaller than the previous years’ Grade 12. In the past ten years, natural decrease averaged 221 students per year while the average for the past five years was 225 students per year. In the next ten years, natural decrease averages 205 to 234 students per year
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depending on the kindergarten and migration assumptions showing that natural decrease is comparable to the past ten years.
Net in migration continues throughout the projection period. The projections show net in
migration averaging 279 to 287 per year depending on the assumptions. In the past four years, excluding fall 2016 to fall 2017, net in migration averaged 271 students per year while in the past two years net in migration averaged 263 students per year. The migration assumptions show the levels of net in migration they were designed to deliver. However, net in migration in the past ten years averaged only 191 students per year.
Housing Unit Method
The housing unit method provides another way of projecting population and school enrollment.
While the number of dwelling units (housing units) is related to the number of school age children, dwelling units alone do not determine the number of school age children. The number of school age children per unit is also a key variable in the projection equation.
The main reason to use the housing unit method is to understand the effect of additional
housing units on enrollment. It could be said that housing stock is like DNA. It determines the size and characteristics of the resident school age population.
After dwelling unit type, year built, and market value emerge as the most important housing
characteristics. Year built reflects how families lived in that era and is a proxy for square feet and characteristics such as number of bedrooms, number of bathrooms and number of garage spaces. The presence of a master suite, walk-in closets, etc. can also be inferred from year built. Value implies some of these same characteristics plus lot size, location, and interior amenities such as kitchen and bathroom appointments and finishes.
The relationship between housing unit characteristics and enrollment has been established by
findings based on school districts in four states (Minnesota, Wisconsin, Illinois, and Colorado). These findings are in italics. The following data reflect resident students enrolled in the Stillwater Area Public Schools, not all District residents.
• Dwelling unit type affects the school age child per unit yield. Single-family detached units have the highest school age child per unit yield. Single-family attached, such as townhouses, have significantly fewer children per unit than single-family detached units, while apartment units have even fewer school age children per unit, although there are some local exceptions.
Eighty-five (85.4 percent) of Stillwater Public School resident students live in single-family detached units. Single-family detached units yield more than one-third of a student per unit (0.35). Six (6.3) percent of students reside in apartments where yield most often ranges from 0.11 to 0.15. Three (3.0) percent of students reside in single-family attached homes, that is townhomes, where per unit yield is 0.15; and another three (3.2) percent reside in mobile homes.
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STILLWATER AREA PUBLIC SCHOOLS HOUSING TYPE BY STUDENT YIELD
Housing Type
Units
Resident
K-12 Students
K-12 Yield
Single-Family Detached 19,163 6,721 0.35 Single-Family Attached* 1,576 239 0.15 Apartments n.a. 499 n.a. Condominium units 1,622 147 0.09 Duplex units 244 9 0.04 Mobile Homes n.a. 255 n.a. Total --- 7,870 ---
*Townhomes Note that the number of resident students is lower than cited earlier (8,051)
because not all addresses can be plotted Source: Washington County Geographic Information System and Student Information System
• Newer single-family detached units yield more students per unit than older single-family detached units.
Like most other school districts, there is a difference in student yield per unit by the age of the unit. Units built in 2000 or later have a yield of 0.57 students per unit while units built before 1960 yield 0.23 students per unit. Today, 25.4 percent of all single-family detached units were built in 2000 or later but they house 41.0 percent of resident students in single-family detached units.
STILLWATER AREA PUBLIC SCHOOLS
SINGLE-FAMILY DETACHED RESIDENT STUDENT YIELD BY YEAR BUILT
Year Built
Units Resident K-12
# Yield 2000 or Later 4,872 2,756 0.57 1980-99 5,638 1,747 0.31 1960-79 4,551 1,273 0.28 Pre 1960 4,102 945 0.23 Total 19,163 6,721 0.35
Source: Washington County Geographic Information System and District Student Information System
• As single-family detached units sell (turnover), student yield usually increases in the newer units. In older units, yield is likely to decrease.
Newly built single-family detached units have a per unit student yield of 0.25, an exceptionally low yield per unit. The difference in yields for existing units that sold recently and those that did not turnover is modest (0.41 versus 0.35 respectively). Overall, changes in the single-family detached housing stock does not significantly contribute to resident enrollment growth.
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STILLWATER AREA PUBLIC SCHOOLS
SINGLE-FAMILY DETACHED UNITS BY SALES STATUS
(2017 to 2019) Status Units Resident K-12 Yield
New* 872 0.25 Existing (pre 2017) Not Sold 15,737 0.35 Sold 2,554 0.41 Total 19,163 0.35
*Built 2017 through 2019 (three years) Source: Washington County Geographic Information System and District Student Information System
• The market value of single-family detached units affects the school age child per unit yield. Moderately priced to higher priced units yield more school age children per unit than the lowest priced units.
Unlike most school districts, the highest valued single-family detached units do not have the highest student yield per unit (0.35). Student yield per unit is highest in mid-valued units ($350,000-$449,999) where the per unit yield is 0.43. More modestly valued units have per unit yields below the District average.
STILLWATER AREA PUBLIC SCHOOLS SINGLE-FAMILY DETACHED RESIDENT STUDENT YIELD BY
MARKET VALUE Estimated
Market Value Single-Family
Units Resident K-12
# Yield $550,000 or More 3,499 1,229 0.35 $450,000-$549,999 3,052 1,178 0.39 $350,000-$449,999 4,882 2,111 0.43 $250,000-$349,999 5,002 1,577 0.32 Less than $249,999 2,728 626 0.23 Total 19,163 6,721 0.35
Source: Washington County Geographic Information System and District Student Information System
• Different racial/ethnic groups and/or major language groups have different housing patterns by
unit type. Of the 7,870 resident students, 19.2 percent are classified as minority students. These minority students are more likely to live in multi-family and other types of units than White students (19 percent versus 3 percent). Ninety-two (92) percent of White students live in single-family detached units while 58 percent of minority students live in single-family detached units.
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STILLWATER AREA PUBLIC SCHOOLS HOUSING TYPE BY RACE/ETHNICITY OF STUDENTS
Resident Minority Students
Attendance Area
Total
Single-Family Detached
Single-Family Attached*
Multi-Family
Other**
# % # % # % # % # % District wide 1,511 100% 879 58% 107 7% 287 19% 238 16% Resident White Students # % # % # % # % # % District wide 6,359 100% 5,840 92% 132 2% 214 3% 173 3% *Townhomes **Mobile Homes, Condominiums, Duplexes
• As the population ages, more dwelling units are being built for mature adults (55+ years) and for seniors. These units will have zero school age children per unit.
No data on age are available.
STILLWATER AREA PUBLIC SCHOOLS STUDENT YIELD BY MINOR CIVIL DIVISION
Minor Civil Division
Single-Family Detached
Homes
Median Value of Single-Family
Detached Homes
K-12 Students
Resident K-12 Student
Yield Afton 1,110 $494,250 265 0.24 Bayport 803 $261,100 295 0.37 Baytown Township 736 $573,650 251 0.34 Denmark Township 2 $342,700 0 0.00 Grant 667 $466,200 147 0.22 Hugo 205 $432,100 35 0.17 Lake Elmo 2,473 $450,100 970 0.39 Lake St. Croix Beach 467 $237,500 105 0.22 Lakeland 695 $284,400 184 0.26 Lakeland Shores 122 $340,300 53 0.43 Marine on St. Croix 306 $392,650 45 0.15 May Township 1,037 $474,600 183 0.18 Oak Park Heights 817 $260,900 279 0.34 St. Mary’s Point 165 $299,200 38 0.23 Stillwater 5,445 $304,600 2,153 0.40 Stillwater Township 765 $495,900 211 0.28 Woodbury 2,005 $389,600 1,003 0.50 West Lakeland Township 1,343 $480,400 504 0.38 Total 19,163 --- 6,721 0.35 Source: Washington County Geographic Information Systems and Student Information System
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The table above provides information on the component parts of the District. Note how K-12 student yield varies by minor civil division with the highest single-family detached per unit yield in Woodbury where the per unit yield is 0.50 students. Student per unit yield is lowest in Marine on St. Croix (0.15), Hugo (0.17), and May Township (0.18).
Projections
The next table shows residential unit projections for the next three years. Most units will be apartment units, which do not yield many school age children per unit. The projection for single-family detached units (582) is only 67 percent of the number built in the past three years (872).
PROJECTED NEW DEVELOPMENT FOR NEXT THREE YEARS
City Single-Family
Detached
Townhome Units
Apartment Units Afton 21 0 0 Bayport 47 0 0 Baytown Twp. 0 0 0 Denmark 0 0 0 Grant 18 0 0 Hugo 0 0 0 Lake Elmo 343 80 300 Lake St. Croix Beach 0 0 0 Lakeland 0 0 0 Lakeland Shores 0 0 0 Marine-on-St. Croix 3 0 0 May Twp. 6 0 0 Oak Park Heights 0 0 0 St. Mary’s Point 0 0 0 Stillwater 90 0 200 Stillwater Twp. 0 0 0 Woodbury 39 296 255 West Lakeland Twp. 15 0 0 Total 582 376 755
Source: City/Township staff
PERCENT OF EXISTING SINGLE-FAMILY DETACHED UNITS WITH TURNOVER
ANNUALLY (January 1, 2017-December 31, 2019)
Attendance Area % District 5.7%
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HOUSING UNIT METHOD PROJECTIONS RESIDENT K-12 STILLWATER PUBLIC SCHOOL STUDENTS
2022-23
Attendance Area
Resident K-12 Students
Single-Family Units
All Other Units*
Total
2019-20 Total
District 7,075 1,149 8,224 7,870 *Not included are 56 students expected from new townhomes and 83 students expected from new apartments. These may or may not be additional students
Projecting school enrollment from housing units has many limitations. The housing unit method produces reasonably reliable results for school districts when enrollment is stable or increasing. (The housing unit performs best when hay fields, corn fields or wheat fields are converted into residential units in a rapidly growing district.) The method’s greatest weakness is in its inability to detect trends that signal enrollment decline. Housing stock does not provide many clues about the age of the inhabitants, which is vital to school enrollment projections. Further, the housing unit method does not reflect existing differences in grade size or how these differences will affect future enrollment. Projected smaller kindergarten classes are not reflected either. When either of these characteristics is present, the housing unit method cannot detect them because yield per unit remains at today’s level throughout the projection period. This makes the method “static” and often results in over projecting enrollment especially when natural decrease is present.
Another problem with the housing unit method is the assumption surrounding new units. It is usually assumed that new units mean new residents to the district. Sometimes this is true, but not always. People move within a school district as well. Even if the occupants of new housing units are “new” to the district, they do not necessarily translate into additional school enrollment because the population in existing units may be changing as well.
The next table compares the cohort survival projections with the housing unit method
projection. In 2019-20, nonresidents made up 3.9 percent of total enrollment. Using the same percentage, the housing unit projection was adjusted to reflect total enrollment. The housing unit method projection for total enrollment is slightly lower than the cohort projections but near the low kindergarten assumption projections.
COMPARISON OF PROJECTIONS 2022-23
Projections
K-12 Students
Housing Unit Method (residents) 8,224 Housing Unit Method (total) 8,558 Low K/Low M 8,571 Low K/High M 8,582 High K/High M 8,629 High K/High M 8,640
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Talking with many developers raises concerns related to the current pandemic. Developers are moving forward with construction plans for now but emphasize that the number of actual units built may change. Major factors include how fast the economy comes back, whether there is a second wave of the COVID-19 virus, and whether there is a vaccine.
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CHAPTER II
ENROLLMENT PROJECTIONS FOR ELEMENTARY SCHOOLS AND ELEMENTRY ATTENDANCE AREAS
Projecting K-5 enrollment by school or attendance area is fraught with potential errors because the enrollment at any one school or in any one attendance area is small, which magnifies annual fluctuations. For this reason, along with the brief time that existing students are part of the K-5 student body, projections will be made for five years rather than ten years. This chapter focuses on the seven elementary schools and the District's seven elementary attendance areas and one special program. Past Trends The following table shows six years of K-5 enrollment. At the end of the 2016-17, four elementary schools closed and at the beginning of 2017-18, one elementary school opened. Further, beginning in 2017-18 elementary schools became K-5 versus K-6. Since 2014-15, K-5 enrollment decreased by 62 students or -1.7 percent. However, the six schools in operation all six years had K-5 enrollment increases. Stonebridge had the smallest increase (25 students or 6.1 percent) while each of the other five schools saw increases ranging from 62 students to 72 students with percentage increases ranging from 12.9 percent (Rutherford) to 20.5 percent (Anderson).
ENROLLMENT GRADES K-5
School 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 Afton-Lakeland 417 432 437 444 448 479 Anderson 302 307 332 343 343 364 Brookview 0 0 0 425 444 480 Lake Elmo 629 639 676 598 663 697 Lily Lake 405 376 390 478 485 477 Marine 129 134 120 0 0 0 Oak Park 390 370 326 0 0 0 Rutherford 502 493 505 612 599 567 Stonebridge 408 381 403 458 455 433 Withrow 160 169 169 0 0 0 Valley Crossing 272 239 210 0 0 0 Gate 4/5 0 0 0 44 48 55 Total 3,614 3,540 3,568 3,402 3,485 3,552 Enrollment by year reflects boundaries in effect that year
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KINDERGARTEN School 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
Afton-Lakeland 76 76 67 66 75 79 Anderson 62 55 44 60 62 58 Brookview 0 0 0 89 86 95 Lake Elmo 113 94 108 104 124 109 Lily Lake 58 58 75 79 83 84 Marine 23 17 17 0 0 0 Oak Park 50 50 40 0 0 0 Rutherford 66 72 88 76 83 75 Stonebridge 64 57 59 65 69 70 Withrow 39 23 22 0 0 0 Valley Crossing 48 48 31 0 0 0 Total 599 550 551 539 582 570
District-wide, kindergarten decreased by 29 students or -4.8 percent. Of the six schools in operation all six years, two saw kindergarten class sizes decrease (Anderson and Lake Elmo) while the other four schools had kindergarten increases. The largest kindergarten increase occurred at Lily Lake with 26 more students or an increase of 44.8 percent.
NET MIGRATION GRADES K-5
School 2014-15 to 2015-16
2015-16 to 2016-17
2016-17 to 2017-18
2017-18 to 2018-19
2018-19 to 2019-20
Afton-Lakeland 2 12 12 7 28 Anderson -1 28 11 -13 6 Brookview 0 0 0 -8 0 Lake Elmo 33 24 -60 40 34 Lily Lake -11 10 87 -1 -4 Marine 7 -6 0 0 0 Oak Park 15 17 0 0 0 Rutherford 9 23 115 20 10 Stonebridge -15 21 53 10 -6 Withrow 12 5 0 0 0 Valley Crossing -31 -26 0 0 0 Gate 4/5 0 0 0 0 -1 Sum 20 108 218 55 67 Total 20 108 -63 78 100
Since 2014-15, K-5 net migration was positive every year except for the year that four elementary schools closed. That year district-wide there was a net loss of 63 students; however, elementary net in migration has grown since that event. The sum of the individual schools is distorted and does not match the district-wide total because the closed schools resulted in net in migration for
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the remaining schools. The opening of Brookview and the Gate 4/5 program add to the distortion of net migration by school in the past two net migration years.
K-5 Projections
Individual Elementary Schools
Individual school projections will be made using the cohort survival method. The advantage of this method is that it begins by aging the student population. Therefore, any differences in grade size are reflected in the projections when these classes leave elementary school. Further, this method is sensitive to the number of births in the immediate past. However, the method has a weakness when enrollment growth is anticipated from large numbers of additional housing units. Kindergarten
As the history of resident births by address shows, births fluctuated by attendance area. Resident births declined in the Stonebridge and Rutherford attendance areas. The largest increases in births were in the Lake Elmo and Anderson attendance areas. A comparison of attendance area births and kindergarten class sizes shows significant migration between birth and kindergarten; therefore, kindergarten projections by school will not be based on these birth data.
RESIDENT BIRTHS BY ATTENDANCE AREAS (September 1-August 31)
Attendance Area 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 Afton-Lakeland 38 28 41 58 51 47 49 Anderson 38 61 45 50 55 57 36 Brookview 25 22 32 24 28 24 24 Lake Elmo 32 27 26 41 52 68 66 Lily Lake 70 74 73 98 84 74 74 Rutherford 69 60 63 50 56 46 62 Stonebridge 69 79 76 82 66 74 58 Total 341 351 356 403 392 390 369
KINDERGARTEN PROJECTIONS Year Low High
2020-21 562 581 2021-22 565 584 2022-23 551 569 2023-24 542 560 2025-26 553 571
Kindergarten projections by school will be based on the district-wide high kindergarten
projections because building capacity is of interest to the District. Further, in five years, the difference between the low and high kindergarten projections is only 18 students. Distributed over 7 schools, this
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small difference is insufficient to warrant separate projections based on the low kindergarten projections. Future kindergarten students will be allocated to individual schools based on each school’s 2019-20 kindergarten share with a small adjustment for Lake Elmo, Afton-Lakeland, and Lily Lake.
PERCENT OF KINDERGARTEN AT EACH SCHOOL School 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 Projection
Afton-Lakeland 12.7 13.8 12.2 12.2 12.9 13.9 13.8 Anderson 10.3 10.0 8.0 11.1 10.7 10.2 10.2 Brookview 16.5 14.8 16.6 16.6 Lake Elmo 18.9 17.1 19.6 19.3 21.3 19.1 19.3 Lily Lake 9.7 10.5 13.6 14.7 14.2 14.7 14.6 Marine 3.8 3.1 3.1 Oak Park 8.4 9.1 7.2 Rutherford 11.0 13.1 16.0 14.1 14.2 13.2 13.2 Stonebridge 10.7 10.4 10.7 12.1 11.9 12.3 12.3 Withrow 6.5 4.2 4.0 Valley Crossing 8.0 8.7 5.6 Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0
KINDERGARTEN PROJECTIONS BY SCHOOL School 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25
Afton-Lakeland 79 80 81 79 77 79 Anderson 58 59 60 58 57 58 Brookview 95 96 97 94 93 95 Lake Elmo 109 112 113 110 108 110 Lily Lake 84 85 85 83 82 83 Rutherford 75 77 77 75 74 75 Stonebridge 70 71 72 70 69 70 Total 570 581 584 569 560 571
Migration
SURVIVAL RATES USED IN THE PROJECTIONS School K to 1 1 to 2 2 to 3 3 to 4 4 to 5
Afton-Lakeland 1.092 1.035 1.047 0.993 1.076 Anderson 1.016 1.045 0.944 0.961 0.973 Brookview 0.977 0.990 1.060 0.939 0.985 Lake Elmo 1.006 1.094 1.038 1.054 1.094 Lily Lake 0.994 1.014 0.942 0.993 1.027 Rutherford 1.069 1.041 1.049 0.954 1.056 Stonebridge 1.031 1.049 1.007 0.903 1.045
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Each school’s survival rates for the past two years were averaged, which was the starting point for each school. However, some adjustments were made to Lake Elmo survival rates. Projections Enrollment projections by school will extend only five years into the future. The 2019-20 kindergarten will be in Grade 5 in 2024-25. Therefore, enrollment in the last projection year (2024-25) is largely derived from the assumptions. A summary of the cohort survival projections by school is shown in the next table and annual projections are in a following table. (Background data are in the Appendix A) The sum of the kindergarten classes of each school equals the district-wide high kindergarten projection. Other grades, however, were not controlled to the district-wide total for those grades. The kindergarten and migration assumptions are smoothed trend lines seeking to approximate five years in the future, which means that any single year may differ from the projections.
COHORT SURVIVAL METHOD PROJECTIONS BY SCHOOL
School
2019-20
2024-25 Change
# % Afton-Lakeland 479 542 63 13.2% Anderson 364 349 -15 -4.1% Brookview 480 559 79 16.5% Lake Elmo 697 747 50 7.2% Lily Lake 477 490 13 2.7% Rutherford 567 501 -66 -11.6% Stonebridge 433 437 4 0.9% Gate 4/5 55 80 25 45.5% Sum 3,552 3,705 153 4.3% District Total 3,552 3,705 153 4.3%
District-wide K-5 increases 4.3 percent in five years. Two of the seven schools show enrollment declines. Anderson decreases by 15 students; however, the projected decrease at Rutherford is 66 students. Anderson’s decrease results from a slight net out migration starting with the transition from Grade 2 to Grade 3. Rutherford’s decrease results from natural decrease, that is, more Grade 5 students age out every spring compared to the fall’s incoming kindergarten students. Brookview, Afton-Lakeland and Lake Elmo increased by 50 students or more. Brookview’s increase results from natural increase, that is, the incoming kindergarten class is larger than the departing Grade 5 the previous spring. While Lake Elmo increases, its growth is dampened by a large natural decrease every year. Afton-Lakeland benefits from high rates of net in migration.
As the next table shows, the sum of the individual school projections is a good fit with the district-wide projections. The sum of the individual schools is the same as the high kindergarten/high migration district-wide projections for 2024-25. Gate 4/5 is projected to increase by five students per year, which is like the past.
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COHORT SURVIVAL METHOD PROJECTIONS BY SCHOOL BY YEAR
HIGH KINDERGARTEN/HIGH MIGRATION School 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25
Afton-Lakeland 479 494 503 526 537 542 Anderson 364 354 354 356 356 349 Brookview 480 503 529 549 549 559 Lake Elmo 697 701 738 758 763 747 Lily Lake 477 488 494 483 492 490 Rutherford 567 548 537 514 512 501 Stonebridge 433 422 432 431 434 437 Gate 4/5 55 60 65 70 75 80 Sum 3,552 3,570 3,652 3,687 3,718 3,705 District Total 3,552 3,577 3,654 3,688 3,720 3,705 Difference 0 -7 -2 -1 -2 0
Attendance Area Projections
Attendance area projections will be made using the housing starts method. These projections show the potential of each attendance area to produce resident K-5 students by showing the effect of new housing units and the sale of existing units. The method’s weakness is that it does not reflect changes in grade size or in births because the yields per unit remain the same throughout the projection period. Method
The Housing Occupancy and Enrollment Study for the Stillwater School District provides resident K-5 yields for existing units and new units. Yield data for existing units is broken out for recently sold units and for units that did not turnover. The housing starts method will be calculated as follows:
New Single-Family Detached Units X K-5 yield = Projected students (A)
Existing Single-Family Detached Units X Percent Sold Annually = Units with movers (new residents) and units with non-movers (no change) --Existing Single-Family Detached Units (not sold) X K-5 yield = Projected students (B) --Existing Single-Family Detached Units (sold) X K-5 yield = Projected students (C) Add Projected Students from A, B and C = Projected students from Single-Family Detached Units
Add Projected Students from Single-Family Detached Units to Projected Students from Non-Single-Family Detached Units = K-5 Resident Students by Attendance Area
As reported earlier, 582 additional single-family detached units are anticipated in the next three years. (Three years is about the maximum number of years local officials have confidence in their data.)
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Note that the projected number of single-family detached units is less than the number of single-family detached units built in the past three years (872).
PROJECTED NEW SINGLE-FAMILY DETACHED UNITS Attendance Area 2020 2021 2022 2023 2024 Total
Afton-Lakeland 10 14 12 --- --- 36 Anderson 0 24 23 --- --- 47 Brookview 0 20 19 --- --- 39 Lake Elmo 41 176 126 --- --- 343 Lily Lake 4 4 4 --- --- 12 Rutherford 10 10 10 --- --- 30 Stonebridge 25 25 25 --- --- 75 District Total 90 273 219 --- --- 582
Source: City/Township staff
The next two tables show estimated annual single-family detached unit sales and the Stillwater Area Public Schools’ resident K-5 yields by attendance area. The sales data are based on sales of existing units between January 1, 2017 and December 31, 2019. Rates of turnover vary widely. Afton-Lakeland and Rutherford attendance areas have the lowest rates of annual sales while the Lake Elmo attendance area has the highest rates of sales.
PERCENT OF EXISTING SINGLE-FAMILY DETACHED UNITS WITH TURNOVER
ANNUALLY (2017-2019)
Attendance Area % Afton-Lakeland 3.6% Andersen 6.7% Brookview 6.0% Lake Elmo 10.3% Lily Lake 5.0% Rutherford 3.6% Stonebridge 5.3% District 5.7%
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K-5 RESIDENT STUDENT YIELD FROM SINGLE-FAMILY UNITS BY SALE STATUS
(January 1, 2017-December 31, 2019)
Attendance Area
Existing Units New Units (2017-2019)
Not Sold
Sold (New Residents)
# Yield # Yield # Yield Afton-Lakeland 3,047 0.12 431 0.25 49 0.14 Andersen 1,512 0.17 266 0.23 131 0.11 Brookview 1,318 0.22 283 0.26 8 0.38 Lake Elmo 1,559 0.16 265 0.21 496 0.15 Lily Lake 2,682 0.11 466 0.18 9 0.00 Rutherford 2,796 0.12 383 0.23 37 0.16 Stonebridge 2,823 0.12 460 0.20 142 0.10 District 15,737 0.14 2,554 0.22 872 0.14
District-wide, resident K-5 yield per single-family detached unit increased when a unit sold (0.22 students compared to 0.14 students when a unit did not turnover). Every attendance area saw per unit yield increases when a unit was sold. However, the yield per unit from new units was extremely low. Except for the Brookview attendance area, per student yields from new units were often like the per unit yields of units that did not turnover.
New single-family detached units were highly concentrated by geography. Eighty-eight percent of new single-family detached units were in three attendance areas—Lake Elmo, Stonebridge, and Anderson. Fifty-seven percent were in the Lake Elmo attendance area alone.
Not all students live in single-family detached units. Of those not residing in single-family detached units, the largest number live in apartments. Rather than trying to project resident students from non-single-family detached units, the 2019-20 student numbers will be used throughout the projection period. This assumption has some weaknesses, but overall is less problematic than trying to project students in these units.
RESIDENT STUDENTS FROM OTHER DWELLING UNIT TYPES*
2019-20
Attendance Area K-5 Resident
Students Afton-Lakeland 11 Andersen 21 Brookview 44 Lake Elmo 252 Lily Lake 86 Rutherford 86 Stonebridge 38 District total 538
*Townhomes, Condominiums, Duplexes, Mobile Homes, Apartments
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Projections
The housing unit method produces reasonable results for school districts when enrollment is stable or increasing. (The housing unit performs best when hay fields, corn fields or wheat fields are converted into residential units in a rapidly growing district.) The method’s greatest weakness is its inability to detect trends that signal changes or enrollment decline. For schools with declining enrollment, the housing unit method is unreliable and over projects enrollment.
Housing stock does not provide many clues about the age of the inhabitants, which is vital for school enrollment projections. Further, the housing unit method does not reflect existing differences in grade size or how these differences will affect future enrollment. Projected smaller kindergarten classes are not reflected either. When either of these factors is present, the housing unit method cannot detect them because yield per unit remains at today’s level throughout the projection period. This makes the housing unit method more “static” than the cohort survival method.
HOUSING UNIT METHOD PROJECTIONS RESIDENT K-5 STILLWATER PUBLIC SCHOOL STUDENTS
BY ATTENDANCE AREA 2022-23
Attendance Area
Resident K-5 Students
Single-Family Units
All Other Units
Total
2019-20 Total
Afton-Lakeland 526 11 537 500 Anderson 356 21 377 356 Brookview 391 44 435 416 Lake Elmo 453 252 705 641 Lily Lake 406 86 492 454 Rutherford 466 86 552 516 Stonebridge 487 38 525 490 District Total 3,085 538 3,623 3,373
Assumptions surrounding new units are also a challenge. It is usually assumed that new units mean new residents to the district. Sometimes this is true, but not always. People also move within a school district. Even if the occupants of new housing units are “new” to the district, they do not necessarily translate into additional school enrollment because the population in existing units may be changing as well.
The housing unit method projections show Stillwater Area Public Schools’ resident K-5 potential
from current housing units plus the projected additional units. With this method, the district total is the sum of the attendance area projections. Projections from the housing starts method show an increase of 250 resident K-5 Stillwater Public School students or 7.4 percent from 2019-20 to 2022-23. If nonresidents are 3.9 percent of elementary enrollment, then total K-5 enrollment would be 3,770 . The highest cohort survival method projection is lower than the housing unit projection after nonresidents
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are added. However, it is likely that the housing unit projections overstate future enrollment in attendance areas especially where the projected increase is small.
Note that the K-5 projections below are less alike than the housing unit projections and cohort
projections for K-12 enrollment.
COMPARISON OF PROJECTIONS 2022-23
Projections K-5 Students Housing Unit Method (residents) 3,623 Housing Unit Method (total) 3,770 Low K/Low M 3,649 Low K/High M 3,631 High K/Low M 3,701 High K/High M 3,688
School and Attendance Area Projections
STILLWATER AREA PUBLIC SCHOOLS K-5 RESIDENT STUDENTS BY ATTENDANCE AREA AND BY SCHOOL ATTENDED
School
Attendance Area
Total Afton-
Lakeland
Anderson
Brookview Lake Elmo
Lily Lake
Rutherford
Stonebridge
Afton-Lakeland 453 6 0 7 1 4 0 471 Anderson 14 323 0 3 12 1 3 356 Brookview 9 1 399 53 0 0 2 464 Lake Elmo 16 7 15 568 15 14 16 651 Lily Lake 5 15 1 5 376 17 37 456 Rutherford 0 2 1 5 27 474 40 549 Stonebridge 3 2 0 0 23 6 392 426 Total 500 356 416 641 454 516 490 3,373 % in Area 90.6% 90.7% 95.9% 88.6% 82.8% 91.9% 80.0% ---
To make a meaningful comparison of the individual school projections and the attendance area projections is very difficult because and the number of attendance area residents who attend the school in their attendance area varies and the percentage of nonresidents also varies from school to school.
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CHAPTER III
ENROLLMENT PROJECTIONS FOR MIDDLE SCHOOLS
Two middle schools serve students in the Stillwater School District and each middle school has an attendance area, with the following elementary schools “feeding” their respective middle school. Oak Land Middle School
• Afton-Lakeland • Anderson • Brookview • Lake Elmo
Stillwater Middle School
• Lily Lake • Rutherford • Stonebridge
Past Trends In the past five years, middle school enrollment increased by 25 students or 1.3 percent. However, this enrollment increase was not evenly distributed. Oak Land Middle School increased by 143 students while Stillwater Middle School decreased by 118 students.
ENROLLMENT MIDDLE SCHOOLS
School 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 Oak Land MS 830 821 849 932 944 973 Stillwater MS 1,142 1,166 1,157 1,046 1,018 1,024 Total 1,972 1,987 2,006 1,978 1,962 1,997 2014-15 through 2016-17 middle school was Grades 6-9; 2017-18 through 2019-20 middle school was Grades 5-8
Middle School Projections
Individual Middle School Projections Individual middle school projections will be made using the cohort survival method.
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Grade 5 Grade 5 from the respective feeder schools will be treated as the starting point for the middle school projections. The sum of the individual elementary schools’ Grade 5 classes equals the district-wide high kindergarten/high migration projection for Grade 5. Other grades, however, were not controlled to the district-wide total for those grades. As the next table shows, the number of 5th Graders increases by 18 students in the next five years. This means that projected middle school enrollment relies on net migration.
GRADE 5 BY SCHOOL School 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25
Oak Land MS 361 327 326 369 403 394 Stillwater MS* 286 274 303 256 279 271 Total 647 601 629 625 682 665 *Grade 5 students at Gate 4/5 are included as feeding into the Stillwater Middle School Migration To project migration, the average of the past two years’ survival rates will be used, the same assumption used in the high kindergarten/high migration projection.
PROJECTED SURVIVAL RATES School 5 to 6 6 to 7 7 to 8
Oak Land MS 1.039 1.069 1.034 Stillwater MS 1.079 1.045 1.021
Projections
Middle school enrollment increases by 149 students or 7.5 percent in five years. The sum of the individual school projections is a good fit with the high kindergarten/high migration projections with a difference of only 2 students in five years.
As the next two tables show, Oak Land Middle School increases by 253 students or 26.0 percent while Stillwater Middle School decreases by 102 students or -10.0 percent.
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ENROLLMENT PROJECTIONS MIDDLE SCHOOLS
School 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25 Oak Land MS 973 1,042 1,087 1,136 1,142 1,226 Stillwater MS 1,024 987 968 948 917 922 Sum 1,997 2,029 2,055 2,084 2,059 2,148 District Total 1,997 2,028 2,054 2,083 2,057 2,146 Difference 0 1 1 1 2 2
COHORT SURVIVAL METHOD PROJECTIONS BY SCHOOL
School
2019-20
2024-25 Change
# % Oak Land MS 973 1,226 253 26.0% Stillwater MS 1,024 922 -102 -10.0% Sum 1,997 2,148 151 7.6% District Total 1,997 2,146 149 7.5%
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APPENDIX A
STILLWATER AREA PUBLIC SCHOOLS
AFTON-LAKELAND ELEMENTARY SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 76 76 67 66 75 79 1 72 72 74 69 72 82 2 70 76 70 79 69 77 3 63 72 80 75 83 72 4 73 62 75 77 73 84 5 63 74 71 78 76 85 6 84 74 72 0 0 0
Total 501 506 509 444 448 479
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 -4 -2 2 6 7 1 to 2 4 -2 5 0 5 2 to 3 2 4 5 4 3 3 to 4 -1 3 -3 -2 1 4 to 5 1 9 3 -1 12 5 to 6 11 -2 --- --- --- Total 13 10 12 7 28
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 0.947 0.974 1.030 1.091 1.093 1 to 2 1.056 0.972 1.068 1.000 1.069 2 to 3 1.029 1.053 1.071 1.051 1.043 3 to 4 0.984 1.042 0.963 0.973 1.012 4 to 5 1.014 1.145 1.040 0.987 1.164 5 to 6 1.175 0.973 --- --- ---
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STILLWATER AREA PUBLIC SCHOOLS
ANDERSON ELEMENTARY SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 62 55 44 60 62 58 1 44 62 67 56 57 67 2 42 49 66 64 58 60 3 56 39 52 67 59 56 4 49 55 43 47 64 57 5 49 47 60 49 43 66 6 55 48 52 0 0 0
Total 357 355 384 343 343 364
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 0 12 12 -3 5 1 to 2 5 4 -3 2 3 2 to 3 -3 3 1 -5 -2 3 to 4 -1 4 -5 -3 -2 4 to 5 -2 5 6 -4 2 5 to 6 -1 5 --- --- --- Total -2 33 11 -13 6
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 1.000 1.218 1.273 0.950 1.081 1 to 2 1.114 1.065 0.955 1.036 1.053 2 to 3 0.929 1.061 1.015 0.922 0.966 3 to 4 0.982 1.103 0.904 0.955 0.966 4 to 5 0.959 1.091 1.140 0.915 1.031 5 to 6 0.980 1.106 --- --- ---
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STILLWATER AREA PUBLIC SCHOOLS
BROOKVIEW ELEMENTARY SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 89 86 95 1 70 88 83 2 73 67 90 3 74 73 75 4 60 71 67 5 59 59 70 6 0 0 0
Total 425 444 480
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 -1 -3 1 to 2 -3 2 2 to 3 0 8 3 to 4 -3 -6 4 to 5 -1 -1 5 to 6 --- --- Total -8 0
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 0.989 0.965 1 to 2 0.957 1.023 2 to 3 1.000 1.119 3 to 4 0.959 0.918 4 to 5 0.983 0.986 5 to 6 --- ---
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STILLWATER AREA PUBLIC SCHOOLS
LAKE ELMO ELEMENTARY SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 113 94 108 104 124 109 1 97 123 97 91 106 123 2 103 110 137 81 105 116 3 106 103 110 127 91 109 4 93 114 102 96 128 100 5 117 95 122 99 109 140 6 94 124 124 0 0 0
Total 723 763 800 598 663 697
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 10 3 -17 2 -1 1 to 2 13 14 -16 14 10 2 to 3 0 0 -10 10 4 3 to 4 8 -1 -14 1 9 4 to 5 2 8 -3 13 12 5 to 6 7 29 --- --- --- Total 40 53 -60 40 34
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 1.088 1.032 0.843 1.019 0.992 1 to 2 1.134 1.114 0.835 1.154 1.094 2 to 3 1.000 1.000 0.927 1.123 1.038 3 to 4 1.075 0.990 0.873 1.008 1.099 4 to 5 1.022 1.070 0.971 1.135 1.094 5 to 6 1.060 1.305 --- --- ---
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STILLWATER AREA PUBLIC SCHOOLS
LILY LAKE ELEMENTARY SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 58 58 75 79 83 84 1 63 52 59 88 77 84 2 60 61 57 78 95 73 3 78 58 65 71 73 90 4 70 76 56 87 69 74 5 76 71 78 75 88 72 6 87 70 66 0 0 0
Total 492 446 456 478 485 477
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 -6 1 13 -2 - 1 to 2 -2 5 19 7 -4 2 to 3 -2 4 14 -5 -5 3 to 4 -2 -2 22 -2 1 4 to 5 1 2 19 1 3 5 to 6 -6 -5 --- --- --- Total -17 5 87 -1 -4
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 0.897 1.017 1.173 0.975 1.012 1 to 2 0.968 1.096 1.322 1.080 0.948 2 to 3 0.967 1.066 1.246 0.936 0.947 3 to 4 0.974 0.966 1.338 0.972 1.014 4 to 5 1.014 1.026 1.338 1.011 1.043 5 to 6 0.921 0.930 --- --- ---
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STILLWATER AREA PUBLIC SCHOOLS
MARINE ELEMENTARY SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 23 17 17 1 16 24 16 2 19 19 22 3 27 22 21 4 25 27 21 5 19 25 23 6 24 22 24
Total 153 156 144
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 1 -1 1 to 2 3 -2 2 to 3 3 2 3 to 4 0 -1 4 to 5 0 -4 5 to 6 3 -1 Total 10 -7
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 1.043 0.941 1 to 2 1.188 0.917 2 to 3 1.158 1.105 3 to 4 1.000 0.955 4 to 5 1.000 0.852 5 to 6 1.158 0.960
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STILLWATER AREA PUBLIC SCHOOLS
OAK PARK ELEMENTARY SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 50 50 40 1 46 47 52 2 52 45 45 3 59 50 44 4 98 77 59 5 85 101 86 6 97 87 101
Total 487 457 427
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 -3 2 1 to 2 -1 -2 2 to 3 -2 -1 3 to 4 18 9 4 to 5 3 9 5 to 6 2 0 Total 17 17
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 0.940 1.040 1 to 2 0.978 0.957 2 to 3 0.962 0.978 3 to 4 1.305 1.180 4 to 5 1.031 1.117 5 to 6 1.024 1.000
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STILLWATER AREA PUBLIC SCHOOLS
RUTHERFORD ELEMENTARY SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 66 72 88 76 83 75 1 76 76 75 104 80 90 2 83 80 84 101 106 85 3 90 84 87 107 107 110 4 97 82 87 108 106 98 5 90 99 84 116 117 109 6 93 87 104 0 0 0
Total 598 580 609 612 599 567
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 10 3 16 4 7 1 to 2 4 8 26 2 5 2 to 3 1 7 23 6 4 3 to 4 -8 3 21 -1 -9 4 to 5 2 2 29 9 3 5 to 6 -3 5 --- --- --- Total 6 28 115 20 10
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 1.152 1.042 1.182 1.053 1.084 1 to 2 1.053 1.105 1.347 1.019 1.063 2 to 3 1.012 1.088 1.274 1.059 1.038 3 to 4 0.911 1.036 1.241 0.991 0.916 4 to 5 1.021 1.024 1.333 1.083 1.028 5 to 6 0.967 1.051 --- --- ---
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STILLWATER AREA PUBLIC SCHOOLS
STONEBRIDGE ELEMENTARY SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 64 57 59 65 69 70 1 68 64 63 73 69 69 2 69 69 73 70 77 72 3 68 70 72 89 71 77 4 70 63 73 79 83 62 5 69 58 63 82 86 83 6 70 72 66 0 0 0
Total 478 453 469 458 455 433
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 0 6 14 4 0 1 to 2 1 9 7 4 3 2 to 3 1 3 16 1 0 3 to 4 -5 3 7 -6 -9 4 to 5 -12 0 9 7 0 5 to 6 3 8 --- --- --- Total -12 29 53 10 -6
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 1.000 1.105 1.237 1.062 1.000 1 to 2 1.015 1.141 1.111 1.055 1.043 2 to 3 1.014 1.043 1.219 1.014 1.000 3 to 4 0.926 1.043 1.097 0.933 0.873 4 to 5 0.829 1.000 1.123 1.089 1.000 5 to 6 1.043 1.138 --- --- ---
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STILLWATER AREA PUBLIC SCHOOLS
WITHROW ELEMENTARY SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 39 23 22 1 18 42 25 2 26 22 44 3 28 27 24 4 23 28 25 5 26 27 29 6 21 25 25
Total 181 194 194
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 3 2 1 to 2 4 2 2 to 3 1 2 3 to 4 0 -2 4 to 5 4 1 5 to 6 -1 -2 Total 11 3
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 1.077 1.087 1 to 2 1.222 1.048 2 to 3 1.038 1.091 3 to 4 1.000 0.926 4 to 5 1.174 1.036 5 to 6 0.962 0.926
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STILLWATER AREA PUBLIC SCHOOLS
VALLEY CROSSING ELEMENTARY SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 48 48 31 1 44 37 44 2 52 38 33 3 43 48 34 4 35 34 42 5 50 34 26 6 28 43 0
Total 300 282 210
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 -11 -4 1 to 2 -6 -4 2 to 3 -4 -4 3 to 4 -9 -6 4 to 5 -1 -8 5 to 6 -7 --- Total -38 -26
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 0.771 0.917 1 to 2 0.864 0.892 2 to 3 0.923 0.895 3 to 4 0.791 0.875 4 to 5 0.971 0.765 5 to 6 0.860 ---
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STILLWATER AREA PUBLIC SCHOOLS
GATE 4/5 ELEMENTARY SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
K 1 2 3 4 25 23 33 5 19 25 22 6 0 0 0
Total 44 48 55
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 1 to 2 2 to 3 3 to 4 4 to 5 0 -1 5 to 6 Total 0 -1
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
K to 1 1 to 2 2 to 3 3 to 4 4 to 5 1.000 0.957 5 to 6
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APPENDIX B
STILLWATER AREA PUBLIC SCHOOLS
OAK LAND MIDDLE SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
5 364 351 365 285 287 361 6 320 310 307 7 263 264 304 296 333 325 8 284 263 276 316 301 341 9 283 294 269 0 0 0
Total 830 821 849 932 944 973
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
5 to 6 25 20 6 to 7 13 15 7 to 8 5 8 8 to 9 Total 43 43
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
5 to 6 1.088 1.070 6 to 7 1.041 1.048 7 to 8 1.017 1.024 8 to 9
71
53
STILLWATER AREA PUBLIC SCHOOLS
STILLWATER MIDDLE SCHOOL
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
5 280 280 277 292 316 286 6 334 301 331 7 377 390 352 355 353 325 8 366 385 398 357 364 368 9 399 391 407 0 0 0
Total 1,142 1,166 1,157 1,046 1,018 1,024
NET MIGRATION Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
5 to 6 9 15 6 to 7 19 24 7 to 8 9 15 8 to 9 Total 37 54
SURVIVAL RATES Grade
Progression 2014-15 to
2015-16 2015-16 to
2016-17 2016-17 to
2017-18 2017-18 to
2018-19 2018-19 to
2019-20
5 to 6 1.031 1.047 6 to 7 1.057 1.080 7 to 8 1.025 1.042 8 to 9
72
54
STILLWATER AREA PUBLIC SCHOOLS
AREA LEARNING CENTER & SAHS
ENROLLMENT HISTORY Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
9 1 1 2
10 2 2 3 5 7 10 11 8 9 12 13 22 24 12 53 25 30 29 29 38
12+ 31 33 35 26 27 44 Total 94 69 81 73 86 118
73
Stillwater Low K/Low Mig K (+Hdcp) 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th K-5 6-8 9-12 K-12 total
2019-20 Actual 570 598 573 589 575 647 638 650 709 664 713 716 738 3552 1997 2831 8380
19-20 Cohort 562 570 598 573 589 575 647 638 650 709 664 713 716 3467 1935 2802 8204Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 020-21 Proj 562 587 627 587 601 600 674 664 669 732 675 713 793 3563 2006 2913 8482
20-21 Cohort 565 562 587 627 587 601 600 674 664 669 732 675 713 3528 1937 2790 8255Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 021-22 Proj 565 578 615 642 599 627 624 700 683 691 745 675 789 3626 2008 2900 8534
21-22 Cohort 551 565 578 615 642 599 627 624 700 683 691 745 675 3550 1951 2794 8296Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 022-23 Proj 551 581 606 630 655 625 652 649 721 705 703 745 748 3649 2022 2900 8571
22-23 Cohort 542 551 581 606 630 655 625 652 649 721 705 703 745 3566 1926 2874 8366Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 023-24 Proj 542 567 609 621 643 683 650 678 668 745 717 703 825 3666 1997 2989 8652
23-24 Cohort 553 542 567 609 621 643 683 650 678 668 745 717 703 3535 2012 2833 8380Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 024-25 Proj 553 558 594 625 634 670 711 676 698 690 757 717 778 3633 2086 2943 8662
24-25 Cohort 557 553 558 594 625 634 670 711 676 698 690 757 717 3520 2058 2863 8441Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 025-26 Proj 557 569 584 609 637 661 698 740 696 721 702 757 794 3617 2134 2974 8725
25-26 Cohort 557 557 569 584 609 637 661 698 740 696 721 702 757 3514 2099 2876 8488Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 026-27 Proj 557 573 596 599 621 664 688 726 761 719 733 702 838 3611 2175 2993 8779
26-27 Cohort 556 557 573 596 599 621 664 688 726 761 719 733 702 3503 2078 2916 8497Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 027-28 Proj 556 573 601 611 611 648 692 715 747 786 731 733 777 3600 2154 3028 8782
27-28 Cohort 556 556 573 601 611 611 648 692 715 747 786 731 733 3508 2055 2998 8561Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 028-29 Proj 556 572 601 616 623 637 675 719 736 771 800 731 812 3605 2130 3114 8850
28-29 Cohort 556 556 572 601 616 623 637 675 719 736 771 800 731 3524 2031 3039 8594Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 029-30 Proj 556 572 600 616 628 650 663 701 740 761 784 800 810 3622 2105 3154 8881
74
Stillwater Low K/High Mig K (+Hdcp) 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th K-5 6-8 9-12 K-12 total
2019-20 Actual 570 598 573 589 575 647 638 650 709 664 713 716 738 3552 1997 2831 8380
19-20 Cohort 562 570 598 573 589 575 647 638 650 709 664 713 716 3467 1935 2802 8204Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 020-21 Proj 562 583 626 585 602 601 685 674 668 728 671 711 780 3558 2028 2890 8476
20-21 Cohort 565 562 583 626 585 602 601 685 674 668 728 671 711 3523 1960 2779 8262Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 021-22 Proj 565 575 610 639 598 629 636 724 693 686 736 669 774 3615 2054 2866 8535
21-22 Cohort 551 565 575 610 639 598 629 636 724 693 686 736 669 3537 1990 2785 8312Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 022-23 Proj 551 578 601 623 653 625 666 673 745 712 694 734 729 3631 2083 2869 8582
22-23 Cohort 542 551 578 601 623 653 625 666 673 745 712 694 734 3548 1964 2884 8396Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 023-24 Proj 542 564 605 614 636 682 662 704 691 765 720 692 799 3643 2057 2975 8675
23-24 Cohort 553 542 564 605 614 636 682 662 704 691 765 720 692 3514 2048 2868 8429Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 024-25 Proj 553 554 590 617 628 665 722 699 724 710 773 718 753 3607 2146 2954 8707
24-25 Cohort 557 553 554 590 617 628 665 722 699 724 710 773 718 3499 2087 2925 8510Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 025-26 Proj 557 566 580 602 631 656 704 763 719 743 718 771 782 3591 2187 3014 8792
25-26 Cohort 557 557 566 580 602 631 656 704 763 719 743 718 771 3493 2124 2951 8567Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 026-27 Proj 557 570 592 592 615 659 694 744 785 738 752 716 839 3585 2224 3045 8854
26-27 Cohort 556 557 570 592 592 615 659 694 744 785 738 752 716 3482 2098 2991 8571Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 027-28 Proj 556 570 596 604 605 643 698 734 765 806 747 749 779 3574 2197 3081 8853
27-28 Cohort 556 556 570 596 604 605 643 698 734 765 806 747 749 3487 2075 3067 8629Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 028-29 Proj 556 569 596 609 617 632 681 738 755 786 815 744 816 3579 2173 3161 8914
28-29 Cohort 556 556 569 596 609 617 632 681 738 755 786 815 744 3503 2051 3100 8654Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 029-30 Proj 556 569 595 609 622 645 670 720 759 775 795 812 811 3595 2148 3193 8936
75
Stillwater High K/Low Mig K (+Hdcp) 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th K-5 6-8 9-12 K-12 total
2019-20 Actual 570 598 573 589 575 647 638 650 709 664 713 716 738 3552 1997 2831 8380
19-20 Cohort 581 570 598 573 589 575 647 638 650 709 664 713 716 3486 1935 2802 8223Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 020-21 Proj 581 587 627 587 601 600 674 664 669 732 675 713 793 3582 2006 2913 8501
20-21 Cohort 584 581 587 627 587 601 600 674 664 669 732 675 713 3566 1937 2790 8293Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 021-22 Proj 584 598 615 642 599 627 624 700 683 691 745 675 789 3665 2008 2900 8572
21-22 Cohort 569 584 598 615 642 599 627 624 700 683 691 745 675 3607 1951 2794 8352Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 022-23 Proj 569 601 627 630 655 625 652 649 721 705 703 745 748 3707 2022 2900 8629
22-23 Cohort 560 569 601 627 630 655 625 652 649 721 705 703 745 3642 1926 2874 8442Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 023-24 Proj 560 586 630 642 643 683 650 678 668 745 717 703 825 3744 1997 2989 8730
23-24 Cohort 571 560 586 630 642 643 683 650 678 668 745 717 703 3631 2012 2833 8476Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 024-25 Proj 571 576 614 646 655 670 711 676 698 690 757 717 778 3732 2086 2943 8760
24-25 Cohort 576 571 576 614 646 655 670 711 676 698 690 757 717 3637 2058 2863 8558Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 025-26 Proj 576 588 604 629 658 683 698 740 696 721 702 757 794 3738 2134 2974 8846
25-26 Cohort 575 576 588 604 629 658 683 698 740 696 721 702 757 3630 2121 2876 8627Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 026-27 Proj 575 593 616 619 642 687 711 726 761 719 733 702 838 3731 2198 2993 8922
26-27 Cohort 575 575 593 616 619 642 687 711 726 761 719 733 702 3619 2124 2916 8658Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 027-28 Proj 575 592 621 631 631 669 715 740 747 786 731 733 777 3719 2201 3028 8949
27-28 Cohort 575 575 592 621 631 631 669 715 740 747 786 731 733 3625 2124 2998 8747Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 028-29 Proj 575 592 620 637 644 659 697 744 761 771 800 731 812 3726 2201 3114 9041
28-29 Cohort 574 575 592 620 637 644 659 697 744 761 771 800 731 3641 2099 3064 8803Historical 1.029 1.048 1.025 1.02 1.043 1.041 1.04 1.029 1.033 1.017 1 1.107 0 0 0 029-30 Proj 574 592 620 636 649 671 686 724 765 786 784 800 810 3742 2175 3180 9097
76
Stillwater High K/High Mig K (+Hdcp) 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th K-5 6-8 9-12 K-12 total
2019-20 Actual 570 598 573 589 575 647 638 650 709 664 713 716 738 3552 1997 2831 8380
19-20 Cohort 581 570 598 573 589 575 647 638 650 709 664 713 716 3486 1935 2802 8223Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 020-21 Proj 581 583 626 585 602 601 685 674 668 728 671 711 780 3577 2028 2890 8495
20-21 Cohort 584 581 583 626 585 602 601 685 674 668 728 671 711 3561 1960 2779 8300Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 021-22 Proj 584 594 610 639 598 629 636 724 693 686 736 669 774 3654 2054 2866 8574
21-22 Cohort 569 584 594 610 639 598 629 636 724 693 686 736 669 3594 1990 2785 8368Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 022-23 Proj 569 597 622 623 653 625 666 673 745 712 694 734 729 3688 2083 2869 8640
22-23 Cohort 560 569 597 622 623 653 625 666 673 745 712 694 734 3624 1964 2884 8471Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 023-24 Proj 560 582 625 635 636 682 662 704 691 765 720 692 799 3720 2057 2975 8753
23-24 Cohort 571 560 582 625 635 636 682 662 704 691 765 720 692 3609 2048 2868 8525Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 024-25 Proj 571 573 609 638 649 665 722 699 724 710 773 718 753 3705 2146 2954 8804
24-25 Cohort 576 571 573 609 638 649 665 722 699 724 710 773 718 3616 2087 2925 8627Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 025-26 Proj 576 584 599 622 652 678 704 763 719 743 718 771 782 3711 2187 3014 8911
25-26 Cohort 575 576 584 599 622 652 678 704 763 719 743 718 771 3608 2146 2951 8705Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 026-27 Proj 575 589 611 612 635 681 718 744 785 738 752 716 839 3704 2247 3045 8996
26-27 Cohort 575 575 589 611 612 635 681 718 744 785 738 752 716 3597 2144 2991 8732Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 027-28 Proj 575 588 616 624 625 664 722 759 765 806 747 749 779 3693 2246 3081 9020
27-28 Cohort 575 575 588 616 624 625 664 722 759 765 806 747 749 3604 2144 3067 8815Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 028-29 Proj 575 588 615 629 638 653 703 763 780 786 815 744 816 3699 2246 3161 9106
28-29 Cohort 574 575 588 615 629 638 653 703 763 780 786 815 744 3619 2119 3125 8864Historical 1.023 1.046 1.021 1.022 1.045 1.059 1.057 1.028 1.027 1.011 0.997 1.089 0 0 0 029-30 Proj 574 588 615 628 643 666 692 743 784 801 795 812 811 3715 2219 3219 9153
77
Afton-Lakeland High K/High Mig K (+Hdcp) 1st 2nd 3rd 4th 5th K-5
2019-20 Actual 79 82 77 72 84 85 479
19-20 Cohort 80 79 82 77 72 84 474Historical 1.092 1.035 1.047 0.993 1.076 020-21 Proj 80 86 85 81 71 90 494
20-21 Cohort 81 80 86 85 81 71 484Historical 1.092 1.035 1.047 0.993 1.076 021-22 Proj 81 87 89 89 80 77 503
21-22 Cohort 79 81 87 89 89 80 506Historical 1.092 1.035 1.047 0.993 1.076 022-23 Proj 79 88 90 93 88 86 526
22-23 Cohort 77 79 88 90 93 88 517Historical 1.092 1.035 1.047 0.993 1.076 023-24 Proj 77 86 92 95 93 95 537
23-24 Cohort 79 77 86 92 95 93 521Historical 1.092 1.035 1.047 0.993 1.076 024-25 Proj 79 84 89 96 94 100 542
78
Anderson High K/High Mig K (+Hdcp) 1st 2nd 3rd 4th 5th K-5
2019-20 Actual 58 67 60 56 57 66 364
19-20 Cohort 59 58 67 60 56 57 357Historical 1.016 1.045 0.944 0.961 0.973 020-21 Proj 59 59 70 57 54 55 354
20-21 Cohort 60 59 59 70 57 54 358Historical 1.016 1.045 0.944 0.961 0.973 021-22 Proj 60 60 62 66 54 52 354
21-22 Cohort 58 60 60 62 66 54 360Historical 1.016 1.045 0.944 0.961 0.973 022-23 Proj 58 61 63 58 64 53 356
22-23 Cohort 57 58 61 63 58 64 360Historical 1.016 1.045 0.944 0.961 0.973 023-24 Proj 57 59 64 59 56 62 356
23-24 Cohort 58 57 59 64 59 56 353Historical 1.016 1.045 0.944 0.961 0.973 024-25 Proj 58 58 62 60 57 54 349
z
79
Brookview High K/High Mig K (+Hdcp) 1st 2nd 3rd 4th 5th K-5
2019-20 Actual 95 83 90 75 67 70 480
19-20 Cohort 96 95 83 90 75 67 506Historical 0.977 0.99 1.06 0.939 0.985 020-21 Proj 96 93 82 95 70 66 503
20-21 Cohort 97 96 93 82 95 70 534Historical 0.977 0.99 1.06 0.939 0.985 021-22 Proj 97 94 92 87 90 69 529
21-22 Cohort 94 97 94 92 87 90 553Historical 0.977 0.99 1.06 0.939 0.985 022-23 Proj 94 95 93 97 82 88 549
22-23 Cohort 93 94 95 93 97 82 554Historical 0.977 0.99 1.06 0.939 0.985 023-24 Proj 93 92 94 98 91 81 549
23-24 Cohort 95 93 92 94 98 91 564Historical 0.977 0.99 1.06 0.939 0.985 024-25 Proj 95 91 91 99 92 90 559
80
Lake Elmo High K/High Mig K (+Hdcp) 1st 2nd 3rd 4th 5th K-5
2019-20 Actual 109 123 116 109 100 140 697
19-20 Cohort 112 109 123 116 109 100 669Historical 1.006 1.094 1.038 1.054 1.094 020-21 Proj 112 110 135 120 115 109 701
20-21 Cohort 113 112 110 135 120 115 705Historical 1.006 1.094 1.038 1.054 1.094 021-22 Proj 113 113 120 140 127 126 738
21-22 Cohort 110 113 113 120 140 127 722Historical 1.006 1.094 1.038 1.054 1.094 022-23 Proj 110 114 123 125 147 139 758
22-23 Cohort 108 110 114 123 125 147 727Historical 1.006 1.094 1.038 1.054 1.094 023-24 Proj 108 111 124 128 131 161 763
23-24 Cohort 110 108 111 124 128 131 712Historical 1.006 1.094 1.038 1.054 1.094 024-25 Proj 110 109 121 129 135 144 747
81
Lily Lake High K/High Mig K (+Hdcp) 1st 2nd 3rd 4th 5th K-5
2019-20 Actual 84 84 73 90 74 72 477
19-20 Cohort 85 84 84 73 90 74 490Historical 0.994 1.014 0.942 0.993 1.027 020-21 Proj 85 83 85 69 89 76 488
20-21 Cohort 85 85 83 85 69 89 497Historical 0.994 1.014 0.942 0.993 1.027 021-22 Proj 85 84 85 80 68 92 494
21-22 Cohort 83 85 84 85 80 68 486Historical 0.994 1.014 0.942 0.993 1.027 022-23 Proj 83 84 86 80 80 70 483
22-23 Cohort 82 83 84 86 80 80 495Historical 0.994 1.014 0.942 0.993 1.027 023-24 Proj 82 83 86 81 79 82 492
23-24 Cohort 83 82 83 86 81 79 493Historical 0.994 1.014 0.942 0.993 1.027 024-25 Proj 83 82 84 81 80 81 490
82
Rutherford High K/High Mig K (+Hdcp) 1st 2nd 3rd 4th 5th K-5
2019-20 Actual 75 90 85 110 98 109 567
19-20 Cohort 77 75 90 85 110 98 535Historical 1.069 1.041 1.049 0.954 1.056 020-21 Proj 77 80 94 89 105 103 548
20-21 Cohort 77 77 80 94 89 105 522Historical 1.069 1.041 1.049 0.954 1.056 021-22 Proj 77 82 83 98 85 111 537
21-22 Cohort 75 77 82 83 98 85 501Historical 1.069 1.041 1.049 0.954 1.056 022-23 Proj 75 82 86 88 94 90 514
22-23 Cohort 74 75 82 86 88 94 498Historical 1.069 1.041 1.049 0.954 1.056 023-24 Proj 74 80 86 90 84 99 512
23-24 Cohort 75 74 80 86 90 84 488Historical 1.069 1.041 1.049 0.954 1.056 024-25 Proj 75 79 83 90 86 88 501
83
Stonebridge High K/High Mig K (+Hdcp) 1st 2nd 3rd 4th 5th K-5
2019-20 Actual 70 69 72 77 62 83 433
19-20 Cohort 71 70 69 72 77 62 421Historical 1.031 1.049 1.007 0.903 1.045 020-21 Proj 71 72 72 73 70 65 422
20-21 Cohort 72 71 72 72 73 70 430Historical 1.031 1.049 1.007 0.903 1.045 021-22 Proj 72 73 76 73 65 73 432
21-22 Cohort 70 72 73 76 73 65 429Historical 1.031 1.049 1.007 0.903 1.045 022-23 Proj 70 74 77 76 66 68 431
22-23 Cohort 69 70 74 77 76 66 432Historical 1.031 1.049 1.007 0.903 1.045 023-24 Proj 69 72 78 77 69 69 434
23-24 Cohort 70 69 72 78 77 69 435Historical 1.031 1.049 1.007 0.903 1.045 024-25 Proj 70 71 76 78 70 72 437
84
Stillwater Oak Land Middle School 5th 6th 7th 8th 6-8
2019-20 361 307 325 341 973
19-20 Cohort 327 361 307 325 993Historical 1.079 1.045 1.021 020-21 Proj 327 390 321 332 1042
20-21 Cohort 326 327 390 321 1037Historical 1.079 1.045 1.021 021-22 Proj 326 353 407 328 1087
21-22 Cohort 369 326 353 407 1086Historical 1.079 1.045 1.021 022-23 Proj 369 352 369 416 1136
21-22 Cohort 403 369 352 369 1089Historical 1.079 1.045 1.021 022-23 Proj 403 398 368 376 1142
22-23 Cohort 394 403 398 368 1169Historical 1.079 1.045 1.021 024-25 Proj 394 435 416 375 1226
85
Stillwater Stillwater Middle School 5th 6th 7th 8th 6-8
2019-20 286 331 325 368 1024
19-20 Cohort 274 286 331 325 942Historical 1.039 1.069 1.034 020-21 Proj 274 297 354 336 987
20-21 Cohort 303 274 297 354 925Historical 1.039 1.069 1.034 021-22 Proj 303 285 318 366 968
21-22 Cohort 256 303 285 318 905Historical 1.039 1.069 1.034 022-23 Proj 256 315 304 328 948
21-22 Cohort 279 256 315 304 875Historical 1.039 1.069 1.034 022-23 Proj 279 266 337 315 917
22-23 Cohort 271 279 266 337 882Historical 1.039 1.069 1.034 024-25 Proj 271 290 284 348 922
86
Agenda Item: VIII. B. Date Prepared: May 20, 2020
ISD 834 Board Meeting Agenda Item: Distance Learning/COVID-19 Update Meeting Date: May 28, 2020 Contact Person: Superintendent Denise Pontrelli ____________________________________________________________________________________________ Background: Superintendent Pontrelli will provide an update on the district's distance learning and responses to COVID-19. ____________________________________________________________________________________________ No Action required.
87
Agenda Item VIII. C.
Date Prepared: May 15, 2020 ISD 834 Board Meeting
Report: 2020-21 Preliminary Budget Meeting Date: May 28, 2020 Contact Person: Dr. John Thein, Interim Executive Director of Finance and Operations Action Timeline: June 11, 2020 _____________________________________________________________________________________ Summary: The attached documents will give you an overview of the remaining budget funds for fiscal year 2020-21. The projections provide the information to help the School Board plan for the future. A copy of the Funds other than the General Fund was provided. ____________________________________________________________________________________ Recommendation: This is a report. Action will be requested at the June 11, 2020 school board business meeting.
88
Projected Nutrition Service Fund Balance
Estimated
Revenue
Estimated
Expenditures
Revenue/Expenditures
Balance Fund Balance
Projected Nutrition Service Fund Balance 7/1/20 1,163,466.00$
Projected Nutrition Service Fund Revenue 20/21 4,492,367.00$
Projected Nutrition Service Fund Expenditures 20/21 4,425,385.00$
Projected Nutrition Service Fund Change 66,982.00$
Totals Revenue, Expenditures Changes Balance 4,492,367.00$ 4,425,385.00$ 66,982.00$
Change in Revenue vs Expenditures 66,982.00$
Projected General Fund Balance 6/30/21 1,230,448.00$
Projected Nutrition Service Fund Balance 7/1/20 1,163,466.00$
Projected Nutrition Service Fund Revenue 20/21 4,492,367.00$
Projected Nutrition Service Fund Expenditures 20/21 4,425,385.00$
Projected Nutrition Service Fund Balance 7/1/21 1,230,448.00$
89
Nutrition Service Fund Balance Considerations
Budget Item: 2019-20 Fiscal Year 2020-21 Fiscal Year
Benefits, Subs and Staffing 37,000.00$ 30,000.00$
COVID 19 Indirect Costs 210,000.00$ 35,000.00$
Equipment (20,000.00)$
Food and Supply Costs 150,000.00$
Estimated Nutrition Service Fund Balance 7/1/20 1,163,000.00$
Estimated Nutrition Service Fund Balance 7/1/21 1,230,000.00$
Estimated Budget Adjustments 227,000.00$ 215,000.00$
Unforeseen Budget Adjustments (2%) 90,000.00$ 90,000.00$
Estimated Nutrition Service Fund Balance 846,000.00$ 925,000.00$
5% of Total Expenditures vs Fund Balance 222,000.00$ 222,000.00$
Estimated Nutrition Service Fund Balance Each F.Y. 846,000.00$ 925,000.00$
90
Unforeseen Nutrition Service Costs and Savings + Costs or - + Savings or -
2020 - 2021 Fiscal YearParticipation/Sales xCharge Backs xSub Workers & Others x xPart Time Salaries x xCOVID 19 Supplies/costs xTechnology Support xEquipment xCredit Card Fees xFood Costs xSupplies xStaff Retirements xSales to Other School Districts xProration of State Aid xReduction in State and Federal Aid xFree/Reduced Program xSpecial Event Sales xCommodities xSurprises (What we don't know) x x
91
Projected Community Service Fund Balance
Estimated
Revenue
Estimated
Expenditures
Revenue/Expenditures
Balance Fund Balance
Projected Community Service Fund Balance 7/1/20 1,286,811.00$
Projected Community Service Fund Revenue 20/21 7,611,700.00$
Projected Community Service Fund Expenditures 20/21 7,786,169.00$
Projected Community Service Fund Change (174,469.00)$
Totals Revenue, Expenditures Changes Balance 7,611,700.00$ 7,786,169.00$ (174,469.00)$
Change in Revenue vs Expenditures 174,469.00$
Projected General Fund Balance 6/30/21 1,112,342.00$
Projected Community Service Fund Balance 7/1/20 1,286,811.00$
Projected Community Service Fund Revenue 20/21 7,611,700.00$
Projected Community Service Fund Expenditures 20/21 7,786,169.00$
Projected Community Service Fund Balance 7/1/21 1,112,342.00$
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Community Service Fund Balance Considerations
Budget Item: 2019-20 Fiscal Year 2020-21 Fiscal Year
Benefits, Subs and Staffing 35,000.00$ 30,000.00$
COVID 19 Indirect Costs/Loss of Fees 600,000.00$ 375,000.00$
General Fund Chargebacks 90,000.00$ 75,000.00$
Supplies and Part Time Staffing 40,000.00$ 30,000.00$
Program Reduction Costs 30,000.00$ 15,000.00$
Estimated Community Service Fund Balance 7/1/20 1,285,000.00$
Estimated Unassigned Fund Balance 7/1/21 1,112,000.00$
Estimated Budget Adjustments 795,000.00$ 525,000.00$
Unforeseen Budget Adjustments (1% in FY 20 2% in FY 21 ) 75,000.00$ 150,000.00$
5% of Total Expenditures vs Fund Balance 380,000.00$ 380,000.00$
Estimated Community Service Fund Balance Each F.Y. 415,000.00$ 437,000.00$
93
Unforeseen Community Service Costs and Savings + Costs or - + Savings or -
2020 - 2021 Fiscal YearParticipation/Sales x xCharge Backs xSub Workers & Others x xPart Time Salaries x xCOVID 19 Supplies/costs xTechnology Support xEquipment xCredit Card Fees xFood Costs xSupplies xStaff Retirements xSales to Other School Districts xProration of State Aid xReduction in State and Federal Aid xFree/Reduced Program xSpecial Event Sales xCommodities xSurprises (What we don't know) x x
94
Budget Item: 2019-20 Fiscal Year 2020-21 Fiscal Year
Benefits, Subs and Staffing -$ -$
COVID 19 Indirect Costs 50,000.00$ 35,000.00$
Estimated Building Construction Fund Balance 7/1/20 1,405,000.00$
Estimated Building Construction Fund Balance 7/1/21 950,000.00$
Estimated Budget Adjustments 50,000.00$ 35,000.00$
Unforeseen Budget Adjustments (1%) 30,000.00$ 15,000.00$
Estimated Building Construction Fund Balance 1,325,000.00$ 900,000.00$
5% of Total Expenditures vs Fund Balance 150,000.00$ 222,000.00$
Estimated Building Construction Fund Balance Each F.Y. 1,325,000.00$ 900,000.00$
Unforeseen Building Construction Costs and Savings + Costs or - + Savings or -
2020 - 2021 Fiscal YearLegal Fees xRepairs xCOVID 19 Supplies/costs xEquipment xSupplies xInterest Earnings xSurprises (What we don't know) x
Building Construction Fund Projections & Budget Considerations
95
Projected Debt Service Fund Balance
Estimated
Revenue
Estimated
Expenditures
Revenue/Expenditures
Balance Fund Balance
Projected Debt Service Fund Balance 7/1/20 2,891,642.00$
Projected Debt Service Fund Revenue 20/21 10,475,402.00$
Projected Debit Service Fund Expenditures 20/21 10,127,608.00$
Projected Debt Service Fund Change 347,794.00$
Totals Revenue, Expenditures Changes Balance 10,475,402.00$ 10,127,608.00$ 347,794.00$
Change in Revenue vs Expenditures 347,794.00$
Projected General Fund Balance 6/30/21 3,239,436.00$
Projected Debt Service Fund Balance 7/1/20 2,891,642.00$
Projected Debt Service Fund Revenue 20/21 10,475,402.00$
Projected Debt Service Fund Expenditures 20/21 10,127,608.00$
Projected Debt Service Fund Balance 7/1/21 3,239,436.00$
96
Estimated
Revenue
Estimated
Expenditures
Revenue/Expenditures
Balance Fund Balance
Projected OPEB Debt Service Fund Balance 7/1/20 $0
Projected OPEB Debt Service Fund Revenue 20/21 $0
Projected OPEB Debt Service Fund Expenditures 20/21 $0
Projected OPEB Debt Service Fund Change $0
Totals Revenue, Expenditures Changes Balance $0 $0 $0
Change in Revenue vs Expenditures $0
Projected OPEB Debt Service Fund Balance 6/30/21 $0
Projected OPEB Debt Service Fund Balance 7/1/20 $0
Projected OPEB Debt Service Fund Revenue 20/21 $0
Projected OPEB Debt Service Fund Expenditures 20/21 $0
Projected OPEB Debt Service Fund Balance 7/1/21 $0
Projected OPEB Debt Service Fund Balance
97
Estimated
Revenue
Estimated
Expenditures
Revenue/Expenditures
Balance
Fund
Balance
Projected Former Trust Fund Balance 7/1/20 $0
Projected Former Trust Fund Revenue 20/21 $0
Projected Former Trust Fund Expenditures 20/21 $0
Projected Former Trust Fund Change $0
Totals Revenue, Expenditures Changes Balance $0 $0 $0
Change in Revenue vs Expenditures $0
Projected Former Trust Fund Balance 6/30/21 $0
Projected Former Trust Fund Balance 7/1/20 $0
Projected Former Trust Fund Revenue 20/21 $0
Projected Former Trust Fund Expenditures 20/21 $0
Projected Former Trust Fund Balance 7/1/21 $0
Projected Former Trust Fund Balance
98
Estimated
Revenue
Estimated
Expenditures
Revenue/Expenditures
Balance Fund Balance
Projected Trust to General Fund Balance 7/1/20 $275,773.00
Projected Trust to General Fund Revenue 20/21 $16,000.00
Projected Trust to General Fund Expenditures 20/21 $16,000.00
Projected Trust to General Fund Change $0.00
Totals Revenue, Expenditures Changes Balance $16,000.00 $16,000.00 $0.00
Change in Revenue vs Expenditures $0.00
Projected Trust to General Fund Balance 6/30/21 $275,773.00
Projected Trust to General Fund Balance 7/1/20 $275,773.00
Projected Trust to General Fund Revenue 20/21 $16,000.00
Projected Trust to General Fund Expenditures 20/21 $16,000.00
Projected Trust to General Fund Balance 7/1/21 $275,773.00
Projected Former Trust to General Fund Balance
99
Estimated
Revenue
Estimated
Expenditures
Revenue/Expenditures
Balance Fund Balance
Projected Custodial Fund Balance 7/1/20 $75,214
Projected Custodial Fund Revenue 20/21 $5,000
Projected Custodial Fund Expenditures 20/21 $5,000
Projected Custodial Fund Change $0
Totals Revenue, Expenditures Changes Balance $5,000 $5,000 $0
Change in Revenue vs Expenditures $0
Projected Custodial Fund Balance 6/30/21 $75,214
Projected Custodial Fund Balance 7/1/20 $75,214
Projected Custodial Fund Revenue 20/21 $5,000
Projected Custodial Fund Expenditures 20/21 $5,000
Projected Custodial Fund Balance 7/1/21 $75,214
Projected Custodial Fund Balance
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Stillwater Schools/District 834 All Other Funds Besides the General Fund
May 23, 2020
“A budget is more than just a series of numbers on a page;
it is an embodiment of our values.” Barack Obama
The Nutrition Service Fund A. Is the Nutrition Service Fund Financially Sound?
The Nutrition Service Fund is in sound financial shape. This is no accident. It is the result of a
clear vision that the Stillwater Schools nutrition program is a co-partner with academic programming in promoting the overall health and wellbeing of District 834 learners.
Another factor in the financial health of the Nutrition Service Fund is the decision by food service
leadership to offer services outside of the district. Providing nutrition programming to Mahtomedi Public Schools, Intermediate School District 916, area non-public schools and local charter schools on a fee basis has allowed the Stillwater Schools nutrition service program to assist other educational organizations and increase the food services cash flow and profitability.
The key to the program success is the on-site leadership under the steady hand of Nutrition
Service Fund Manager, Kelley Linquist. Keeping one eye on the quality of food and service while also protecting the bottom line has put the District 834 Nutrition Service program in an enviable financial position.
In spite of the COVID-19 pandemic and the additional programming costs, the Stillwater Schools
Nutrition Service program will be able to handle the unknown surprises that will accompany the COVID19 pandemic. I believe the District nutrition service program will bounce back to profitability during 2020 – 2021 fiscal year.
B. Will the Community Service Fund Survive COVID -19 and the Reduction in Program Fees?
Stillwater Schools Community Service Fund will not only survive but will thrive. The Stillwater
Schools Community Service Fund is facing a difficult situation this spring because of the closure of Minnesota schools and related programming. The Community Service Fund is fee driven and depends on active fee-paying participants to ensure a viable community-based program. The reduction of this revenue stream will force the district to spend down a significant portion of the fund balance. Director Annette Sallman has labored tirelessly to maintain the integrity of the
101
Community Service programming. She has continued to place the participant’s needs at the forefront and has never lost sight of the special needs of the youngest learners in District 834.
It is clear that the Community Service Fund will face some challenging financial decisions during
the upcoming school year, but I do believe that with sound leadership and maintaining the quality of the programming, the fund will survive and prosper. Once the final audit is completed, the district administration will provide a recommendation concerning the chargebacks to the General Fund. When the pandemic is over, the Community Service Fund should rebound to a sound financial footing and regain the fund balance used during the COVID-19 crisis.
C. Is Stillwater Schools Nearing the Completion of the Voter Approved Construction Fund Expenditures? The remaining balance of the Building Construction Fund will be expended over the next two to
three fiscal years. The only revenue to the fund is from interest earnings. The remaining $1.4 million dollars in the Construction Fund will be used on projects approved by the school board during the next few years.
D. Has the Coronavirus Affected the Debt Service Fund? The Coronavirus pandemic will not affect the Debt Service Fund for a couple of reasons. First,
the levy to provide for payment of the debt service bonds is set at 105% of the amount required to meet the loan obligation. Any amount in excess will be used to lower future levies. Second, even if some taxpayers fail to pay their property taxes, the district will be able to recapture that revenue in future levies. The Debt Service Fund is in excellent financial shape.
E. Why does the OPEB Debt Service Fund have a Zero Balance? The last of the OPEB Debt Service refunding bonds were paid off in February of 2019. The
remaining fund balance, after the payoff, was transferred to the Debt Service Fund at the end of Fiscal Year 2020 to reduce the District’s property tax levy.
F. What are the Stillwater Schools Trust Funds? The implementation of GASB (Governmental Accounting Standards Board) Number 84 has
required a change on how the District handles student scholarships. District scholarships that had previously been located in the Trust Fund (fund 8) must now be moved to either the General Fund (fund 1) or the Custodial Fund (fund 18). The scholarships that the district has control over have been moved to the General Fund. Scholarships that have been moved to the Custodial Fund represent funds the district receives and distributes but has no financial benefit from or control over the funds.
102
G. What are the OPEB Trust and the Internal Service Fund?
The Other Post Employment Benefits (OPEB) bonds were sold by Stillwater Schools to be used to pay for future retirement expenditures. The funds were placed in an irrevocable trust and the funds may only be used for the purpose intended. As of June 30, 2019, the net position balance in the OPEB trust account was $7.5 Million. The Internal Service Fund is in place to provide funding for the District self-funded insurance program. The Internal Service Fund contains of funds for health and dental insurance. As of June 30, 2019, the net position balance in the internal service fund for insurance costs was $3.4 million.
H. Comments and Questions:
103
Agenda Item VIII. D. Date Prepared: May 21, 2020
ISD 834 Board Meeting Agenda Item: Read Well by Third Grade Plan Meeting Date: May 28, 2020 Contact Person: Ms. Karen Latterell, Literacy Curriculum Coordinator Action Timeline: June 11, 2020 ____________________________________________________________________________________________ Background: Ms. Karen Latterell, Curriculum Lead, will present the Stillwater Area Public Schools Read Well by Third Grade Plan at the May 28, 2020 school board business meeting. Minnesota Statutes, section 120B.12 (Read Well by Third Grade) on reading proficiency for all students in Kindergarten through Grade 3 requires approval and submission of this plan. Approval and submission of this data is required of all Minnesota districts and charter schools that enroll students in grades K-3 and is due by July 1. This plan must reflect required components of the World’s Best Workforce legislation, Minnesota Statutes, section 120B.11, and is required to receive Literacy Incentive Aid as provided by Minnesota Statutes, section 124D.98. This data assists the Division of Academic Standards and Instructional Effectiveness in determining offerings of professional development and supports to districts in the coming school year in reading. It also helps districts meet their goals for students reading well by third grade as part of their World’s Best Workforce plan by providing feedback data to assist in district decision-making. Administration recommends approval of approval of the Reading Well by Third Grade Plan as presented. ____________________________________________________________________________________ Recommendation: This is a report for action. Action will be requested at the June 11, 2020 meeting.
104
Reading Well
by Third Grade Report
Presented to the School Board Thursday, May 28, 2020
Curiosity Thrives Here 105
Purpose
Curiosity Thrives Here
Inform board members of the key updates in Stillwater Area Public Schools’ Reading Well by Third Grade Plan in preparation for approval of the plan as required by MN Statute 120B.12, subdivision 4a. Minnesota Statute 120B.12, subdivision 4a:
. . . a school district must adopt a local literacy plan to have every child reading at or above grade level no later than the end of grade 3.
106
Components
Curiosity Thrives Here
Assessment Processes ● Screening
● Diagnostic Assessments
● Progress Monitoring
Parent Notification and Involvement ● Individualized
communications
● Program communications
● Building communications
● District communications
107
Components
Curiosity Thrives Here
Targeted Interventions ● Classroom-level
differentiation
● Classroom-level small-group interventions
● Specialist small-group interventions
● Special Education services
● Summer Success
Professional Development ● Professional Learning
Communities
● Instructional Coaching
● District-level professional development
● Opportunities for personal professional development experiences
108
Thank you
109
Reading Well by Third Grade
District 834 Implementation Plan
2020 - 2021
Rachel Larson Director of Learning and Student Engagement Karen Latterell Literacy Curriculum Lead and Intervention Coordinator
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Stillwater Public Schools Reading Well by Third Grade
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Stillwater Area Schools Department of Learning and Innovation 2020 - 2021
Table of Contents
Table of Contents ........................................................................................................................................... i
Goals and Objectives ..................................................................................................................................... 1
Assessment Process ...................................................................................................................................... 3
Universal Screening Program .................................................................................................................... 3
Diagnostic Assessment .............................................................................................................................. 8
Progress Monitoring ............................................................................................................................... 10
Formative Assessments ........................................................................................................................... 10
Summative Assessments ......................................................................................................................... 11
Parent/Guardian Notification and Involvement ..................................................................................... 12
Communication of Assessment Data ...................................................................................................... 12
Communication of Classroom Progress .................................................................................................. 12
Communication of Intervention Progress ............................................................................................... 12
Communication of School and District Opportunities for Involvement .................................................. 13
Communication of Opportunities to Support Child Development........................................................... 13
Intervention and Instructional Supports ..................................................................................................... 14
Alignment of Core Instruction (Tier I) ...................................................................................................... 14
Multi-Tiered System of Support (MTSS) .................................................................................................. 15
Intervention Opportunities (Tiers I, II, and III) ......................................................................................... 16
Using Data to Determine Intervention .................................................................................................. 17
Professional Development on Scientifically-Based Reading Instruction .................................................... 18
Alignment and Collaboration with Statutory Requirements ................................................................... 18
Figure 1: Literacy Skill Introduction and Fading .................................................................................. 19
District-Wide Professional Development Alignment ............................................................................... 21
Job-Embedded Professional Development .............................................................................................. 21
Use of Student and Teacher Performance Data to Inform Professional Development ........................... 21
Curriculum and Instruction ......................................................................................................................... 23
Horizontal and Vertical Curriculum Alignment ....................................................................................... 23
Curriculum Resources .............................................................................................................................. 23
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Stillwater Public Schools Reading Well by Third Grade
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Stillwater Area Schools Department of Learning and Innovation 2020 - 2021
Alignment and Collaboration with Statutory Requirements ................................................................... 23
Student Support System for EL Learners .................................................................................................... 25
Professional Development for teachers of English Learners ................................................................... 25
Professional Development for General Education teachers.................................................................... 25
Communication System for Annual Reporting ........................................................................................... 26
Systems Accountability ........................................................................................................................... 26
Student Results Policy ............................................................................................................................. 26
Appendices .................................................................................................................................................. 27
Appendix A: Philosophy and Beliefs in Language Arts ........................................................................... 27
Appendix B: Reading Well by Third Grade Planning and Review Committee ..................................... 28
Appendix C: Dyslexic Tendencies Checklists ......................................................................................... 29
Kindergarten ....................................................................................................................................... 29
Grade 1 ................................................................................................................................................ 31
Grades 2 -5 .......................................................................................................................................... 34
Appendix D: Pre-Kindergarten Developmental Checklist .................................................................... 37
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Stillwater Public Schools Reading Well by Third Grade
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Stillwater Area Schools Department of Learning and Innovation 2020 - 2021
Goals and Objectives
District Philosophy on Reading Literacy development is a critical component of instruction in Stillwater Area Public Schools. Every staff member is committed to building and sustaining a district-wide culture in which high-quality, research-based reading instruction for all students is our most important priority. This instruction is delivered in a comprehensive framework, embedding essential literacy skills alongside the 21st Century skills of collaboration, communication, critical thinking, and creativity, all with the goal of developing independent and lifelong literacy learners. We believe:
• All students have a need for continuous, rigorous, and relevant literacy instruction shared by all subject areas.
• All students should receive the best instruction and support necessary to become highly-skilled listeners, speakers, readers, writers, viewers, and critical thinkers.
• All students should be supported at school and at home to develop a life-long love of reading and learning.
• Literacy instruction must be aligned with Minnesota English Language Arts Academic Standards.
District Reading Goal Our primary reading goals are to
• Help every child read at grade level or above by third grade. • Work collaboratively across grade levels and subject areas to develop proficient readers.
Defining Reading Proficiency As described in the 2020 Minnesota Academic Standards for English Language Arts K-12, Stillwater Area Public Schools aim to support and guide students in attaining the capacities of a literate individual. Students who are literate and proficient:
• Demonstrate their understanding, value, and respect of other perspectives, identities, and cultures.
• Become self-directed learners who value expanding knowledge, skills and understanding through literacy.
• Possess effective learning and work behaviors. • Build and communicate strong content knowledge. • Become responsible digital citizens.
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Stillwater Public Schools Reading Well by Third Grade
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Stillwater Area Schools Department of Learning and Innovation 2020 - 2021
Objectives To ensure attainment of our goals, all parts of this plan will:
• Align with the Mission and Beliefs of Stillwater Area Public Schools. • Align with the Philosophy and Beliefs Statements developed by the Literacy and Language Arts
Curriculum Review Committee (Appendix A). • Align with the 2020 Minnesota K-12 Academic Standards in English Language Arts (ELA).. • Address the tasks in the Minnesota Department of Education Literacy Plan Development Rubric,
using it as the foundation of the District 834 plan. • Include all requirements as stipulated in MN Statute 120B.12, which articulates the following:
o Determine a process to assess students’ levels of reading proficiency, identifying those students who are not reading at grade level, including, but not limited to, identifying students who demonstrate tendencies of dyslexia. These students must be provided with alternative instruction.
o Notify and involve parents/guardians when students demonstrate a need for intervention.
o Describe the process for determining the proper reading intervention strategy for a student and the process for intensifying or modifying the reading strategy in order to obtain measureable reading progress.
o Use evidence-based intervention methods to intervene with students who are not reading at or above grade level. Progress monitor for intervention effectiveness.
o Identify staff development needs. o Develop a local literacy plan that is reviewed and updated annually that addresses each
of these bullets.
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Stillwater Public Schools Reading Well by Third Grade
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Stillwater Area Schools Department of Learning and Innovation 2020 - 2021
Assessment Process
Assessment plays an important role in the Stillwater Area Public Schools’ Literacy Plan and is a key component in our Multi-Tiered System of Support. In order to address requirements set in place by MN Statute 120B.12, Stillwater elementary schools implement several tiers of assessment (Figure I). These assessments facilitate:
• Determination of students’ levels of proficiency, including identifying areas of academic need related to literacy
• Communication with and involvement of parents/guardians. • Identification of students who demonstrate need for additional support, including those who
demonstrate tendencies of dyslexia. • Intervention with students who demonstrate reading difficulty. • Identification of staff development needs.
Universal Screening Program Stillwater Area Public Schools’ universal screening program (Table 1) serves many purposes. Its primary goal is to screen all elementary students to determine learning status, and in some cases, it is used to pinpoint the need for diagnostic assessment and possible placement in an intervention through the Multi-Tiered System of Support process. Information generated by universal screening also aids in communicating student progress and student needs to parents/guardians.
At the classroom level, teachers find the universal screening program beneficial, as it provides a starting point for gathering diagnostic information to help drive instruction, and it aids the formation of flexible grouping.
From the administrative perspective, data generated from the universal screening program allows us to track longitudinal growth, to anticipate future Minnesota Comprehensive Assessment (MCA) performance, and to make national comparisons. These different modes of analyzing our universal screening data allow us to recognize what we are doing well in programming, curriculum, and instruction, and to focus on areas for growth.
Finally, universal screening provides us with information to keep our stakeholders (students, teachers, parents/guardians, administration, board, community) informed of student and overall school/district achievement status. For the 2020-2021 school year, we will use the Teaching Strategies Gold Assessment (TSGold) for 4-year-old preschool students. For our students in K-5, we will use FastBridge Curriculum-Based Measurement (CBM), FastBridge earlyReading, and FastBridge Computer Adaptive Tests (CAT) aReading. FastBridge results include local through national norms, as well as growth percentile rank and risk status. Results are immediate, and reports are easily accessed and shared. See Table 1 for a more detailed look at our Universal Screening Protocol for Reading in grades K-5. Please note that spring FastBridge assessments were not administered in 2020 due to implementation of distance learning.
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Stillwater Public Schools Reading Well by Third Grade
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Stillwater Area Schools Department of Learning and Innovation 2020 - 2021
In grades kindergarten through grade 1, classroom teacher and interventionists screen all students’ foundational reading skills using one-to-one FastBridge earlyReading screeners, which is comprised of foundational skills subtests to help identify early reading difficulties. All students in grade 2 are assessed for oral reading fluency using FastBridge Reading CBM. Classroom teachers in grades 2-5 assess students using FastBridge aReading, a computer-adaptive assessment that assesses phonemic awareness, phonics, vocabulary, and comprehension. The difficulty level of this assessment adjusts based on the individual student’s response, so questions may vary.
Teachers in grades 3-5 have access to FastBridge CBM reading passages if they would like to monitor oral reading fluency in addition to comprehension. However, all students in grades 3-5 indicating “some risk” or “high risk” on the aReading assessment will be screened three times each year with a CBM. All CBM results are examined for both fluency and accuracy in an effort to identify students who continue to struggle with foundational reading skills. Building interventionists will administer these assessments. The Benchmark Assessment System (BAS) is administered during Ready Set Go conferences in grades 1-5, and in kindergarten as students grow into readers. The BAS is assessed at the end of the year as well, though it was not administered in the spring of 2020 due to implementation of distance learning. The main purpose of the BAS is to observe how students integrate the skills of grapheme/phoneme correspondence, meaning making, and syntactical understandings. BAS results are also used to help guide students to reading material that is appropriately challenging. Additionally, Stillwater Area Public Schools adheres to Minnesota Department of Education’s (MDE) screening recommendations for identifying students with dyslexic tendencies. See Table 2 for a crosswalk of MDE’s recommended assessments as compared to Stillwater Area Public Schools Universal Screening Protocol. In the area of convergence insufficiency (CI), MDE states, “vision screenings for school use are not available for diagnosing CI” and advises, “A comprehensive vision evaluation by a licensed eye care specialist who tests binocular (two-eyed) vision is the most effective means for detecting CI” (MDE CI Fact Sheet).
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Stillwater Area Schools Department of Learning and Innovation 2020 - 2021
Table 1: Elementary Screening Program
Fall Winter Spring
FastBridge earlyReading
FastBridge aReading
Other Inventories FastBridge earlyReading
FastBridge aReading
Other Inventories FastBridge earlyReading
FastBridge aReading
Other Inventories MCA
Pres
choo
l
Teaching Strategies Gold: Letter Names, Letter Sounds
Local developmental inventory
Teaching Strategies Gold: Letter Names, Letter Sounds
Local developmental inventory
Teaching Strategies Gold: Letter Names, Letter Sounds
Local developmental inventory
Kind
erga
rten
Print Concepts, Onset Sounds, Letter Names, Letter Sounds Spanish Immersion *administered in home language Print Concepts, Onset Sounds, Letter Names (En)/Syllable Reading (Sp), Letter Sounds,
Benchmark Assessment System IRI (add in as students begin to read) Spanish Immersion ENIL as students become readers
Onset Sounds, Letter Sounds, Word Segment, Nonsense Words Spanish Immersion *administered in target language Onset Sounds, Letter Sounds, Syllable Reading, Word Segmenting
Benchmark Assessment System IRI (add in as students begin to read) Spanish Immersion ENIL as students become readers
Letter Sounds, Word Segment, Nonsense Words, Sight Words Spanish Immersion *administered in target language Letter Sounds, Syllable Reading Word Segmenting, Sight words
Be
nchm
ark
Asse
ssm
ent S
yste
m In
form
al R
eadi
ng In
vent
ory
(BAS
IRI)
All s
tude
nts K
-5
Sp
anish
Imm
ersio
n EN
IL K
-5
Gra
de 1
Word Segment, Nonsense Words, Sight Words, Sentence Reading Spanish Immersion *administered in target language: Syllable Reading, Sight Words, Sentence Reading
Be
nchm
ark
Asse
ssm
ent S
yste
m In
form
al R
eadi
ng In
vent
ory
(BAS
IRI)
All s
tude
nts 1
-5
Sp
anish
Imm
ersio
nEst
ruct
ura
para
la E
valu
aciό
n de
l niv
el in
depe
ndie
nte
de le
ctur
a (E
NIL
) 1-5
Word Segment, Nonsense Words, Sight Words, CBM Reading (3 passages required for composite) Spanish Immersion *administered in target language: Syllable Reading, Sight Words, CMB Reading
Be
nchm
ark
Asse
ssm
ent S
yste
m In
form
al R
eadi
ng In
vent
ory
(BAS
IRI)
All s
tude
nts 1
-5
Sp
anish
Imm
ersio
n Es
truc
tura
par
a la
Eva
luac
iόn
del n
ivel
inde
pend
ient
e de
lect
ura
(EN
IL)
Word Segment, Nonsense Words, Sight Words, CBM Reading (3 passages required for composite) Spanish Immersion *administered in target language: Syllable Reading, Sight Words, CMB Reading
Gra
de 2
CBM Reading (3 passages req.) Spanish Immersion CBM Reading *administered in target language
All students in grades 2 except Spanish Immersion
CBM Reading (3 passages req.) Spanish Immersion CBM Reading *administered in target language
Al
l stu
dent
s gra
des
2-5
CBM Reading (3 passages req.) Spanish Immersion CBM Reading *administered in target language
All s
tude
nts g
rade
s 2-
5
Gra
des 3
, 4, 5
CBM Reading for “some risk” and “high risk” students (1 passage req.) Spanish Immersion CBM Reading if needed *administered in target language
All students in grades 3-5, including Spanish Immersion
CBM Reading for “some risk” and “high risk” students (1 passage req.) Spanish Immersion CBM Reading if needed *administered in target language
CBM Reading for “some risk” and “high risk” students (1 passage req.) Spanish Immersion CBM Reading if needed *administered in target language
All students in grades 3-5, including Spanish Immersion
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Stillwater Public Schools Reading Well by Third Grade
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Stillwater Area Schools Department of Learning and Innovation 2020 - 2021
Table 2: Comparison of MDE Dyslexia Recommendations and Stillwater Schools’ Screening Program
Skill Recommended Year and Season
Stillwater Assessment Plan
Phon
emic
Aw
aren
ess
Initial Sound Fluency K (F, W) FastBridge K (F, W); Tier II PRESS as indicated by student need
Phoneme Blending K (W, S) Tier II FastBridge and PRESS as indicated by student need
Word Segmentation K (W, S) 1 (F, W)
FastBridge K (W, S); 1 (F, W, S) Tier II PRESS as indicated by student need
Dec
odin
g
Letter-Sound Fluency K (W, S) FastBridge K (F, W, S); Tier II PRESS as indicated by student need
Nonsense Words K (W, S) 1 (F, W, S) 2 (F)
FastBridge K (W, S); 1 (F, W, S); 2 Tier II FastBridge and PRESS as indicated by student need
Oral Reading Fluency (ORF)
1 (F, W, S) 3 (F, W, S)
FastBridge 1 (F, W, S); 2 (F, W, S); 3-5 (F, W, S <40th percentile); Tier II PRESS as indicated by student need
En-
cod
-ing Spelling Inventory 1 (F, W, S)
3 (F, W, S)
Letterland Spelling Assessment grade1 (4 times/year) Bear Spelling Inventory grades 2-5 (F, W, S)
Orth
ogra
phic
Mem
ory
and
Rec
all Rapid Automatic Naming K (F, W) Assessed as appropriate in Special Education
Letter Name Fluency K (F, W) K (F); Tier II FastBridge and PRESS as indicated by student need
Letter-Sound Fluency
K (W, S) 1 (F, W)
FastBridge K (F, W, S) Tier II PRESS as indicated by student need
Onset Sounds
K (W, S) 1 (F, W)
FastBridge K (F, W) Tier II PRESS as indicated by student need
High Frequency/Sight Words
K (S) 1 (F, W, S) 2 (F, W, S)
K (S); 1 (F, W, S)
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Diagnostic Assessment Diagnostic assessments are a way for teachers and interventionists to drill deeper into student reading needs and to tailor instruction to meet individual needs. In the list that follows, items are K-5 unless otherwise noted.
Oral Language Development—
• Local developmental checklist for all 4-year-old preschool students • Direct observation during conferring and classroom interaction • Informal Reading Inventories and Running Record: retells and question responses
Phonemic Awareness—
• Local developmental checklist for all 4-year-old preschool students • FastBridge earlyReading: Onset Sounds, Word Rhyming , Word Segmenting, Phoneme
Blending, Inventories • Letterland assessments: Onset Sounds, Word Segmenting • Path to Reading Excellence in School Sites (PRESS): Quick Phonemic Awareness
Assessment • PAST Phonological Awareness Skills Test • Institute for Multi-Sensory Education (IMSE): available to reading interventionists
Phonics—
• TSGold for all 4-year-old preschool students • FastBridge earlyReading: Letter Sounds, Nonsense Words, Word Blending, Inventories • FastBridge CBM-Reading: accuracy analysis • Letterland assessments: grapheme-phoneme correspondence, spelling • PRESS: Decoding Assessment • Bear Spelling Inventor y • Institute for Multi-Sensory Education (IMSE): available to reading interventionists • Informal Reading Inventories, Conferring, Running Record: miscue analysis
Fluency—
• FastBridge earlyReading: Foundational Skill Fluency • FastBridge CBM-Reading: fluency analysis • Running Records fluency checks • Institute for Multi-Sensory Education (IMSE): available to reading interventionists • Informal Reading Inventories, Conferring, Running Record: fluency checks
Vocabulary—
• Local developmental checklist for all 4-year-old preschool students
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• FastBridge aReading; available for all students 2-5 • FastBridge AUTOReading: available for all students 2-5 • Informal Reading Inventories: comprehension responses • Conferring and student annotations • Units of Study: Performance Assessments grades 3-6
Comprehension—
• FastBridge aReading and CBM-Reading Comp; available for all students 2-5. • Informal Reading Inventories and Running Record: retells and question responses • Conferring and student annotations • Units of Study: Performance Assessments grades 3-5
Critical Reading—
• Conferring and student annotations • Units of Study: Performance Assessments grades 3-5 • Informal Reading Inventories
Dyslexic Tendencies
• See Figure 2 for alignment between MDE’s recommendations for screening for dyslexic tendencies and Stillwater Schools’ screening plan. The dyslexia screener in Appenidix C is for interventionists and teachers to use with parents/guardians when screening indicates tendencies of dyslexia.
Convergence Insufficiency • As mentioned previously, in the area of convergence insufficiency (CI), MDE states,
“vision screenings for school use are not available for diagnosing CI” and advises, “A comprehensive vision evaluation by a licensed eye care specialist who tests binocular (two-eyed) vision is the most effective means for detecting CI” (MDE CI Fact Sheet).
• A comprehensive vision evaluation by a licensed eye care specialist who tests binocular (two-eyed) vision is the most effective means for detecting CI. The district may choose to report, “District X does not include screening for convergence insufficiency disorder as part of its vision screening program. Parents with concerns about the condition should see their licensed eye care specialist for assessment and treatment.”
Teachers will contact parents or guardians if noticing frequent eye fatigue, reading with one eye, or visible divergence of focal point when reading.
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Progress Monitoring Progress monitoring is used to measure increments of growth in a targeted skill and to determine response to interventions.
In K-5, once a student demonstrates through screening that there is need for any tier of intervention, the teacher or interventionist administers targeted instruction and progress monitors the student on a cycle that includes both skill-level progress monitoring and grade-level progress monitoring. The intent of skill-level progress monitoring is to determine improvement or lack of improvement on discreet skill instruction and to adjust or intensify interventions as necessary. The intent of grade-level progress monitoring is to monitor skill transfer to grade-level reading goals, and to monitor academic gap closure. K-1 students in Tier II interventions are progress monitored during weeks one and two of this cycle, using skill-level tools specific to their PRESS reading intervention placement. During week three of the progress monitoring cycle, students in Tier II interventions are progress monitored using FastBridge grade-level, normed, progress-monitoring probes. This cycle allows teachers to monitor progress on the targeted skill as well as progress toward the grade-level outcome.
In addition to required progress monitoring of Tier II students, K-1 teachers may use any of the twelve early literacy subtests available to them through FastBridge earlyReading , the PAST, or the MDE PA and Phonics Skills Checklist as a means for additional assessment or progress monitoring purposes.
Students in grade 2-6 who receive a Tier II reading intervention will also be progress monitored on a rotating three week schedule similar to that described for K-1 students. These grade 2-6 students are monitored both at skill level and at grade level. Depending on students’ individual skill-levels and interventions, students may be progress monitored on FastBridge earlyReading subtests, or with the FastBridge Reading CBM assessment.
Students who receive a Tier III reading intervention will be progress monitored weekly using FastBridge grade-level, normed, progress-monitoring probes (earlyReading or Reading CBM). Reading interventionists also conduct a minimum of three informal reading inventories (IRI) per year using the Benchmark Assessment System. If a student indicates growth between assessments, additional IRIs are conducted as needed. Finally, the PAST and the MDE PA and Phonics Skills Checklist can be used to monitor the development of foundational reading skills.
Formative Assessments At the preK level, teachers use Teaching Strategies Gold to formatively assess students in the areas of phonological awareness and alphabetic knowledge. Local developmental checklists are used to assess other early literacy skills (Appendix D).
Informal Reading Inventories (IRI) are also used across the district as a means to individualize instruction and to monitor student growth. Teachers in grades K-5 (K when reading) are expected to complete at least one informal reading inventory in both the fall and the spring using the Benchmark Assessment System. This assessment is recommended during the course of the school year, too, and is used at the teacher’s discretion. Teachers use information from this assessment as a way to guide students to
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appropriate resources, and to analyze students’ use of grapheme-phoneme correspondence and meaning making in order to individualize instruction, and to communicate strengths and needs to the following year’s teacher. Informal Reading Inventory data is maintained and accessible in Illuminate DnA, allowing the district to study long-term growth patterns and to create norms specific to Stillwater students.
In addition to IRIs, teachers in grades K-5 will use periodic formative assessment of foundational skills acquisition and word study instruction (Letterland K-1, Words Their Way 2-5), individual and small-group conferring (K-5), and pre-/post-performance assessments (Units of Study 3-5) to monitor students’ acquisition of grade-level-appropriate skills. Information from these assessments will help teachers to address the individual student’s needs.
Finally, teachers conduct other formative assessments as necessary in their classrooms. These assessments are shaped by individual teachers or teacher teams and are meant to address a classroom population’s unique needs. Summative Assessments Common assessments are used across the district. All grades use grade-appropriate comprehension rubrics that are based on the English Language Arts standards to determine reading comprehension progress. Teachers in grades 3-5 also use performance assessments at the end of each unit to determine growth in unit concepts and progress toward grade-level standards.
In the area of foundational skills, K-1 teachers use common Letterland assessments, and teachers in grades 2-5 use periodic Words Their Way spell checks and spelling inventory growth to determine progress.
Common rubrics for evaluating speaking and writing are in progress.
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Parent/Guardian Notification and Involvement
Communication of Assessment Data Universal screening results are shared at parent-teacher conferences, and Individual parents/guardians are officially notified of universal screening results when a student qualifies for a Tier III intervention. Parents/guardians of students who qualify for intervention are notified of the student’s qualification for services, and of the student’s completion of services by letter, and if needed, by phone or by an arranged conference
Screening results for the general student population are communicated during fall parent-teacher conferences.
General classroom assessments are sent home periodically with students’ Friday Folders and are shared at fall and spring parent-teacher conferences.
Communication of Classroom Progress PreK-5th grade classroom teachers are in the practice of sending home classroom updates. These updates range from weekly to monthly dissemination, depending on activities in the classroom. Updates generally include curricular focus, upcoming assignments and assessments, important classroom activities (i.e., class performances or field trips), and classroom volunteer opportunities.
PreK-5th grade parent-teacher conferences are scheduled in the fall and in the spring. Options are available during the day and during the evening so that parents/guardians can schedule at their convenience. Individual conferences outside of these days may be scheduled with individual teachers to accommodate families’ schedules.
Additional contact with individual parents/guardians is made on an as-needed basis. Both positive and needs-based communications are encouraged.
Communication of Intervention Progress Each Tier III reading interventionist has a home/school communication system in place. Communication folders are sent home with students, at a minimum, each week with homework and program updates. Interventionists also include periodic update on progress monitoring and intervention progress (bi-annually), and are expected to make student-specific contact with each parent/guardian at least monthly. Interventionists also attend parent-teacher conferences when scheduling allows.
During distance learning, interventionists communicated weekly with parents and provided individualized interventions four times each week. Interventionists also checked in periodically with individual students to increase engagement. Due to complications of distance learning, students were not progress monitored during this time period.
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Communication of School and District Opportunities for Involvement The Stillwater Area Public Schools’ Communications and Marketing Department has several avenues in place to encourage parent/guardian and community communication. This department publishes a quarterly print newsletter, sends a weekly e-news email to stakeholders, and holds both online and in-person discussion forums. The Communications and Marketing Department maintains the district and school websites, Facebook account, YouTube channel, and a Twitter account. The district updates also appear on the local cable television bulletin board. In addition, the district assembles advisory committees to provide input on a variety of topics ranging from curriculum to mental health.
Families enrolled in our school readiness preschool program choose from a variety of options for parent/guardian involvement throughout the school year. These options include seminars as well as structured family activities.
Communication at the building level takes place via school newsletters and school webpages. Each of our elementary schools, as well as our Early Childhood Family Center, sends out a weekly parent/guardian newsletter. Newsletters are sent out primarily via e-mail and include updates on building activities, and, when appropriate, building-level volunteer opportunities. During building tours, back-to-school night, and parent teacher conferences, parents/guardians are actively recruited to sign up for the building newsletter.
Volunteer opportunities are communicated via building newsletters or through building-specific Parent-Teacher Associations. Classroom opportunities for volunteering are communicated through the classroom newsletter or individual fliers sent home with students. At the district level, coordination takes place via Community Thread (www.communitythreadmn.org) to bring district and community volunteers together. Mandatory background checks are required for all volunteers though the system has been adjusted to allow parents/guardians an easier path to volunteering in their children’s classrooms.
Finally, a unique program run through our Office of Equity and Integration works to inform and involve parents/guardians at the preschool and elementary levels. This PATH Program (Partnership in Achievement and Transition to Higher Learning) is designed to facilitate parent/guardian engagement in their child’s education by informing parents/guardians about our school systems and empowering them to take an active role in their child’s learning. More detailed information follows in the section “Communication of Opportunities to Support Child Development.”
Communication of Opportunities to Support Child Development The PATH Program (Partnership in Achievement and Transition to Higher Learning), run by our Office of Equity and Integration, is divided into four curricula: Preschool, Elementary, Middle and High School. Each of these curricula addresses the specific needs of students at each of these four levels. Parents/guardians are recruited by building staff and are asked to commit to attending quarterly sessions that are 1.5-2.0 hours in length.
The preschool curriculum is designed to engage parents/guardians in a conversation about school readiness, and their role in preparing their child for kindergarten. The curriculum teaches parents/guardians strategies for fostering early literacy and math skills. The literacy skills it focuses on are: Vocabulary building, phonemic
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awareness (rhyming and alliteration), and print concepts. In addition, it stresses the importance of reading with children regularly at home. The elementary curriculum clarifies the language about academic standards, teaches parents/guardians about the importance of parent-teacher conferences, clarifies the coding on our report cards and reinforces the importance of open and honest communication with schools about student progress. In addition, it establishes a connection between academic achievement and positive discipline, self-esteem, and providing structures in the home (like a quiet space for homework, and early bed time, etc.) that allow students to maximize their own academic potential. The middle and high school curricula are geared toward college readiness. Specifically, parents/guardians learn about the role of the guidance counselor, they are taught about the concept of academic rigor, they are taught how to calculate a student’s GPA, and they are coached about how to advocate for their student within the school building.
Intervention and Instructional Supports
Alignment of Core Instruction (Tier I) The District Literacy Committee conducted a curriculum review that culminated in the adoption of new curricula in March 2018. Due to the complexities of the changes and budget constraints, implementation has taken place over the course of several years. Elementary site improvement plans and instructional coaching will continue to focus on supporting and improving implementation.
2018-2019 PreK-5 Foundational skills; PreK-5 literacy
2019-2020 K-2 Writing
2020-2021 3-5 Writing
2021-2022 First year of full implementation PreK-5
Phonemic awareness, phonics, fluency, vocabulary development, and comprehension instruction —the five pillars of literacy instruction—are currently in place and will be enhanced using a comprehensive literacy approach that incorporates differentiation, gradual release of responsibility, and a Multi-Tiered System of Support (MTSS).. Instructional Coaches will continue to deliver professional development in the classroom, at the building level, and district-wide in support of developing instructional skills in the five pillars of literacy.
Due to significant budget cuts to the professional development and curriculum budgets in 2018-2019 and 2019-2020, teachers will have fewer opportunities to collaborate and refine their new skills. .
Stillwater uses Letterland in PreK-1 and Words Their Way in grades 2-5 to provide students with a systematic, sequential, and multisensory approach to learning foundational reading and spelling skills.
The literature curriculum that Stillwater uses (Units of Study for Teaching Reading) provides students with ample opportunities for accountable talk during the literacy block, and will spiral critical thinking skills within and across grade levels.
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Stillwater’s literacy curriculum is aligned with both the 2010 version and the 2020 draft version of the Minnesota State Standards through units within and across grades.
Additionally, the Office of Equity and Integration will be offering Building Assets, Reducing Risks (BARR), a strengths-based secondary whole school model that provides schools with a comprehensive approach to meeting academic, behavioral, social, and emotional needs of all students. Stillwater Area High School implemented BARR for ninth grade students in the 2017-2018 school year. The ninth grade student failure rate has decreased by 56% from the year prior to BARR implementation, and by 24% from last year. To continue this effort in reducing achievement disparities, we will be expanding the BARR model at Stillwater Area High School and at Lake Elmo Elementary, providing professional development, model expansion, and implementation support.
Multi-Tiered System of Support (MTSS) The district utilizes a comprehensive system of Learning Supports that incorporates a multi-tiered system of support protocol. Through this system, our buildings look at academic interventions alongside social, emotional, and behavioral needs and concerns. School social workers and school psychologists loop into Professional Learning Community meetings on a monthly basis to identify, discuss and track students who are not performing at grade level. The teams will then take this multi-tiered systems approach to implement individual student response-to-intervention plans.
Academic interventions are determined after the universal screening process in the fall and winter. Once the universal screening process is completed, grade-level PLCs meet to evaluate data and to plan necessary diagnostics, and to schedule targeted interventions.
Tier I class-wide interventions or Tier II small-group interventions using PRESS, FastBridge, or Letterland reading interventions are planned and administered by the individual teacher or grade-level teams. For students performing below benchmark, Tier II interventions are targeted to the student’s area of greatest need.
Students demonstrating intensive need, typically those performing below the 16th percentile nationally, will be scheduled for pull-out, intensive intervention with a trained reading interventionist (Tier III). These students will work with an interventionist 4-5 days per week in groups of 3-5 students in their area of greatest need.
Our goal is to maintain a system where students are effectively monitored both in the classroom and in intervention for improvement or for additional intervention as needed.
The Stillwater Schools MTSS System also includes programming for gifted students. All students in third grade take the Cognitive Abilities Test. Parents/guardians and/or teachers can also request testing for any student. The assessment is administered online by trained classroom teachers, and results are available within 48 hours. Students who have CogAT composite scores of 96% Age Percentile Score (9th Stanine) or better, accompanied by high achievement scores, are invited to our GATE school, which is a school for the highly gifted within the district. Students who have CogAT subtest scores of 89% Age Percentile Score (8th Stanine) or better, accompanied by high achievement scores, will be considered for
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a cluster placement within their regular classroom. These students are clustered with peers of similar intellectual ability, and are given more opportunities to go deeper within a concept or topic and are regularly given more challenging material.
Intervention Opportunities (Tiers I, II, and III) Elementary principals and staff are committed to scheduling intervention opportunities outside of core instructional times. The goal is to support all teachers within the classroom setting and to support services with differentiation training to allow for best practice intervention and enrichment opportunities.
Tier I: The district offers on-going professional development in both foundational skill development and in the critical thinking skills expected when reading. During class, teachers are able to individualize instruction through flexible grouping determined by student need, through small group or one-to-one instruction, and through student self-selection of ‘just-right books’ and/or accessible decodable texts. In addition to a focus on an environment rich with literature and critical thinking, elementary literacy instruction includes dedicated time each day for the development of foundational literacy skills.
Classes that demonstrate significant need in phonemic awareness, phonics, fluency, and comprehension will receive a class-wide intervention using PRESS targeted, class-wide intervention activities. PRESS interventions are delivered by the classroom teacher and also address foundational literacy skills.
Tier II: Five of our elementary buildings has applied for a Minnesota Reading Corps (MRC) tutor for the 2020-2021 school year. These MRC tutors will serve as Tier II interventionists in grades K-3 to provide students with additional guided practice in reading, outside of classroom reading instructional time. Students who are slightly below grade level will meet with MRC tutors daily for approximately twenty minutes to develop foundational literacy skills.
In addition to whole-group instruction in the classroom, teachers provide targeted, Tier II small-group interventions using an analysis of screening and diagnostic data, and PRESS, FastBridge, and Letterland targeted intervention activities. These interventions are skill-driven and are targeted to a student’s area of greatest need.
Tier III: Tier III reading intervention is supported by the ADSIS grant at each of our elementary buildings in a program called Read with Me (RWM). Additionally, Title I and local funding provide for additional Tier III reading intervention in our four Title I elementary buildings, though Title I funding is generally split between reading and math intervention and has decreased significantly with the improvement of the economy over the past few years. In each funding case, students in Tier III reading intervention receive 30 minutes of instruction with groups of three to five students in addition to the student’s classroom literacy instruction.
All reading interventionists use Heinemann’s Leveled Literacy Intervention (LLI), which is supported by independent empirical research and based on research in fifteen key areas of reading and instruction. Reading interventionists meet periodically throughout the year to discuss implementation and for professional development through peer review.
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In addition to LLI, 75% of our elementary reading interventionists have been trained in level one of the multi-sensory Orton-Gillingham method of early reading instruction. Our hope is to continue training our Tier III interventionists in this best practice and will continue to offer training if it can be accommodated within the reduced professional development budget. Level II Orton-Gillingham training is also needed for our interventionists.
Elementary interventionists and elementary instructional coaches have been directed by the board to participate in LETRS training. However, due to the impact of COVID-19 on the district’s budget and the high cost of providing professional development in LETRS, this project has been put on hold until the full impact of the pandemic can be determined.
Using Data to Determine Intervention Each building relies on data from FastBridge earlyReading, FastBridge aReading, and Minnesota Comprehensive Assessments to determine a student’s need for intervention. Additional diagnostic assessments such as the PAST or the Bear Spelling inventory are also used to help guide data analysis. Once students are screened, teachers review data using the PRESS data protocol to determine the appropriate level and type of intervention.
Students are placed in the tiers of intervention based on screening, diagnostic, and historical data, as well as teacher input during data team meetings. Tier I classroom interventions are administered when 50% or more of the classroom indicate need for particular skill instruction. Tier II small-group, classroom interventions are generally administered by a classroom teacher to students between the 15th and 40th percentile. Tier III interventions generally consist of the most at-risk students, usually those below the 16th percentile. Because each school has unique needs, these cut points are approximate.
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Professional Development on Scientifically-Based Reading Instruction
Alignment and Collaboration with Statutory Requirements
Minnesota Statute 122A.06, subdivision 4 defines comprehensive, scientifically-based reading instruction as follows:
(a) "Comprehensive, scientifically based reading instruction" includes a program or collection of instructional practices that is based on valid, replicable evidence showing that when these programs or practices are used, students can be expected to achieve, at a minimum, satisfactory reading progress. The program or collection of practices must include, at a minimum, effective, balanced instruction in all five areas of reading: phonemic awareness, phonics, fluency, vocabulary development, and reading comprehension.
Comprehensive, scientifically based reading instruction also includes and integrates instructional strategies for continuously assessing, evaluating, and communicating the student's reading progress and needs in order to design and implement ongoing interventions so that students of all ages and proficiency levels can read and comprehend text, write, and apply higher level thinking skills. For English learners developing literacy skills, districts are encouraged to use strategies that teach reading and writing in the students' native language and English at the same time.
(b) "Fluency" is the ability of students to read text with speed, accuracy, and proper expression.
(c) "Phonemic awareness" is the ability of students to notice, think about, and manipulate individual sounds in spoken syllables and words.
(d) "Phonics" is the understanding that there are systematic and predictable relationships between written letters and spoken words. Phonics instruction is a way of teaching reading that stresses learning how letters correspond to sounds and how to apply this knowledge in reading and spelling.
(e) "Reading comprehension" is an active process that requires intentional thinking during which meaning is constructed through interactions between text and reader. Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and implementing specific cognitive strategies to help beginning readers derive meaning through intentional, problem-solving thinking processes.
(f) "Vocabulary development" is the process of teaching vocabulary both directly and indirectly, with repetition and multiple exposures to vocabulary items. Learning in rich contexts, incidental learning, and use of computer technology enhance the acquiring of vocabulary.
(g) Nothing in this subdivision limits the authority of a school district to select a school's reading program or curriculum.
Stillwater teachers have always instructed, and will continue to instruct, in the five pillars of literacy—phonemic awareness, phonics, fluency, vocabulary, and comprehension—as required by Minnesota Statute 122A.06, the Minnesota English Language Arts State Standards (2010 and 2020), and the National Reading Panel Report (2000).
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In addition to, these five key areas, teachers explicitly teach related literacy skills, including oral language, critical thinking, writing (composition, process, and revision), spelling, and grammar. Figure 1 shows how these skills are introduced or faded across grade levels in Stillwater’s programming.
Figure 1: Literacy Skill Introduction and Fading
Students’ exposure to rich print resources during read-alouds, independent reading, and content area instruction familiarizes students with a wide array of concept vocabulary and oral language structures. This language development is practiced during both content instruction and literacy instruction. When combined with strong decoding instruction, these language comprehension skills will result in reading comprehension. Rather than using one packaged curriculum, Stillwater teachers use a variety of curricula to ensure they are meeting the expectations of state statute, state standards, and research in the field of reading.
This Tier I curricula includes:
• Letterland: PreK – grade 1 Phonemic awareness, phonics, decodable text, early spelling, printing for K-1
• Words Their Way: grades 2 – 5 Developmentally sequenced word study for encoding, decoding, (including decodable text), and
word part analysis • Fountas & Pinnell Classroom: PreK Shared reading, concepts of print, oral language development
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• Units of Study for Teaching Reading: grades K – 5 Critical thinking, oral and written language development, knowledge building
• Units of Study for Teaching Writing: grades K – 5 Critical thinking, writing process, oral and written language development, knowledge sharing
In addition to Tier I curriculum, teachers will continue to use PRESS as a Tier II intervention. PRESS, developed and researched by the Minnesota Center for Reading Research (MCRR) at the University of Minnesota, focuses on five pillars of a quality reading program: quality core instruction, data-based decision making, tiered interventions, and professional learning communities. The program addresses four of the “Big 5” areas in reading instruction: phonemic awareness, phonics, fluency, and comprehension. Interventions are targeted to a student’s earliest literacy need and are taught and progress monitored in a structured, systematic, and sequential process to ensure skill development.
All literacy teachers in grades K-5 have been trained in PRESS. New teachers receive initial training from MCRR. More information about PRESS can be found at https://presscommunity.org/
In the area of diversity, Stillwater Area Public Schools’ Achievement and Integration Plan has a three pronged approach: long-term systemic change, solution focused, and research and best practices. These three characteristics are implemented through a district team that works with outside specialists from the field of Intercultural Development. The program’s foundation is interdisciplinary, drawing from the fields of Education, Intercultural Communication, Psychology, Anthropology and Sociology. While drawing best practices from many fields, the program always has its focus on all students developing their full potential, having equal access to achievement, and preparing them to be successful global citizens. While the program recognizes that this process is developmental for both students and staff, it also works to provide immediate application in participants’ lives. This focus on immediate application leads the district team to make a conscious effort to model what they propose to others. From a structural and systemic lens, district Instructional Coaches have gone through an intensive two year Intercultural Coaching professional development process focusing on culturally inclusive teaching strategies during the 2017-2018 and 2018-2019 school years. During the 2019-2020 school year, they supported educators participating in our Growing in Intercultural Awareness year-long professional learning cohorts through a classroom observation feedback loop process. Our district philosophy is that true professional learning should move teachers from knowledge to application and must contain the following six components:
1. Adopt a developmental approach 2. Be frequent and sustained 3. Involve a coaching component 4. Contain an action research component 5. Be data informed 6. Be supported by adult learning theory and brain research
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District-Wide Professional Development Alignment Our district calendar is currently set up to provide four professional development days during the student-contact year. Learning and Innovation staff will work with instructional coaches and the district professional development committee to create a detailed plan to support the maintenance of existing skills and to deepen understanding and practice. Professional development will be aligned with the literacy implementation plan, building site improvement plans, and the mentorship program. The plan will align district-wide professional development days and on-going professional development in buildings.
Job-Embedded Professional Development The Stillwater Schools’ MTSS team will continue developing a clear plan for Professional Learning Communities (PLC). PRESS reading intervention data analysis will help to drive PLC discussions. PLC teams will examine student performance and data to determine their own professional development needs, learning from each other where possible, and reaching out to Instructional Coaches and the Department of Learning and Innovation for greater professional development needs. Instructional Coaches are in place in our elementary buildings. Instructional Coaches typically work with teachers in a ten-week cycle, intensively coaching up to six teachers during one cycle. Coaching needs are determined through self-observation and self-evaluation (video) and through needs emerging on our Five Dimensions Teacher Evaluation Rubric. Instructional Coaches can play many roles during this intensive process, including but not limited to modeling instruction, collaborative teaching, collaborative planning, Cognitive Coaching discussions, and classroom support for peer observation. Under the Teacher Development and Evaluation Plan, teachers also participate in peer observation and discussion, providing an additional layer of professional development. In addition to intensive coaching, Instructional Coaches work with principals and with the Department of Learning and Innovation to provide district-wide and in-building professional development to support the curriculum implementation.
Use of Student and Teacher Performance Data to Inform Professional Development Common Benchmark Assessments (CBA) allow the Department of Learning and Innovation to explore gaps in curriculum and to prioritize professional development needs. In addition to CBAs, the district will use teacher evaluation data to design professional development. Stillwater’s “growth-oriented” teacher evaluation system called, 5 Dimensions of Teaching and Learning, was created by the Center for Educational Leadership at the University of Washington. The St. Croix Education Association voted to adopt this evaluation system in May 2014, allowing full implementation. Under this evaluation system, a teacher’s individual goals, PLC goals, building goals, and student performance data are aligned, allowing building administrators, as well as the Department of Learning
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and Innovation, to plan professional development at multiple levels. Additionally, teachers who are involved in an intensive coaching cycle will use the 5 Dimensions of Teaching and Learning as a pre- and post-coaching tool. This will allow teachers to align their coaching goals to the professional evaluation system. The TDEP coordinator in the Department of Learning and Innovation will help to bridge the connection between TDEP data and district professional development needs.
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Curriculum and Instruction
Horizontal and Vertical Curriculum Alignment District Literacy Committee work during the 2016-2017 school year and the 2017-2018 school year provided teachers with curriculum, materials, and assessments aligned to the 2010, and now the 2020 Minnesota ELA standards, providing clear horizontal and vertical alignment. Work with the Fountas and Pinnell PreK-8 Literacy Continuum continues to help us to fine-tune our understanding of what students should know and be able to do at each grade level.
Having clearly articulated curriculum maps in place at each grade level ensures equity of instruction for students across the district and allows for teachers to work collaboratively in building-level and cross-district PLCs. Stillwater will continue refining curriculum alignment while allowing space within expectations for teachers to respond to individual student needs.
Curriculum Resources Letterland: PreK – grade 1 Phonemic awareness, phonics, decodable text, early spelling, printing for K-1 Words Their Way: grades 2 – 5 Developmentally sequenced word study for encoding, decoding, (including decodable text), and
word part analysis Fountas & Pinnell Classroom: PreK Shared reading, concepts of print, oral language development Units of Study for Teaching Reading: grades K – 5 Critical thinking, oral and written language development, knowledge building Units of Study for Teaching Writing: grades K – 5 Critical thinking, writing process, oral and written language development, knowledge sharing
Stillwater Schools support students’ self-selection of books as a means to improve engagement in literacy activities and to generate a lifelong love of reading. In order to support this belief, the district has purchased high-interest, leveled trade books to support classroom libraries in 2014, 2017, and 2018.
Finally, Learning and Innovation continues to support Study Island for our elementary schools to help support personalized learning. This online learning program is a standards-based customizable program that is available for all students grades K-5.
Alignment and Collaboration with Statutory Requirements District curriculum maps and instructional resources align with Minnesota’s 2010 and 2020 Literacy Standards, which incorporate the ‘Big 5’ (phonemic awareness, phonics, fluency, vocabulary, and comprehension), as well as oral language development and critical thinking.
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Student Support System for EL Learners
Professional Development for teachers of English Learners Our Student Support Services Department provides specialized support for the English Learners Instructional Department. District English Learner teachers meet for one day each month to coordinate curriculum, instruction, resources, and services. Principals support the unique needs of the EL department at a building level. The EL Department utilizes the Sheltered Instruction Observation Protocol (SIOP) professional development model and assesses English Proficiency Levels using WIDA (World-class Instructional Design & Assessment). All students are assessed immediately after enrollment to ensure proper student placement within their grade level, WIDA standards, and EL courses. The plan of service delivered to each student depends upon grade level as well as their proficiency level (Entering, Beginning, Developing, Expanding, or Bridging). Instructional support time related to number of days per week and number of instructional minutes also varies.
Professional Development for General Education teachers Our Office of Equity & Integration (OEI) has developed and implemented an Inter-cultural Coaching Professional Development framework for the past seven years. Inter-cultural coaches support teaching staff within buildings to develop cultural awareness and cultural sensitivity while incorporating culturally responsive teaching techniques and lesson plans. In addition to supporting classroom teachers’ development of intercultural teaching practices, they will develop interconnectedness between culturally relevant teaching practices, Responsive Classroom practices, and the elementary literacy initiative.
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Communication System for Annual Reporting
Systems Accountability On an annual basis our school district submits a Systems Accountability Report to MDE. This report details our academic and student performance data which includes all data related to Language Arts instruction and programming. The Stillwater Area Public Schools Board of Education as well as community stakeholders review the data and it is published on our website.
Student Results Policy The Board of Education is also updating our Student Results Policy to incorporate key components within the World's Best Workforce Policy related to language arts instruction, performance, and programming. These key components include: Kindergarten Readiness, 3rd Grade Literacy Proficiency, Equity, and Closing Identified Achievement Gaps.
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Appendices
Appendix A: Philosophy and Beliefs in Language Arts
Literacy development is a critical component of instruction in Stillwater Area Public Schools. Every staff member is committed to building and sustaining a district-wide culture in which high-quality, research-based reading instruction for all students is our most important priority. This instruction is delivered in a comprehensive framework, and embeds the 21st Century skills of collaboration, communication, critical thinking, and creativity, all with the goal of developing independent and lifelong literacy learners.
We believe:
• All students have a need for continuous, rigorous, and relevant literacy instruction shared by all subject areas.
• All students should receive the best instruction and support necessary to become highly-skilled listeners, speakers, readers, writers, viewers, and critical thinkers.
• All students should be supported at school and at home to develop a life-long love of reading and learning.
• Literacy instruction must be aligned with Minnesota English Language Arts Academic Standards.
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Appendix B: Reading Well by Third Grade Planning and Review Committee Committee Members
Rachel Larson, Director of Learning and Student Engagement Karen Latterell, Curriculum Lead and Intervention Coordinator Denise Cote, Curriculum Lead and GATE Coordinator Paul Lee, Director of Student Support Services Eric Anderson, Coordinator of Equity and Integration Amy Berge, Administrator for Early Childhood Family Center Afton-Lakeland Elementary:
Kathy Nusbaum, Interventionist Malinda Lansfeldt, Building Principal School Psychologist Kim Schneider, Primary Teacher Barbara Borer, Instructional Coach
Andersen Elementary:
Kristi Campbell, Interventionist Anna Wilcek, Building Principal School Psychologist
Jill Kostynick, Primary Teacher Jessica Johnson, Instructional Coach Brookview Elementary:
Chelsey Bockman, Interventionist Mark Drommerhausen, Building Principal School Psychologist
Kari Pidde, Primary Teacher Annie Johnson, Instructional Coach
Lake Elmo Elementary:
Angie Weisbrod, Interventionist Stephen Gorde, Building Principal School Psychologist
Wendy Sycks, Primary Teacher Lisa Blake, Instructional Coach Lily Lake Elementary:
Jennifer Friemann, Interventionist Nate Cox, Building Principal School Psychologist
Primary Teacher Val Corman, Instructional Coach Rutherford Elementary:
Danielle Johnson, Interventionist Heather Nelson, Building Principal School Psychologist
Molly O’Shea, Primary Teacher Wendy Schmalz, Instructional Coach
Stonebridge Elementary:
Rachel Klancher, Interventionist Derek Berg, Building Principal School Psychologist
Katy DiGiacomo, Primary Teacher Aaron Danielson, Instructional Coach
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Appendix C: Dyslexic Tendencies Checklists
Stillwater Area Public Schools
Dyslexic Tendencies Checklist Kindergarten
Unlike students who are learning English or who have had limited exposure to literacy instruction, students with dyslexia will not respond to the same evidence-based instruction delivered within core instruction. Use this checklist as a tool to help determine a student’s individual intervention needs. Information from this tool must be used in conjunction with other reading screening and diagnostic assessment data.
Student Name: Student ID:
Date of Screening Student Age:
Phonemic Awareness YES NO
1. Mishears letters or sounds (observational)
2. Difficulty with rhyming (observational)
3. Performs below the 30th percentile on the winter Fastbridge Onset Sound subtest.
4. Performs below the 30th percentile on the winter Fastbridge Segmenting subtest.
5. Scores 4 or fewer correct on PRESS Isolated Sounds Phonemic Awareness assessment.
6. Scores 4 or fewer correct on PRESS Segmenting Phonemic Awareness assessment.
7. Scores 4 or fewer correct on PRESS Blending Phonemic Awareness assessment.
8. Scores 4 or fewer correct on PRESS Manipulation Phonemic Awareness assessment.
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Phonics YES NO
9. Performs below the 30th percentile on the winter Fastbridge Letter Sound subtest.
10. Performs below the 30th percentile on the winter Fastbridge Nonsense Word subtest.
Orthographic Memory and Recall YES NO
11. Performs significantly better on letter naming and letter-sound tests when given unlimited time. (observational)
12. Difficulty following 2-3 step directions. Needs directions repeated or written down. (observational)
13. Difficulty naming classmates weeks and months into the school year. (observational)
14. Difficulty calling up the right word despite describing its meaning. (observational)
15. Descriptions indicate she/he knows it one moment but not the next. (observational)
Dyslexia Diagnosis YES NO
16. Parent provides a dyslexia diagnosis from a clinical psychologist or a neuropsychologist.
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Stillwater Area Public Schools
Dyslexic Tendencies Checklist Grade 1
Unlike students who are learning English or who have had limited exposure to literacy instruction, students with dyslexia will not respond to the same evidence-based instruction delivered within core instruction. Use this checklist as a tool to help determine a student’s individual intervention needs. Information from this tool must be used in conjunction with other reading screening and diagnostic assessment data.
Student Name Student ID
Date of Screening Student Age:
Phonemic Awareness YES NO
1. Mishears letters or sounds (observational)
2. Difficulty with rhyming (observational)
3. Difficulty with manipulating phonemes, sequencing, and/or holding letter sounds in mind long enough to decode or spell words. (observational and/or scoring 4 or fewer correct on any PRESS Phonemic Awareness Inventory subtest)
4. Performs below the 30th percentile on the winter Fastbridge Segmenting subtest.
Decoding YES NO
5. Complains of physical illness or presents with behavioral issues during reading time; either task avoidance or signs of stress. (observational)
6. Deletes or mixes up or misses extremely common high-frequency and sight words (was/saw, left/felt), skips words like is, the, a, on, etc. inconsistently omits suffix endings (-s, -ed, or -ly). (observational + BAS miscue analysis + FastBridge CBM-R miscues)
7. Decodes a word on one page but not on next; one day it is there, next it is not. (observational + BAS miscue analysis + FastBridge CBM-R misuses)
8. Relies on contextual clues to read, guesses at words based on the first few letters. (observational + BAS miscue analysis + FastBridge CBM-R misuses)
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9. Accuracy of decoding improves but the rate remains persistently lower than the benchmark OR fluency rate is at or above benchmark but accuracy suffers (FastBridge CBM-R words read correctly per minute and CBM-R accuracy percentage)
10. Scores 8 or fewer correct on the Letter Sound Correspondence subtest of the PRESS Decoding Inventory.
11. Scores 8 or fewer correct on the Short Vowel CVC subtest of the PRESS Decoding Inventory.
12. Scores 8 or fewer correct on the Digraphs with Short Vowels subtest of the PRESS Decoding Inventory.
13. Scores 8 or fewer correct on the Consonant Blends with Short Vowels subtest of the PRESS Decoding Inventory.
Encoding YES NO
14. Difficulty reproducing letterforms (not a motor coordination problem). (observational/writing samples)
15. Difficulty recalling the correct sequence of letters in words and/or matching letters, words, objects in different sequences as they get more complex. (observational/writing samples)
16. Student complains of physical illness or presents with behavioral issues during writing time; either task avoidance or signs of stress. (observational)
17. Error analysis shows: Not all sounds are represented within a word. (observational/writing samples)
18. Error analysis shows: Misspellings of words are inconsistent within the same document. (observational/writing samples)
19. Error analysis shows: Oral stories have greater depth and detail than print, student self-limits to words that can be spelled correctly. (observational)
Orthographic Memory and Recall YES NO
20. Performs significantly better on tests like letter naming, number naming, object naming when given unlimited time. (observational)
21. Difficulty following 2-3 step directions. Needs directions repeated or written down. (observational)
22. Difficulty naming classmates weeks and months into the school year. (observational)
23. Difficulty calling up the right word despite describing its meaning. (observational)
24. Descriptions indicate she/he knows it one moment but not the next. (observational)
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25. Difficulty simultaneously decoding and retrieving word meanings. (observational)
26. Poor recall of sound-symbol associations. (observational)
Dyslexia Diagnosis YES NO
27. Parent provides a dyslexia diagnosis from a clinical psychologist or a neuropsychologist.
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Stillwater Area Public Schools
Dyslexic Tendencies Checklist Grades 2 -5
Unlike students who are learning English or who have had limited exposure to literacy instruction, students with dyslexia will not respond to the same evidence-based instruction delivered within core instruction. Use this checklist as a tool to help determine a student’s individual intervention needs. Information from this tool must be used in conjunction with other reading screening and diagnostic assessment data.
Student Name Student ID
Date of Screening Student Age:
Phonemic Awareness YES NO
1. Mishears letters or sounds (observational)
2. Difficulty with rhyming (observational)
3. Difficulty with manipulating phonemes, sequencing, and/or holding letter sounds in mind long enough to decode or spell words. (observational and/or scoring 4 or fewer correct on any PRESS Phonemic Awareness Inventory subtest)
Decoding YES NO
4. Complains of physical illness or presents with behavioral issues during reading time; either task avoidance or signs of stress. (observational)
5. Deletes or mixes up or misses extremely common high-frequency and sight words (was/saw, left/felt), skips words like is, the, a, on, etc. inconsistently omits suffix endings (-s, -ed, or -ly). (observational + BAS miscue analysis + FastBridge CBM-R miscues)
6. Decodes a word on one page but not on next; one day it is there, next it is not. (observational + BAS miscue analysis + FastBridge CBM-R miscues)
7. Relies on contextual clues to read, guesses at words based on the first few letters. (observational + BAS miscue analysis + FastBridge CBM-R miscues)
8. Accuracy of decoding improves but the rate remains persistently lower than the
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benchmark OR fluency rate is at or above benchmark but accuracy suffers (FastBridge CBM-R words read correctly per minute and CBM-R accuracy percentage)
9. Scores 8 or fewer correct on the Letter Sound Correspondence subtest of the PRESS Decoding Inventory.
10. Scores 8 or fewer correct on the Short Vowel CVC subtest of the PRESS Decoding Inventory.
11. Scores 8 or fewer correct on the Digraphs with Short Vowels subtest of the PRESS Decoding Inventory.
12. Scores 8 or fewer correct on the Consonant Blends with Short Vowels subtest of the PRESS Decoding Inventory.
13. Scores 8 or fewer correct on the Long Vowels: Silent -e and Vowel teams subtest of the PRESS Decoding Inventory.
14. Scores 8 or fewer correct on the Variant Vowels and Diphthongs subtest of the PRESS Decoding Inventory.
Encoding YES NO
15. Difficulty reproducing letterforms (not a motor coordination problem). (observational/writing samples)
16. Difficulty recalling the correct sequence of letters in words and/or matching letters, words, objects in different sequences as they get more complex. (observational/writing samples + spelling inventory)
17. Student complains of physical illness or presents with behavioral issues during writing time; either task avoidance or signs of stress. (observational)
18. Error analysis shows: Not all sounds are represented within a word. (observational/writing samples + spelling inventory)
19. Error analysis shows: Misspellings of words are inconsistent within the same document. (observational/writing samples + spelling inventory)
20. Error analysis shows: Oral stories have greater depth and detail than print, student self-limits to words that can be spelled correctly. (observational)
Orthographic Memory and Recall YES NO
21. Performs significantly better on tests like letter naming, number naming, object naming when given unlimited time. (observational)
22. Difficulty following 2-3 step directions. Needs directions repeated or written down. (observational)
23. Difficulty naming classmates weeks and months into the school year. (observational)
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24. Difficulty calling up the right word despite describing its meaning. (observational)
25. Descriptions indicate she/he knows it one moment but not the next. (observational)
26. Difficulty simultaneously decoding and retrieving word meanings. (observational)
27. Poor recall of sound-symbol associations. (observational)
Dyslexia Diagnosis YES NO
28. Parent provides a dyslexia diagnosis from a clinical psychologist or a neuropsychologist.
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Appendix D: Pre-Kindergarten Developmental Checklist 2019-2020 Preschool Developmental Skills Rubric LANGUAGE PROFICIENCY
Q1 : follows multistep directions (TSG 8-b) (AL-10)
No (N)
Emerging (E) (follows 2 or more directions related to familiar experiences
Yes (Y) (follows detailed, multi-step classroom directions)
Y
Q2: says name First (F) Last (L) FL
Q3: picks out name No (N) Yes (Y) Y
LITERACY PROFICIENCY
Q4: rhyming (TSG 15-a) (L-5)
No (N) Emerging (E) (fills in missing rhyming words spontaneously)
Yes (Y) (consistently decides if 2 words rhyme: either listening to 2 words, or matching pictures)
Y
Q5:alliteration (TSG 15-b) (L-5)
No (N)
Emerging (E) (shows awareness some words begin the same)
Yes (Y) (matches beginning sounds of some words: objects, pictures, or verbally)
Y
Q6: phonemic awareness (TSG 15-c) (L-5)
shows awareness of separate syllables in words
(consistently claps syllables of own name/name of peers)
No (N) yes (Y)
Y
Q7: uppercase letters: names (expressive) (TSG 16-a) (L-6) Scoring: ?/13
A B C D N O P Q 0 (0), 1-2 (2) 11- 12 (12)
E F G H R S T U 3-4 (4), 5-6 (6) 13+ (13)
I J K L M V W X Y Z
7-8 (8), 9-10 (10)
13
Q8: uppercase letters:
points to (receptive) (TSG 16-a) (L-6) Scoring: ?/13
A B C D N O P Q 0 (0), 1-2 (2) 11- 12 (12)
E F G H R S T U 3-4 (4), 5-6 (6) 13+ (13)
I J K L M V W X Y Z
7-8 (8), 9-10 (10)
13
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Q9: lowercase: names (expressive) (TSG 16-a) (L-6) Scoring: ?/13
a b c d n o p q 0 (0), 1-2 (2) 11- 12 (12)
e f g h r s t u 3-4 (4), 5-6 (6) 13+ (13)
i j k l m v w x y z 7-8 (8), 9-10 (10)
13
Q10: lowercase: points to (receptive) (TSG 16-a) (L-6) Scoring: ?/13
a b c d n o p q 0 (0), 1-2 (2) 11- 12 (12)
e f g h r s t u 3-4 (4), 5-6 (6) 13+ (13)
i j k l m v w x y z 7-8 (8), 9-10 (10)
13
Q11: sound recognition: names (expressive) (TSG 16-b) (L-6) Scoring: ?/10
Aa Bb Cc Jj Kk Ll Ss Tt Uu 0 (0), 1-2 (2) 9 (9), 10+ (10)
Dd Ee Ff Mm Nn Oo Vv Ww Xx 3-4 (4), 5-6 (6)
Gg Hh Ii Pp Qq Rr Yy Zz 7-8 (8)
10
Q12: sound recognition: points to (receptive) (TSG 16-b) (L-6) Scoring: ?/10
Aa Bb Cc Jj Kk Ll Ss Tt Uu 0 (0), 1-2 (2) 9 (9), 10+ (10)
Dd Ee Ff Mm Nn Oo Vv Ww Xx 3-4 (4), 5-6 (6)
Gg Hh Ii Pp Qq Rr Yy Zz 7-8 (8)
10
Q13: concepts of print (TSG 17-a) (L-7)
No (N)
Emerging (E) (shows interest in books)
Yes (Y) (orients book correctly; turns pages from front to back; recognizes familiar books by their cover)
Y
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Q14: interacts during read-alouds (TSG 18-a) (L-8)
No (N)
Emerging (E) (asks and answers questions about the text; refers to pictures)
Yes (Y) (identifies story related problems, or events during conversations with adults)
Y
Q15: uses emergent reading skills (TSG 18-b) (L-7)
No (N)
Emerging (E) (pretends to read, using some of the language from the text; may need prompts)
Yes (Y) (pretends to read, reciting language that closely matches the text on each page)
Y
Q16: retells stories (TSG 18-c) (L-8)
No (N)
Emerging (E) (retells some events or information from a familiar text with close adult prompting)
Yes (Y) (retells a familiar story and recounts an informational text in proper sequence, including major events and characters)
Y
Q17: writes name (TSG 19-a) (L-9)
No (N)
Emerging (E) (writes mock letters or letter-like forms i.e. lines and curves)
Yes (Y) (writes partially accurate first name; some letters may not be formed, oriented or sequenced correctly)
Y
Q18: writes to convey meaning (TSG 19-b) (L-9)
No (N)
Emerging (E) (uses drawing, dictation, and mock letters or letter forms to convey a message)
Yes (Y) (uses drawing, dictation, and early invented spelling to convey a message)
Y
COGNITIVE PROFICIENCY
Q19: persists (TSG 11-b) (AL-5)
No (N)
Emerging (E) (with assistance, plans and pursues a variety of appropriately challenging tasks)
Yes (Y) (plans and pursues a variety of appropriately challenging tasks)
Y
Q20: Solves problems (TSG 3-b) (AL- 13)
No (N)
Emerging (E) (makes guesses about how a problem might be solved; seeks adult support to follow through)
Yes (Y) (suggests solutions to solve problems; independently attempts to solve problems)
Y
Q21: engages in sociodramatic play (TSG 14-b) (AL-8/9)
No (N)
Emerging (E) (acts out familiar or imaginary scenarios, may use props to stand for something else)
Yes (Y) (interacts with two or more peers during pretend play, assigning and/or assuming roles and discussing actions; sustains the play for up to 10 minutes)
Y
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PHYSICAL PROFICIENCY
Q22: complex large muscle control (TSG 4) (P-3)
No (N)
Emerging (E) (moves purposely from place to place-i.e runs, uses alternate feet on stairs, climbs up/down play equipment)
Yes (Y) (coordinates increasingly complex movements in play and games-i.e gallops and skips with ease, moves through obstacle course etc.)
Y
Q23: small precise fine motor control (TSG 7-a) (P-5)
No (N)
Emerging (E) (uses refined wrist and finger movements-i.e snips, string large beads)
Yes (Y) (uses small, precise finger and hand movements-i.e. correct scissors grip, builds structure using small building bricks)
Y
MATHEMATICS PROFICIENCY
Q24: counts to…? (TSG 20-a) (M-1)
No (N) Emerging (E) (verbally counting to 20 with some mistakes)
Yes (Y) (verbally counts to 20 without mistakes or omissions)
Y
Q25: 1-1 correspondence from a pile up to 20 (TSG 20-a) (M-2)
No (N) Emerging (E) (counts 5-10 objects accurately)
Yes (Y) (counts 10-20 objects accurately)
Y
Q26: identifies #0-20: names (expressive) (TSG 20-c) (M-1) Scoring: ?/11
0 1 2 3 4 15 16 17
0 (0), 1-2 (2) 10 (10), 11+ (11)
5 6 7 8 9 18 19 20
3-4 (4), 5-6 (6)
10 11 12 13 14
7-8 (8), 9 (9)
11
Q27: identifies #0-20: points to (receptive) (TSG 20-c) (M-1) Scoring: ?/11
0 1 2 3 4 15 16 17
0 (0), 1-2 (2) 10 (10), 11+ (11)
5 6 7 8 9 18 19 20
3-4 (4), 5-6 (6)
10 11 12 13 14
7-8 (8), 9 (9)
11
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Q28: orders # 0-10 No (N) Emerging (E) (orders a few numbers)
Yes (Y) (orders 0-10)
Y
Q29: classifies by properties
(TSG 13) (M-12/13)
No (N) Emerging (E) (places objects in two or more groups based on differences in a single characteristic- i.e. color, size etc.)
Yes (Y) (groups by one characteristic, then regroups using a different characteristic and indicates the reason)
Y
Q30: duplicates A/B pattern (TSG 23) (M-8) Scoring: N/Y
No (N)
Yes (Y)
Y
Q31: extends A/B pattern (TSG 23) (M-8) Scoring: N/Y
No (N) Yes (Y) Y
Q32: duplicates complex pattern (i.e ABC/ABB) (TSG 23) (M-8) Scoring: N/Y
No (N) Yes (Y) Y
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Agenda Item VIII. E.F.G.H. Date Prepared: May 20, 2020
ISD 834 Board Meeting Agenda Item: Policies for Second Reading Meeting Date: May 28, 2020 Contact Person(s): Policy Working Group _________________________________________________________________________________________ Summary: The Policy Working Group will be presenting the following policies for second review: E. Policy 428-Employee Technology & Internet Access and Acceptable Use F. Policy 524-Student Technology & Internet Access and Acceptable Use G. Policy 506-Student Discipline H. Policy 514-Bullying Prohibition ____________________________________________________________________________________________ Recommendation: These policies will come to the next meeting for a final review and approval.
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Second Review: 5.28.2020
PERSONNEL
POLICY TITLE
POLICY NUMBER
ADOPTED
REVIEW FREQUENCY
Employee Technology and Internet Access and Acceptable Use
428
Adopted:
Annually
I. PURPOSE
The School Board recognizes that technological resources can enhance employee performance by offering effective tools to assist in providing a quality instructional program, facilitating communications with parents/guardians, students, and the community, supporting district and school operations, and improving access to and exchange of information. The Board expects all employees to learn to use the available technological resources that will assist them in the performance of their job responsibilities. As needed, employees shall receive professional development in the appropriate use of these resources.
Employees shall be responsible for the appropriate use of technology and shall use the district's technological resources primarily for purposes related to their employment. Employees may have limited personal use of technology that is confined to break-times and does not negatively impact the technology, the employee’s job performance, or their work environment, so long as all other policies and regulations are being adhered to.
II. NOTICE TO EMPLOYEES
The Superintendent or designee shall provide copies of related policies, regulations, and guidelines to all employees who use the district's technological resources. Employees shall be required to acknowledge that they have read and understood the district's policies related to technology. (add annually)
III. CONTENT FILTERING FOR EMPLOYEES
The Superintendent or designee shall ensure that all District computers with Internet access have a technology protection measure that prevents access to visual depictions that are obscene or child pornography and that the operation of such measures is enforced. The Superintendent or designee may disable the technology protection measure during use by an adult to enable access for bona fide research or other lawful purpose.
IV. PRIVACY STATEMENT
To ensure proper use, the Superintendent or designee may monitor employee usage of technological resources, including all network traffic, email, and stored files. Monitoring may occur at any time without advance notice or consent.
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Employees shall be notified that computer files and electronic communications, including email and voicemail, are not private. Technological resources shall not be used to transmit confidential information about students, employees, or district operations without authority. When authorized, any electronic transmission of confidential information must be clearly noted as such in the header, subject line, or footer.
V. PUBLISHING STUDENT WORK
The board recognizes that staff wants to celebrate student achievement and work by publishing their accomplishments online. The Board expects staff to acquire prior approval from a student’s parent/guardian prior to publishing any student images or work as needed. (public publishing)
VI. ELECTRONIC COMMUNICATION WITH STUDENTS
Employees shall communicate electronically (2-Way communication) only with students through their District approved technology resources. Violation of this article will result in disciplinary action, and/or legal action in accordance with law, Board policy, and administrative procedures.
A. Texting Exception
1. Staff may use text-based messaging with any student with whom they share a familial relationship without conditions.
2. Staff may use text-based messaging with students under the following conditions: a. Proper notice has been provided to parents regarding the use of text-based messaging,
including the person(s), purpose(s), and time frame(s) during which such communications will take place.
b. The content and context of the text-based messages directly relate to the academic, athletic, or club to which the staff and student need text-based communication to support.
c. Parents and students are provided an opportunity to opt-out of text-based communications between a staff and student.
VII. USE OF INTERNET-BASED RESOURCES
The Board recognizes that employees require the use of Internet-based resources beyond the scope of what has been officially adopted by the District. Employees must notify their site Principal or Superintendent of any Internet-based resources which they control that directly relate to their employment with the District. Employees must also remove any content immediately upon the request of their site Principal, Superintendent or direct supervisor. Employees must take offline and stop using any Internet-based services upon the request of their site Principal, Superintendent or direct supervisor.
Employees using Internet-based resources to publish information to web sites, blogs, forums, or other online communications representing the school or district shall do so unidirectionally; whereby information is only provided via One-way Communication*. These resources must be set up in such a way that they cannot be used as two-way communication platforms. Such resources shall be subject to rules and guidelines established for district online publishing activities including, but not limited to, copyright laws, privacy rights, and prohibitions against obscene, libelous, and slanderous content. The District retains the right to delete material on any such online resource and employees must comply with the District request to do so.
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VIII. EMPLOYEE USE OF TECHNOLOGY RULES AND RESPONSIBILITIES
A. Employees are authorized to use district equipment to access the Internet or other online services in accordance with Board policy, including the user obligations and responsibilities specified below.
1. The employee in whose name an online services account is issued is responsible for its proper use
at all times. Employees shall keep account information private. Each employee shall only use the account(s) to which they have been assigned. Under no circumstance shall employees reveal their passwords to anyone.
2. Employees shall use computer systems and the Internet safely, responsibly, and primarily for work-related purposes.
3. Employees shall not access, post, submit, publish, or display harmful or inappropriate manner that is threatening, obscene, disruptive, or sexually explicit, or that could be construed as harassment or disparagement of others based on their race, ethnicity, national origin, sex, gender, gender identity, sexual orientation, age, disability, religion, or political beliefs.
4. Employees shall not use the district computer systems or the Internet to promote unethical practices or any activity prohibited by law, Board policy, or administrative procedure.
5. Employees shall not use district computer systems or the Internet to engage in commercial or other for-profit activities without permission of the Superintendent or designee.
6. Copyrighted material shall be posted online only in accordance with applicable copyright laws. 7. Employees shall not engage in computer hacking; broadly defined as intentionally accessing a
computer, computer system, network, network system, or user account without authorization or exceeding one’s authorized access.
8. Users shall report any security problem or misuse of the services to the Superintendent or designee.
9. When using email to discuss issues and data surrounding individual students, staff is required to indicate that the email contains confidential information by including the word “confidential” in either the email’s subject or main message area.
10. When using email to transfer one or more sets of student data (i.e. an excel document of student names and addresses), staff are required to secure the email’s attachment(s) using encryption.
IX. DEFINITIONS
“One-way Communication” is defined as any Internet, app, or cellular based communication where a message is sent or posted with no continuing dialogue. An example would be a staff member using an internet based texting service to notify the class of an upcoming test, where that service is one-way and doesn’t facilitate the recipient's action to reply.
“Two-way Communication” is defined as any Internet, app, or cellular based conversation where there is a message, a response, and a response to the response. For instance, a staff member could post a notice on Facebook (message), and people could comment on that post (a response) without this being considered two-way communication. When the teacher responds with a comment (a response to a response), there is now a two-way communication and therefore a conversation is taking place.
“Text Messaging” is defined as any communication platform that is enabled from a cellular phone, tablet device, or messaging application that facilitates private communication between two parties via text, videos, or images being sent and received. This includes standard cellular text messaging, sms and mms protocols, and any apps that perform similar functions such as, but not limited to, WhatsApp, Snapchat, Signal, Facebook Messenger, etc.
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“District authorized Internet-based resources” are any communication platform adopted and/or paid for by the school district including but not limited to district email, gradebook software, student information system(s), learning management systems, etc..
Legal References: 17 U.S.C. § 101 et seq. (Copyrights) 47 C.F.R. § 54.520 (FCC rules implementing CIPA) Minn. Stat. § 125B.26 (Telecommunications/Internet Access Equity Act)
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Second Reading 5.28.2020
STUDENTS
POLICY TITLE
POLICY NUMBER
ADOPTED
REVIEW FREQUENCY
Student Technology and Internet Access and Acceptable Use
524
Adopted: 12-18-2014
Reviewed: 04-25-2019
Annually
I. PURPOSE The School Board believes that users students should have an opportunity to access the Internet to facilitate learning, and for educational and personal growth in the use of technology, resource sharing, information gathering and communication skills. The use of the District technology system and access to use of the Internet is a privilege, not a right. II. GENERAL STATEMENT OF POLICY Access to the District technology systems and to the Internet enables students and staff to explore thousands of libraries, databases, bulletin boards, and other global resources while exchanging messages with people around the world. The District expects that staff will blend thoughtful use of the school District technology system and the Internet throughout the curriculum and will educate students about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, as well as bullying awareness and response. The value of access to information and interaction on the Internet far outweighs the risk that users may procure material that is inconsistent with the educational goals of the District. Users Students are expected to use Internet access through the District technology systems to further educational and personal goals consistent with the mission and policies of the District. Uses which might be acceptable on a user’s private personal account on another system may not be acceptable on this limited purpose network. III. NOTIFICATION / DISCLAIMER
A. Students will use the District technology systems, resources and accounts to access the iInternet.
B. The District makes no warranties, expressed or implied, for the Internet access it is providing. The system is provided on an “as is, as available” basis.
C. The District will not be responsible for any damages users experience, including but not
limited to, damage, loss or unavailability of data stored on or accessed through the district technology system or for delays or interruptions in service or misdeliveries or non-deliveries of information. Additionally, the Ddistrict will not be responsible for the
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accuracy, nature or quality of information stored or gathered on the District technology system.
D. The District will not be responsible for personal property used to access the District
technology system or networks.
E. The District will not be responsible for the setup or maintenance of personal property used for remote access to District technology devices, networks, or District provided Internet access.
F. The collection, creation, reception, maintenance and dissemination of data via the
Internet, including electronic communications, are governed by the Minnesota Data Practices law and District policy Data Privacy Protection and Privacy of Pupil Specific Data Policy.
G. District policy and all its provisions and rules are subordinate to local, state and federal
statutes.
H. The District will not be responsible for financial obligations incurred by users through district technology systems or the Internet. Parents/guardians must be aware that it is possible to purchase goods and services via the Internet.
IV. FILTERING TECHNOLOGY
A. The District will use various means to limit student and adult access to the Internet; however, these limits do not provide a foolproof means for enforcing the provisions of District policy and rules.
B. Filtering technology will be narrowly tailored and will not discriminate based on viewpoint.
C. The District will monitor online activities and employ technology protection measures during use of such technology devices by minors and adultsall users on the network. The technology protection measures utilized will block or filter Internet access to any visual depictions that are:
1. Obscene;
2. Child pornography; or
3. Harmful to minors.
The term “harmful to minors” means any picture, image, graphic image file, or other visual depiction that:
a. taken as a whole and with respect to minors, appeals to an indecent interest in nudity, sex, or excretion; or
b. depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual or perverted act or sexual contact, or a lewd exhibition of the genitals; or
c. taken as whole, lacks serious literary, artistic, political, or scientific value for minors.
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D. Technology protection measures may be disabled by authorized personnel, to enable
access for bona fide research or other lawful purposes.
V. ACCEPTABLE USE AND RESPONSIBILITY
A. Users exercising their privilege to use the Internet as a resource must take responsibility for their choices in accessing and viewing information, and creating and publishing content.
B. Guidelines for Internet and District Technology System Use
1. It is impossible to assure that District staff can continually monitor each learner; therefore, it is important to emphasize the need for each student’s cooperation to act responsibly. With Internet access, users join a community of millions of people who share a world of information resources. Since this community is not ruled by laws in the traditional sense, users of the district technology system and the Internet must abide by the following rules: a. Users will be courteous and respectful in their messages to others, using
appropriate language. Language that is knowingly false, defamatory, harassing, assaultive, bullying, discriminatory, obscene, abusive, profane, lewd, vulgar, rude, inflammatory, threatening, disrespectful, or sexually explicit is prohibited.
b. Users will not use the District technology system to engage in any illegal act or violate any local, state or federal ordinance or law.
c. Users will respect legal protection provided by copyright laws, software licensing and trademarks.
d. The District-provided Internet access will not be used for conducting business, for unauthorized commercial purposes, or for financial gain unrelated to the mission of the school district, nor will it be used for political fundraising and lobbying, or religious proselytizing.
e. Users are prohibited from attempting unauthorized access to the District technology system, attempt to log in through another person’s account, or use computer accounts, access codes, or network identification other than those assigned to the user. Messages and records on the District technology system may not be encrypted without the permission of appropriate school authorities.
f. By authorizing use of the District technology system, the District does not relinquish control over materials on the system or contained in files on the system. Users must be aware that they must expect only limited privacy in the contents of personal files on the District technology system. The District retains the right at any time to investigate or review the contents of any files and e-mail files. In addition, data and other materials in files maintained on the District technology system may be subject to review, disclosure or discovery under Minnesota Statutes, Chapter 13.
g. Users will not use the District technology system or Internet to access, review, upload, download, store, print, post, receive, transmit or distribute:
1. pornographic, obscene or sexually explicit material or other visual depictions that are harmful to minors;
2. materials or information that includes language or images that are inappropriate in or disruptive to the education setting;
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3. materials that use language or images that advocate violence; 4. materials that may constitute bullying, harassment or discrimination.
h. Users will not use the District technology system or Internet to: 1. vandalize, damage, or disable property of another person or
organization 2. Degrade or disrupt equipment, software, or system performance by
spreading computer viruses or by other means; 3. Tamper with, modify or change the District technology system
software, hardware, or wiring; 4. Take any action to violate the District’s technology security system, or
use the system in such a way as to disrupt the use of other users. 2. Students a. i. Students may use the District technology system for educational purposes consistent with the educational mission of the District.
j. For their safety, students will not send personal information about self or others, including but not limited to, home or school address, phone or credit card numbers or other personally identifiable information over the Internet.
b. c. k. Students who inadvertently access unacceptable material or an unacceptable Internet site should immediately report the situation to their classroom teacher or the building principal.
3. Staff
a. District-provided Internet access is limited to educational purposes consistent with the educational mission of the District except for incidental, occasional and brief personal use. Use of the Internet must not interfere with the conduct of school business and must be consistent with other District policies and rules.
b. Staff will be responsible for maintaining appropriate employee-student relationships at all times, even if communication is made through a user’s private personal account or personal system. Fraternization with students online in an unprofessional manner is prohibited.
C. Limitations on the uses of the District technology system described in District policy and rules apply to District employees regardless of whether students actually view or witness the offending materials or whether they could view or witness the offending materials.
1. Electronic mail is not private System administrators have access to all files stored on District-owned servers and may need to use this access without prior warning. District employees should be aware that the District retains the right at any time to investigate or view the contents of their e-mail files.
2. Staff who inadvertently access unacceptable material or an unacceptable Internet site should immediately report the situation to their building principal or a district administrator.
VI. PARENT/GUARDIAN RIGHTS/RESPONSIBILITIES
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A. The proper use of the District technology system and the Internet, and the educational
value to be gained from proper Internet use, is the joint responsibility of students, parents/guardians and employees of the District. Outside of school, parents/guardians are responsible for monitoring their student’s use of the District technology system and of the Internet if the student is accessing the District technology system from home or a remote location.
B. Parents/guardians have the right at any time to investigate or review the contents of their child’s files and e-mail files and to request the termination of their child’s individual account at any time.
VII. CONSEQUENCES OF DISTRICT TECHNOLOGY SYSTEM /INTERNET
MISUSE
A. Inappropriate or offensive content distributed electronically or posted to social media, regardless of whether it was done using the district technology system, may be investigated by school and District officials and, if warranted, may result in disciplinary action.
B. Students and/or staff engaging in unacceptable use of the Internet when off school District premises may be in violation of this policy as well as other District policies. If the District receives a report of unacceptable use originating from a non-district technology device or resource, the District may investigate such reports to the best of its ability. Students and staff may be subject to disciplinary action for such conduct.
C. An individual investigation or search will be conducted if school authorities have a reasonable suspicion that the search will uncover a violation of law or District policy or rules.
D. Evidence of illegal or prohibited activities may be disclosed to law enforcement
authorities and civil or criminal liability under applicable laws may result. The District will cooperate fully with local, state or federal authorities in any investigation concerning or related to any illegal activities or activities not in compliance with District policies conducted through the District technology system.
1. Students
a.1. Inappropriate use may result in termination of the student’s access privileges and other consequences as described in the District’s Discipline Policy, including, but not limited to, payments for unauthorized financial obligations, damages or repairs.
b.2. Obligation incurred by a student through the Internet is the sole responsibility of the student and/or the student’s parents/guardians. Inappropriate use may also result in suspension, expulsion or exclusion from school.
c.3. Student use of Internet capabilities in a manner which violates any other school policy or procedure will be subject to additional consequences pursuant to the District and building disciplinary rules.
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2. Staff a. Depending on the nature and degree of a violation of District policies and
rules, unacceptable use of the District technology system or the Internet may result in one or more of the following consequences: suspension or cancellation of use or access privileges; payments for financial obligations incurred, damages and repairs; discipline under other appropriate District policies or rules, including, but not limited to, a warning, reprimand, suspension with or without pay, or termination of employment; or civil or criminal liability under other applicable laws.
VIII. DISTRIBUTION AND ACKNOWLEDGEMENT OF POLICY TERMS AND
CONDITIONS
1. Parents/Guardians and Students
2.A. Notification of this policy and the requirements herein will be provided to parents/guardians and students as part of the annual district handbook and on the District’s web page.
A.B. User agreement and acceptance of the terms and conditions of this policy will be accomplished through parental/guardian electronic acknowledgement via the District’s online registration process at the beginning of each school year.
B. Staff
1. Notification of this policy and the requirements herein will be provided to staff electronically as a part of the annual staff online policy review and on the District’s web page.
2. User agreement and acceptance of the terms and conditions of this policy will be accomplished as a part of the District’s annual staff online policy review process.
Legal References: 15 U.S.C. § 6501 et seq. (Children’s Online Privacy Protection Act) 17 U.S.C. § 101 et seq. (Copyrights) 47 U.S.C. § 254 (Children’s Internet Protection Act of 2000 (CIPA)) 47 C.F.R. § 54.520 (FCC rules implementing CIPA) Minn. Stat. § 121A.031 (School Student Bullying Policy) Minn. Stat. § 125B.15 (Internet Access for Students) Minn. Stat. § 125B.26 (Telecommunications/Internet Access Equity Act) Tinker v. Des Moines Indep. Cmty. Sch. Dist., 393 U.S. 503, 89 S.Ct. 733, 21 L.Ed.2d 731 (1969) United States v. Amer. Library Assoc., 539 U.S. 194, 123 S.Ct. 2297, 56 L.Ed.2d 221 (2003) Doninger v. Niehoff, 527 F.3d 41 (2nd Cir. 2008) R.S. v. Minnewaska Area Sch. Dist. No. 2149, No. 12-588, 2012 WL 3870868 (D. Minn. 2012) Tatro v. Univ. of Minnesota, 800 N.W.2d 811 (Minn. App. 2011), aff’d on other grounds 816 N.W.2d 509 (Minn. 2012) S.J.W. v. Lee’s Summit R-7 Sch. Dist., 696 F.3d 771 (8th Cir. 2012) Kowalski v. Berkeley County Sch., 652 F.3d 565 (4th Cir. 2011)
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Layshock v. Hermitage Sch. Dist., 650 F.3d 205 (3rd Cir. 2011) Parents, Families and Friends of Lesbians and Gays, Inc. v. Camdenton R-III Sch. Dist., 853 F.Supp.2d 888 (W.D. Mo. 2012) M.T. v. Cent. York Sch. Dist., 937 A.2d 538 (Pa. Commw. Ct. 2007)
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Second Reading 5.28.20 STUDENTS
POLICY TITLE
POLICY NUMBER
ADOPTED
REVIEW FREQUENCY
Student Discipline
506
Adopted: 07-27-2017
Reviewed: 04-25-2019
Annually
I. PURPOSE The purpose of this policy is to help all members of the school community work collaboratively to create a safe, supportive and equitable school climate through the use of positive discipline practices. Effective positive discipline results from an equitable, supportive environment that stresses student self-direction, decision-making and responsibility. To this end, restorative practices are used throughout the system prior to, and/or in conjunction with discipline. All students have a right to learn and develop in a setting which promotes respect of self, others and property. Effective positive discipline can only result from an environment which provides options and stresses student self-direction, decision-making, and responsibility. Stillwater Area Public Schools embraces a Multi Tiered System of Supports as well as Student Support Teams and Student Intervention Teams.
II. GENERAL STATEMENT OF POLICY
1. It is the Board’s intent to ensure that students are aware of and comply with the District’s
expectations for student conduct. Such compliance will enhance the District’s ability to maintain discipline and ensure that there is no interference with the educational process.
2. The District believes that a fair and equitable District-wide school discipline policy will contribute to the quality of a student’s educational learning experience.
3. The School Board recognizes that a positive and equitable learning environment is essential for students to thrive academically and developmentally.
4. The Board recognizes that no policy will cover all situations. Therefore, the building administrator(s) or designee will make a determination of the violation and/or consequence/disciplinary action when student actions are not specifically addressed. All actions by an administrator/designee will be made on a case-by-case basis.
III. DEFINITIONS
“Assault” is an act done with intent to cause fear in another of immediate bodily harm or death; or the intentional infliction of, or attempt to inflict, bodily harm upon another.
“Dismissal” means the denial of the current educational program to any student, including exclusion, expulsion and suspension. Dismissal does not include removal from class.
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“Exclusion” means an action taken by the school board to prevent enrollment or re-enrollment of a student for a period that shall not extend beyond the school year. The authority to exclude rests with the school board. “Expulsion” means a school board action to prohibit an enrolled student from further attendance for up to 12 months from the date the student is expelled. The authority to expel rests with the school board. “Removal from class” and “removal” mean any actions taken by a teacher, principal, or other school district employee to prohibit a student from attending a class or activity period for a period of time not to exceed five days, pursuant to this discipline policy. “Restorative Practices” means actions and procedures that focus on respect, dignity, and mutual concern. They focus on interconnectedness of relationships, the ability to harm relationships and the repair of relationships. These practices are utilizes by teachers, administrators and student support staff prior to the use of discipline procedures, as well as in conjunction with discipline procedures. “Suspension” means an action by the school administration, under rules promulgated by the School Board, prohibiting a student from attending school for a period of no more than ten school days; provided, however, if a suspension is longer than five class periods, the suspending administrator shall provide the superintendent with a reason for the longer term of suspension. A suspension may be extended to 15 days when the District has initiated expulsion procedures. This definition does not apply to dismissal for one school day or less, except as provided in federal law, for a student with a disability.
III. AREAS OF RESPONSIBILITY A. The School Board. The school board holds all school personnel responsible for the maintenance of order within the school district and supports all personnel acting within the framework of this discipline policy. B. Superintendent. The superintendent shall establish guidelines and directives to carry out this policy, hold all school personnel, students, and parents responsible for conforming to this policy, and support all school personnel performing their duties within the framework of this policy. The superintendent shall also establish guidelines and directives for using the services of appropriate agencies for assisting students and parents. C. Principal / Building Level Administrator. The school principal is given the responsibility and authority to formulate building rules and regulations necessary to enforce this policy. The principal shall give direction and support to all school personnel performing their duties within the framework of this policy. The principal shall consult with parents of students conducting themselves in a manner contrary to the policy. The principal shall involve other professional employees in the disposition of behavior referrals and shall make use of those agencies appropriate for assisting students and parents. A principal, in exercising his or her lawful authority, may use reasonable force when it is necessary under the circumstances to correct or restrain a student or prevent bodily harm or death to another. D. Teachers. All teachers shall be responsible for providing a well-planned teaching/learning environment and shall have primary responsibility for managing student conduct, with
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appropriate assistance from the administration. All teachers shall enforce the expectations for appropriate behaviors, as outlined in this policy. In exercising the teacher’s lawful authority, a teacher may use reasonable force when it is necessary under the circumstances to correct or restrain a student or prevent bodily harm or death to another. E. Other District Personnel. All District personnel shall be responsible for contributing to the atmosphere of mutual respect within the school. Their responsibilities relating to student behavior shall be as authorized and directed by the superintendent or designee. A school employee, school bus driver, or other agent of a school district, in exercising his or her lawful authority, may use reasonable force when it is necessary under the circumstances to restrain a student or prevent bodily harm or death to another. F. Parents or Legal Guardians. Parents and guardians have the legal responsibility for the behavior of their children, as determined by law and community practice. Parents/guardians are expected to exercise the required controls so that the student’s behavior will be conducive to the development of self-discipline and will not be disruptive to the school’s educational program. They are expected to cooperate with school authorities and to participate regarding the behavior of their children. G. Community Members. Members of the community are expected to contribute to the establishment of a positive atmosphere at events sponsored by the school district or held on school district property. H. Students. All students shall be held individually responsible for their behavior and for understanding and complying with the behaviors outlined in this policy. IV. STUDENT RESPONSIBILITIES All students have the responsibility: A. To know and obey all school rules, regulations, policies, and procedures; B. To attend school daily, except when excused, and to be on time to all classes and other school functions; C. To pursue and attempt to complete the courses of study prescribed by the state and local school authorities; D. To make necessary arrangements for making up work when absent from school; E. To assist the school staff in maintaining a safe school for all students; F. To be aware of all school rules, regulations, policies, and procedures, including those in this policy, and to conduct themselves in accord with them; G. To assume that until a rule or policy is waived, altered, or repealed, it is in full force and effect; H. To be aware of and comply with federal, state, and local laws;
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I. To volunteer information in disciplinary cases should they have any knowledge relating to such cases and to cooperate with school staff as appropriate; J. To respect and maintain the school’s property and the property of others; K. To dress and groom in a manner which meets standards of safety and health and common standards of decency and which is consistent with applicable school district policy; L. To avoid inaccuracies in student newspapers or publications and refrain from indecent or obscene language; M. To conduct themselves in an appropriate physical or verbal manner; and N. To recognize and respect the rights of others. V. STUDENT RIGHTS A. All students have the right to an education and the right to learn. B. Students have the right to be safe and free from threatening situations on school property, at school activities, and in District vehicles. VI. UNACCEPTABLE BEHAVIOR AND STUDENT DISCIPLINE A. This policy applies to all school buildings, school grounds, and school property or property immediately adjacent to school grounds; school-sponsored activities or trips; school bus stops; school buses, school vehicles, school contracted vehicles, or any other vehicles approved for school district purposes; the area of entrance or departure from school premises or events; and all school-related functions, school-sponsored activities, events, or trips. School district property also means a student’s walking route to or from school for purposes of attending school or school-related functions, activities, or events. B. While prohibiting unacceptable behavior subject to disciplinary action at these locations and events, the District does not represent that it will provide supervision or assume liability at these locations and events. C. This policy also applies to any student whose conduct at any time or in any place interferes with or obstructs the mission or operations of the District or the safety or welfare of the student, other students, or employees. In addition, this policy applies to student conduct that has a nexus to school property or the school environment, including use of social media and other electronic communication. D. The following are examples of areas of unacceptable behavior subject to disciplinary action by the District. Definitions of each are included in the administrative procedures associated with this policy. Unacceptable behavior may also include violation of any local, state, or federal law. These examples are not intended to be an exhaustive list. Any student who engages in any of these activities shall be subject to discipline in accordance with this policy and applicable procedures.
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1. Abuse: Verbal, written or otherwise expressed 2. Academic Dishonesty 3. Alarm (False) 4. Alcohol: Intent to sell, give or share, possession or use 5. Ammunition, mace or pepper gas possession 6. Arson 7. Assault: Aggravated, physical, verbal, written, or otherwise expressed 8. Attendance issues 9. Attire 10. Bodily Harm; Inflicting 11. Bullying 12. Burglary 13. Chemicals: Intent to sell, give, or share; or under the influence, attempted possessions, or use 14. Communication Devices 15. Cyber-bullying 16. Damage of or Tampering of Property (Vandalism) 17. Distribution or possession of literature, video, pictures, or otherwise unauthorized materials 18. Driving: Careless or reckless 19. Explosives, Possession and/or use 20. False Threat, Bomb or Other Act of Violence 21. False Fire Alarm: or tampering with or interference with any fire alarm system; 22. Falsifying, Altering or Tampering with Any Records 23. Fighting: Promoting/Instigating
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24. Fire Extinguisher: Unauthorized Use 25. Fireworks: Possession or use of 26. Gambling 27. Gang or Cult Activity 28. Harassment 29. Hazing 30. Incendiary/Ignition Device Use or Fire 31. Insubordination 32. Interference, Disruption or Obstruction 33. Lewd Behavior 34. Nuisance and/or Recording Devices 35. Parking 36. Pornography 37. Propping, Rigging, or Disabling a Secure Door 38. Pushing, Shoving, and Scuffling 39. Records or Identification Falsification 40. Robbery or Extortion 41. Sexual Violence 42. Technology Related 43. Terroristic threats 44. Theft, or Knowingly Receiving or Possessing Stolen Property 45. Tobacco 46. Trespassing 47. Vehicle: Unauthorized Use 48. Weapon or Look-alike Weapon; Possession
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49. Other acts: as determined by the school district, which are disruptive of the educational process or dangerous or detrimental to the student or other students, school district personnel or surrounding persons, or which violate the rights of others or which damage or endanger the property of the school, or which otherwise interfere with or obstruct the mission or operations of the school district or the safety or welfare of students or employees. VII. DISCIPLINARY ACTION OPTIONS
Every situation is unique and should be addressed on a case by case basis. The District will make every effort to engage in restorative practices prior to, and as a part of utilizing progressive discipline to the extent reasonable and appropriate based upon the specific facts and circumstances of student misconduct. The specific form of discipline chosen in a particular case is solely within the discretion of the District. Disciplinary action may include, but is not limited to, one or more of the following:
A. Student conference with teacher, principal, counselor, or other District personnel, and verbal warning; B. Confiscation by District personnel and/or by law enforcement of any item, article, object, or thing, prohibited by, or used in the violation of, any school district policy, rule, regulation, procedure, or state or federal law. If confiscated by the school district, the confiscated item, article, object, or thing will be released only to the parent/guardian following the completion of any investigation or disciplinary action instituted or taken related to the violation. C. Parent contact and/or conference; D. Removal from class; E. In-school suspension; F. Suspension from extracurricular activities; G. Detention or restriction of privileges; H. Loss of school privileges; I. In-school monitoring or revised class schedule; J. Referral to in-school support services; K. Referral to law enforcement or other appropriate authorities, community resources or an outside agency; L. Financial restitution; M. A request for a petition to be filed in district court for juvenile delinquency adjudication; N. Out-of-school suspension under the Pupil Fair Dismissal Act;
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O. Preparation of an admission or readmission plan; P. YCAPP alternative to suspension Q. Expulsion under the Pupil Fair Dismissal Act; R. Exclusion under the Pupil Fair Dismissal Act; and/or S. Other disciplinary action as deemed appropriate by the District. VIII. REMOVAL OF STUDENTS FROM CLASS A. Teachers have the responsibility of attempting to modify disruptive student behavior by such means as conferring with the student, using positive reinforcement, assigning detention or other consequences, or contacting the student’s parents. When such measures fail, or when the teacher determines it is otherwise appropriate based upon the student’s conduct, the teacher shall have the authority to remove the student from class pursuant to the procedures established by this discipline policy. Grounds for removal from class shall include any of the following:
1. Willful conduct that significantly disrupts the rights of others to an education, including conduct that interferes with a teacher’s ability to teach or communicate effectively with students in a class or with the ability of other students to learn;
2. Willful conduct that endangers surrounding persons, including school district
employees, the student or other students, or the property of the school; 3. Willful violation of any school rules, regulations, policies or procedures; or
4. Other conduct, which in the discretion of the teacher or administration, requires removal of the student from class.
Such removal shall be for at least one activity period or class period of instruction for a given course of study and shall not exceed five such periods. A student must be removed from class immediately if the student engages in assault or violent behavior. The removal from class shall be for a period of time deemed appropriate by the principal, in consultation with the teacher. B. If a student is removed from class more than ten times in a school year, the school district shall notify the parent or guardian of the student’s tenth removal from class and make reasonable attempts to convene a meeting with the student’s parent or guardian to discuss the problem that is causing the student to be removed from class. C. Procedures for the Removal of a Student From a Class
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1. If a student is removed from class, the teacher, principal, or other District employee will complete a report describing the student’s behavior. 2. Teachers removing students from class are required to direct the student to the school office and verify his or her arrival as soon as practicable. Teachers will determine whether a student needs to be accompanied to the office, and, if so, make the necessary arrangements. 3. The administrator may, at his/her option, assign the student to supervision in another area specially designated for this purpose. 4. The student will remain in the custody of the building administrator or his/her designee for the duration of the time prescribed. 5. Students removed for more than one class period will receive assignments from the teachers to enable the student to keep up with his/her class work. D. Return of a Student to a Class from Which the Student was Removed 1. The student may return to class after a conference with the appropriate administrator, teacher, and/or the parent(s)/Guardian(s). At the time of this conference, a plan of action will be established. 2. Students removed from class will be required to examine and take measures to correct it.
E. Notification Procedures 1. Parents/guardians of students removed from class will be notified as soon as practicable of the rule violation that led to the removal, and any conditions for readmission. Students with Disabilities; Special Provisions a In cases involving students receiving special education services, appropriate special education staff will be notified of the removal to determine compliance with the student’s IEP and to determine whether further assessment or change in the student’s IEP is necessary. b In cases involving students with suspected disability, the student assistance team or school counselor will be notified and the school’s pre-referral intervention process will be followed. F. Devices for Detecting Chemical/Alcohol Use While on School Premises 1. Administration, with reasonable suspicion of student use of alcohol during the school day, and/or at school sponsored events, may implement or direct the use of a Passive Breath Alcohol Sensor Device to determine alcohol consumption.
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2. Administration, with reasonable suspicion of student use of chemicals, may implement or direct the use of procedures allowed under law, to determine chemical use. G. Procedures for Addressing Alcohol and/or Chemical Use or Abuse Problems of Students While on School Premises
1. The District has established a chemical /alcohol abuse pre-assessment team (Student Support Teams or Student Intervention Teams) pursuant to Minnesota Statute 121A.26;
2. The District has established teacher reporting procedures to the chemical/alcohol abuse pre-assessment team, pursuant to Minnesota Statute 121A.29. H. Procedures for Encouraging Early Detection of Behaviors Problems and Involvement of Parents/Guardians in Attempts to Improve a Student’s Behavior 1. During the enrollment process, schools will gather as much information from parent(s)/guardian(s) as possible to determine any pre-existing academic, behavioral, or attendance concerns. 2. School administrators will ensure the building is adequately supervised and that a system is in place for reporting behavior concerns, regardless of the time and day. 3. School administration will have a plan for reviewing attendance records on a regular basis and then act on the attendance concerns in accordance with the appropriate county truancy program. 4. Schools will establish a structure for teachers to discuss student behavior concerns that is clearly communicated and followed up by administration. 5. Schools must have a team including administration, counselors, the school nurse, and other staff as available to review student academic, attendance, behavior and social/emotional concerns. 6. Staff will intervene and support students early on as behavior concerns are surfacing. 7. Schools will work with chemical health support staff to assess student behavior and determine whether or not chemical issues as present. 8. In conjunction with the Special Education process, schools will have regularly scheduled meetings to consider whether students with academic, behavioral, or social/emotional concerns might need to be assessed for special education services. 9. A formal structure will be created to share information as students transition between schools and grades to assist in continuous support and intervention. 10. Schools will communicate with parent/guardian about academic progress and encourage parents/guardians to assist in identifying concerns.
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IX. DISMISSAL
A. Violations leading to suspension, based upon severity, may also be grounds for
actions leading to expulsion, and/or exclusion. A student may be dismissed on any of 1. Willful violation of any reasonable school board regulation, including those found in this policy; 2. Willful conduct that significantly disrupts the rights of others to an education, or the ability of school personnel to perform their duties, or school sponsored or extracurricular activities; 3. Willful conduct that endangers the student or other students, or surrounding persons, including school district employees, or property of the school.
B. Suspension Procedures
1. If a student’s total days of removal from school exceed ten cumulative days in a school year, the school district shall make reasonable attempts to convene a meeting with the student and the student’s parent or guardian before subsequently removing the student from school and, with the permission of the parent or guardian, arrange for a mental health screening for the student at the parent or guardian’s expense. The purpose of this meeting is to attempt to determine the student’s need for assessment or other services or whether the parent or guardian should have the student assessed or diagnosed to determine whether the student needs treatment for a mental health disorder.
2. Each suspension action may include a readmission plan. The plan shall include, where appropriate, a provision for implementing alternative educational services upon readmission which must not be used to extend the current suspension. A readmission plan must not obligate a parent or guardian to provide psychotropic drugs to their student as a condition of readmission. School administration must not use the refusal of a parent or guardian to consent to the administration of psychotropic drugs to their student or to consent to a psychiatric evaluation, screening, or examination of the student as a ground, by itself, to prohibit the student from attending class or participating in a school-related activity, or as a basis of a charge of child abuse, child neglect, or medical or educational neglect. The school administration may not impose consecutive suspensions against the same student for the same course of conduct, or incident of misconduct, except where the student will create an immediate and substantial danger to self or to surrounding persons or property or where the school district is in the process of initiating an expulsion, in which case the school administration may extend the suspension to a total of 15 days.
3. A child with a disability may be suspended. When a child with a disability has been suspended for more than five consecutive days or ten cumulative school days in the same year, and that suspension does not involve a recommendation for expulsion or exclusion or other change in placement under federal law, relevant members of the child’s IEP team, including at least one of the child’s teachers,
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shall meet and determine the extent to which the child needs services in order to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals in the child’s IEP. That meeting must occur as soon as possible, but no more than ten days after the sixth consecutive day of suspension or the tenth cumulative day of suspension has elapsed.
4. The school administration will implement alternative educational services when the
suspension exceeds five days. Alternative educational services may include, but are not limited to:
a. Special tutoring; b. Modified curriculum, instruction, and other modifications or adaptions; c. Instruction through electronic media; d. Special education services as indicated by appropriate assessments e. Homebound instruction f. Supervised homework; g. Enrollment in another district or in an alternative learning center under Minn. Stat. § 123A.05 selected to allow the student to progress toward meeting graduation standards.
5. The school administration shall have an informal administrative conference with the student who is suspended. The informal administrative conference shall take place before the suspension, except where it appears that the student will create an immediate and substantial danger to self or to surrounding persons or property, in which case the conference shall take place as soon as practicable following the suspension. At the informal administrative conference, a school administrator shall notify the student of the grounds for the suspension, provide an explanation of the evidence the authorities have, and the student may present the student’s version of the facts. A separate administrative conference is required for each period of suspension. 6. After school administration notifies a student of the grounds for suspension,
school administration may, instead of imposing the suspension, implement alternatives to suspension, including but not limited to:
a. Strongly encouraging a parent or guardian of the student to attend
school with the student for one day; b. Petitioning the juvenile court that the student is in need of services. 7. A written notice containing the grounds for suspension, a brief statement of the
facts, a description of the testimony, a readmission plan, and a copy of the Minnesota Pupil Fair Dismissal Act, Minn. Stat. §§ 121A.40-121A.56, shall be personally served upon the student at or before the time the suspension is to take effect, and upon the student’s parent or guardian by mail within 48 hours of the conference.
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8. The school administration shall make reasonable efforts to notify the student’s parent or guardian of the suspension by telephone as soon as possible. In the event that the student’s parent or guardian is not available for notification of the suspension at the time of the suspension, the student will remain in the school building for the remainder of the school day at a location or locations designated by the principal or his/her designee.
9. In the event a student is suspended without an informal administrative conference
on the grounds that the student will create an immediate and substantial danger to surrounding persons or property, the written notice shall be served upon the student and the student’s parent or guardian within 48 hours of the suspension. Service by mail shall be complete upon mailing.
10. Notwithstanding the foregoing provisions, the student may be suspended pending
the school board’s decision in an expulsion or exclusion proceeding, provided that alternative educational services are implemented to the extent that suspension exceeds five days.
C. Expulsion and Exclusion Procedures
1. All expulsion and exclusion proceedings will be held pursuant to and in
accordance with the provisions of the Minnesota Pupil Fair Dismissal Act, Minn. Stat. §§121A.40-121A.56.
2. No expulsion or exclusion shall be imposed without a hearing, unless the right to a hearing is waived in writing by the student and parent or guardian.
3. The student and parent or guardian shall be provided written notice of the school
district’s intent to initiate expulsion or exclusion proceedings. This notice shall be served upon the student and his or her parent or guardian personally or by mail, and shall contain the components required by the Minnesota Pupil Dismissal Act.
4. The hearing on a proposed expulsion shall be scheduled within ten days of the
service of the written notice unless an extension, not to exceed five days, is requested for good cause by the school district, student, parent, or guardian.
5. All hearings shall be held at a time and place reasonably convenient to the student,
parent, or guardian and shall be closed, unless the student, parent, or guardian requests an open hearing.
6. The school district shall record the hearing proceedings at district expense, and a
party may obtain a transcript at its own expense.
7. The student shall have a right to a representative of the student’s own choosing, including legal counsel, at the student’s sole expense. The school district shall advise the student’s parent or guardian that free or low-cost legal assistance may be available and that a legal assistance resource list is available from MDE. The school board may appoint an attorney to represent the school district in any proceeding.
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8. If the student designates a representative other than the parent or guardian, the
representative must have a written authorization from the student or the parent or guardian providing them with access to and/or copies of the student’s records.
9. All expulsion or exclusion hearings shall take place before and be conducted by an independent hearing officer designated by the school district. The hearing shall be conducted in a fair and impartial manner. Testimony shall be given under oath and the hearing officer shall have the power to issue subpoenas and administer oaths.
10. At a reasonable time prior to the hearing, the student, parent or guardian, or authorized representative shall be given access to all school district records pertaining to the student, including any tests or reports upon which the proposed dismissal action may be based.
11. The student, parent or guardian, or authorized representative, shall have the right to compel the presence of any school district employee or agent or any other person who may have evidence upon which the proposed dismissal action may be based, and to confront and cross-examine any witnesses testifying for the school district.
12. The student, parent or guardian, or authorized representative, shall have the right to present evidence and testimony, including expert psychological or educational testimony.
13. The student cannot be compelled to testify in the dismissal proceedings.
14. The hearing officer shall prepare findings and a recommendation based solely upon substantial evidence presented at the hearing, which must be made to the school board and served upon the parties within two days after the close of the hearing.
15. The school board shall base its decision upon the findings and recommendation of the hearing officer and shall render its decision at a meeting held within five days after receiving the findings and recommendation. The school board may provide the parties with the opportunity to present exceptions and comments to the hearing officer’s findings and recommendation provided that neither party presents any evidence not admitted at the hearing. The decision by the school board must be based on the record, must be in writing, and must state the controlling facts on which the decision is made in sufficient detail to apprise the parties and the Commissioner of Education (Commissioner) of the basis and reason for the decision.
16. A party to an expulsion or exclusion decision made by the school board may appeal the decision to the Commissioner within 21 calendar days of school board action pursuant to Minn. Stat. § 121A.49. The decision of the school board shall be implemented during the appeal to the Commissioner.
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17. The school district shall report any suspension, expulsion or exclusion action taken to the appropriate public service agency, when the student is under the supervision of such agency.
18. The school district must report, through the MDE electronic reporting system, each expulsion or exclusion within 30 days of the effective date of the action to the Commissioner. This report must include a statement of alternative educational services given the student and the reason for, the effective date, and the duration of the exclusion or expulsion. The report must also include the student’s age, grade, gender, race, and special education status. The dismissal report must include state student identification numbers of affected students.
19. Whenever a student fails to return to school within ten school days of the termination of dismissal, a school administrator shall inform the student and his/her parent or guardian by mail of the student’s right to attend and to be reinstated in the school district.
X. ADMISSION OR READMISSION PLAN A school administrator shall prepare and enforce an admission or readmission plan for any student
who is excluded or expelled from school. The plan may include measures to improve the student’s behavior, including completing a character education program consistent with Minn. Stat. § 120B.232, Subd. 1, and require parental involvement in the admission or readmission process, and may indicate the consequences to the student of not improving the student’s behavior. The readmission plan must not obligate parents to provide a sympathomimetic medication for their child as a condition of readmission.
XI. NOTIFICATION OF POLICY VIOLATIONS Notification of any violation of this policy and resulting disciplinary action shall be as provided
herein, or as otherwise provided by the Pupil Fair Dismissal Act or other applicable law. The teacher, principal or other school district official may provide additional notification as deemed appropriate.
In addition, the school district must report, through the MDE electronic reporting system, each
physical assault of a school district employee by a student within 30 days of the assault. This report must include a statement of the alternative educational services or other sanction, intervention, or resolution given to the student in response to the assault and the reason for, the effective date, and the duration of the exclusion or expulsion or other sanction, intervention, or resolution. The report must also include the student’s age, grade, gender, race, and special education status.
XII. STUDENT DISCIPLINE RECORDS Complete and accurate student discipline records will be maintained. The collection, dissemination,
and maintenance of student discipline records and information shall be consistent with applicable school district policies and federal and state law.
XIII. STUDENTS WITH A DISABILITY
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Students who are currently identified as eligible under the IDEA or Section 504 will be subject to the provisions of this policy, unless the student’s IEP or 504 plan specifies a necessary modification.
Before initiating an expulsion or exclusion of a student with a disability, relevant members of the child’s IEP team and the child’s parent shall, consistent with federal law, conduct a manifestation determination and determine whether the child’s behavior was (i) caused by or had a direct and substantial relationship to the child’s disability and (ii) whether the child’s conduct was a direct result of a failure to implement the child’s IEP.
If the student’s educational program is appropriate and the behavior is not a manifestation of the student’s disability, the school district will proceed with discipline, up to and including expulsion, unless the student’s educational program provides otherwise.
If the team determines that the behavior subject to discipline is a manifestation of the student’s disability, the team shall conduct a functional behavioral assessment and implement a behavioral intervention plan for such student provided that the school district had not conducted such assessment prior to the manifestation determination before the behavior that resulted in a change of placement. Where a behavioral intervention plan previously has been developed, the team will review the behavioral intervention plan and modify it as necessary to address the behavior.
When a student who has an IEP is excluded or expelled for misbehavior that is not a manifestation of the student’s disability, the school district shall continue to provide special education and related services during the period of expulsion or exclusion.
XIV. OPEN ENROLLED STUDENTS
The District may terminate the enrollment of a nonresident student enrolled under an Enrollment Option Program (Minn. Stat. § 124D.03) or Enrollment in Nonresident District (Minn. Stat. § 124D.08) at the end of a school year if the student meets the definition of a habitual truant, the student has been provided appropriate services for truancy (Minn. Stat. Ch. 260A), and the student’s case has been referred to juvenile court.
The District may terminate the enrollment of a nonresident student over the age of 17 enrolled under an Enrollment Options Program if the student is absent without lawful excuse for one or more periods on 15 school days and has not lawfully withdrawn from school.
XV. DISTRIBUTION OF POLICY
The District will notify students and parents of the existence and contents of this policy in such manner as it deems appropriate. Copies of this Discipline Policy shall be made available to all students and parents at the commencement of each school year and to all new students and parents upon enrollment. This policy is available, upon request, in each principal’s office.
XVI. REVIEW OF POLICY
A committee shall convene annually to review this policy for effectiveness as prescribed by law. The committee will include principal, parent, student, and staff representatives. Recommended changes shall be submitted to the Board of Education for consideration.
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XVII.III. DEFINITIONS “Assault” is an act done with intent to cause fear in another of immediate bodily harm or death; or the intentional infliction of, or attempt to inflict, bodily harm upon another.
“Dismissal” means the denial of the current educational program to any student, including exclusion, expulsion and suspension. Dismissal does not include removal from class. “Exclusion” means an action taken by the school board to prevent enrollment or re-enrollment of a student for a period that shall not extend beyond the school year. The authority to exclude rests with the school board. “Expulsion” means a school board action to prohibit an enrolled student from further attendance for up to 12 months from the date the student is expelled. The authority to expel rests with the school board. “Removal from class” and “removal” mean any actions taken by a teacher, principal, or other school district employee to prohibit a student from attending a class or activity period for a period of time not to exceed five days, pursuant to this discipline policy. “Restorative Practices” means actions and procedures that focus on respect, dignity, and mutual concern. They focus on interconnectedness of relationships, the ability to harm relationships and the repair of relationships. These practices are utilizes by teachers, administrators and student support staff prior to the use of discipline procedures, as well as in conjunction with discipline procedures. “Suspension” means an action by the school administration, under rules promulgated by the School Board, prohibiting a student from attending school for a period of no more than ten school days; provided, however, if a suspension is longer than five class periods, the suspending administrator shall provide the superintendent with a reason for the longer term of suspension. A suspension may be extended to 15 days when the District has initiated expulsion procedures. This definition does not apply to dismissal for one school day or less, except as provided in federal law, for a student with a disability.
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Second Reading 5.28.20
STUDENTS
POLICY TITLE
POLICY NUMBER
ADOPTED
REVIEW FREQUENCY
Bullying Prohibition
514
Adopted: 05-12-2011 Revised: 06-13-2019
Annually
I. PURPOSE
A safe and civil environment is needed for students to learn and attain high academic standards and to promote healthy human relationships. Bullying, like other violent or disruptive behavior, is conduct that interferes with a student’s ability to learn and/or a teacher’s ability to educate students in a safe environment. The school district cannot monitor the activities of students at all times and eliminate all incidents of bullying between students, particularly when students are not under the direct supervision of school personnel. However, to the extent such conduct affects the educational environment of the school district and the rights and welfare of its students and is within the control of the school district in its normal operations, the school district intends to prevent bullying and to take action to investigate, respond to, and to remediate and discipline for those acts of bullying which have not been successfully prevented. The purpose of this policy is to assist the school district in its goal of preventing and responding to acts of bullying, intimidation, violence, reprisal, retaliation, and other similar disruptive and detrimental behavior.
II. GENERAL STATEMENT OF POLICY
A. An act of bullying, by either an individual student or a group of students, is expressly prohibited on school premises, on school district property, at school functions or activities, or on school transportation. This policy applies not only to students who directly engage in an act of bullying but also to students who, by their indirect behavior, condone or support another student’s act of bullying. This policy also applies to any student whose conduct at any time or in any place constitutes bullying or other prohibited conduct that interferes with or obstructs the mission or operations of the school district or the safety or welfare of the student or other students, or materially and substantially interferes with a student’s educational opportunities or performance or ability to participate in school functions or activities or receive school benefits, services, or privileges. This policy also applies to an act of cyberbullying regardless of whether such act is committed on or off school district property and/or with or without the use of school district resources.
B. No teacher, administrator, volunteer, contractor, or other employee of the school district
shall permit, condone, or tolerate bullying.
C. Apparent permission or consent by a student being bullied does not lessen or negate the prohibitions contained in this policy.
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D. Retaliation against a victim, good faith reporter, or a witness of bullying is prohibited.
E. False accusations or reports of bullying against another student are prohibited.
F. A person who engages in an act of bullying, reprisal, retaliation, or false reporting of bullying or permits, condones, or tolerates bullying shall be subject to discipline or other remedial responses for that act in accordance with the school district’s policies and procedures, including the school district’s discipline policy. The school district may take into account the following factors:
1. The developmental ages and maturity levels of the parties involved;
2. The levels of harm, surrounding circumstances, and nature of the behavior;
3. Past incidences or past or continuing patterns of behavior;
4. The relationship between the parties involved; and
5. The context in which the alleged incidents occurred.
Consequences for students who commit prohibited acts of bullying may range from remedial responses or positive behavioral interventions up to and including suspension and/or expulsion. The school district shall employ research-based developmentally appropriate practices that include preventative and remedial measures and effective discipline for deterring violations of this policy, apply throughout the school district, and foster student, parent, and community participation. Consequences for employees who permit, condone, or tolerate bullying or engage in an act of reprisal or intentional false reporting of bullying may result in disciplinary action up to and including termination or discharge. Consequences for other individuals engaging in prohibited acts of bullying may include, but not be limited to, exclusion from school district property and events.
G. The school district will act to investigate all complaints of bullying reported to the
school district and will discipline or take appropriate action against any student, teacher, administrator, volunteer, contractor, or other employee of the school district who is found to have violated this policy.
III. DEFINITIONS
For purposes of this policy, the definitions included in this section apply.
A. “Bullying” means intimidating, threatening, abusive, or harming conduct that is objectively offensive and:
1. an actual or perceived imbalance of power exists between the student engaging in
the prohibited conduct and the target of the prohibited conduct, and the conduct is repeated or forms a pattern; or
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2. materially and substantially interferes with a student’s educational opportunities or performance or ability to participate in school functions or activities or receive school benefits, services, or privileges.
The term, “bullying,” specifically includes cyberbullying as defined in this policy.
B. “Cyberbullying” means bullying using technology or other electronic communication,
including, but not limited to, a transfer of a sign, signal, writing, image, sound, or data, including a post on a social network Internet website or forum, transmitted through a computer, cell phone, or other electronic device, to include impersonating someone else and sending out communications in such a capacity. The term applies to prohibited conduct which occurs on school premises, on school district property, at school functions or activities, on school transportation, or on school computers, networks, forums, and mailing lists, or off school premises to the extent that it substantially and materially disrupts student learning or the school environment.
C. “Immediately” means as soon as possible but no later than the next school day, unless
circumstances are legitimately prohibitive.
D. “Intimidating, threatening, abusive, or harming conduct” means, but is not limited to, conduct that does the following:
1. Causes physical harm to a student or a student’s property or causes a student to
be in reasonable fear of harm to person or property;
2. Under Minnesota common law, violates a student’s reasonable expectation of privacy, defames a student, or constitutes intentional infliction of emotional distress against a student; or
3. Is directed at any student or students, including those based on a person’s actual
or perceived race, ethnicity, color, creed, religion, national origin, immigration status, sex, marital status, familial status, socioeconomic status, physical appearance, sexual orientation including gender identity and expression, academic status related to student performance, disability, or status with regard to public assistance, age, or any additional characteristic defined in the Minnesota Human Rights Act (MHRA). However, prohibited conduct need not be based on any particular characteristic defined in this paragraph or the MHRA.
E. “On school premises, on school district property, at school functions or activities,
or on school transportation” means all school district buildings, school grounds, and school property or property immediately adjacent to school grounds, school bus stops, school buses, school vehicles, school contracted vehicles, or any other vehicles approved for school district purposes, the area of entrance or departure from school grounds, premises, or events, and all school-related functions, school-sponsored activities, events, or trips. School district property also may mean a student’s walking route to or from school for purposes of attending school or school-related functions, activities, or events. While prohibiting bullying at these locations and events, the school district does not represent that it will provide supervision or assume liability at these locations and events.
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F. “Prohibited conduct” means bullying or cyberbullying as defined in this policy or
retaliation or reprisal for asserting, alleging, reporting, or providing information about such conduct or knowingly making a false report about bullying.
G. “Remedial response” means a measure to stop and correct prohibited conduct, prevent
prohibited conduct from recurring, and protect, support, and intervene on behalf of a student who is the target or victim of prohibited conduct.
H. “Student” means a student enrolled in a public school or a charter school.
III. REPORTING PROCEDURE
A. Any person who believes he or she has been the target or victim of bullying or any person with knowledge or belief of conduct that may constitute bullying or prohibited conduct under this policy shall report the alleged acts immediately to an appropriate school district official designated by this policy. A person may report bullying anonymously. However, the school district may not rely solely on an anonymous report to determine discipline or other remedial responses.
B. The school district encourages the reporting party or complainant to use the report form
available from the principal or building supervisor of each building or available in the school district office, but oral reports shall be considered complaints as well.
C. The building principal, the principal’s designee, or the building supervisor (hereinafter
the “building report taker”) is the person responsible for receiving reports of bullying or other prohibited conduct at the building level. Any person may report bullying or other prohibited conduct directly to a school district human rights officer or the superintendent. If the complaint involves the building report taker, the complaint shall be made or filed directly with the superintendent or the school district human rights officer by the reporting party or complainant.
The building report taker shall ensure that this policy and its procedures, practices, consequences, and sanctions are fairly and fully implemented and shall serve as the primary contact on policy and procedural matters. The building report taker or a third party designated by the school district shall be responsible for the investigation. The building report taker shall provide information about available community resources to the target or victim of the bullying or other prohibited conduct, the perpetrator, and other affected individuals as appropriate.
D. A teacher, school administrator, volunteer, contractor, or other school employee shall be
particularly alert to possible situations, circumstances, or events that might include bullying. Any such person who witnesses, observes, receives a report of, or has other knowledge or belief of conduct that may constitute bullying or other prohibited conduct shall make reasonable efforts to address and resolve the bullying or prohibited conduct and shall inform the building report taker immediately. School district personnel who fail to inform the building report taker of conduct that may constitute bullying or other prohibited conduct or who fail to make reasonable efforts to address and resolve the bullying or prohibited conduct in a timely manner may be subject to disciplinary action.
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E. Reports of bullying or other prohibited conduct are classified as private educational
and/or personnel data and/or confidential investigative data and will not be disclosed except as permitted by law. The building report taker, shall be responsible for keeping and regulating access to any report of bullying and the record of any resulting investigation.
F. Submission of a good faith complaint or report of bullying or other prohibited conduct
will not affect the complainant’s or reporter’s future employment, grades, work assignments, or educational or work environment.
G. The school district will respect the privacy of the complainant(s), the individual(s)
against whom the complaint is filed, and the witnesses as much as possible, consistent with the school district’s obligation to investigate, take appropriate action, and comply with any legal disclosure obligations.
IV. SCHOOL DISTRICT ACTION
A. Within three days of the receipt of a complaint or report of bullying or other prohibited conduct, the school district shall undertake or authorize an investigation by the building report taker or a third party designated by the school district.
B. The building report taker or other appropriate school district officials may take
immediate steps, at their discretion, to protect the target or victim of the bullying or other prohibited conduct, the complainant, the reporter, and students or others, pending completion of an investigation of the bullying or other prohibited conduct, consistent with applicable law.
C. The alleged perpetrator of the bullying or other prohibited conduct shall be allowed the
opportunity to present a defense during the investigation or prior to the imposition of discipline or other remedial responses.
D. Upon completion of an investigation that determines that bullying or other prohibited
conduct has occurred, the school district will take appropriate action. Such action may include, but is not limited to, warning, suspension, exclusion, expulsion, transfer, remediation, termination, or discharge. Disciplinary consequences will be sufficiently severe to try to deter violations and to appropriately discipline prohibited conduct. Remedial responses to the bullying or other prohibited conduct shall be tailored to the particular incident and nature of the conduct and shall take into account the factors specified in Section II.F. of this policy. School district action taken for violation of this policy will be consistent with the requirements of applicable collective bargaining agreements; applicable statutory authority, including the Minnesota Pupil Fair Dismissal Act; the student discipline policy and other applicable school district policies; and applicable regulations.
E. The school district is not authorized to disclose to a victim private educational or
personnel data regarding an alleged perpetrator who is a student or employee of the school district. School officials will notify the parent(s) or guardian(s) of students who are targets of bullying or other prohibited conduct and the parent(s) or guardian(s) of alleged perpetrators of bullying or other prohibited conduct who have been involved in a
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reported and confirmed bullying incident of the remedial or disciplinary action taken, to the extent permitted by law.
F. In order to prevent or respond to bullying or other prohibited conduct committed by or
directed against a child with a disability, the school district shall, when determined appropriate by the child’s individualized education program (IEP) team or Section 504 team, allow the child’s IEP or Section 504 plan to be drafted to address the skills and proficiencies the child needs as a result of the child’s disability to allow the child to respond to or not to engage in bullying or other prohibited conduct.
V. RETALIATION OR REPRISAL
The school district will discipline or take appropriate action against any student, teacher, administrator, volunteer, contractor, or other employee of the school district who commits an act of reprisal or who retaliates against any person who asserts, alleges, or makes a good faith report of alleged bullying or prohibited conduct, who provides information about bullying or prohibited conduct, who testifies, assists, or participates in an investigation of alleged bullying or prohibited conduct, or who testifies, assists, or participates in a proceeding or hearing relating to such bullying or prohibited conduct. Retaliation includes, but is not limited to, any form of intimidation, reprisal, harassment, or intentional disparate treatment. Disciplinary consequences will be sufficiently severe to deter violations and to appropriately discipline the individual(s) who engaged in the prohibited conduct. Remedial responses to the prohibited conduct shall be tailored to the particular incident and nature of the conduct and shall take into account the factors specified in Section II.F. of this policy.
VI. TRAINING AND EDUCATION
A. The school district shall discuss this policy with school personnel and volunteers and provide appropriate training to school district personnel regarding this policy. The school district shall establish a training cycle for school personnel to occur during a period not to exceed every three school years. Newly employed school personnel must receive the training within the first year of their employment with the school district. The school district or a school administrator may accelerate the training cycle or provide additional training based on a particular need or circumstance.
B. The school district shall require ongoing professional development, consistent with
Minn. Stat. § 122A.60, to build the skills of all school personnel who regularly interact with students to identify, prevent, and appropriately address bullying and other prohibited conduct. Such professional development includes, but is not limited to, the following:
1. Developmentally appropriate strategies both to prevent and to immediately and
effectively intervene to stop prohibited conduct;
2. The complex dynamics affecting a perpetrator, target, and witnesses to prohibited conduct;
3. Research on prohibited conduct, including specific categories of students at risk
for perpetrating or being the target or victim of bullying or other prohibited conduct in school;
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4. The incidence and nature of cyberbullying; and
5. Internet safety and cyberbullying.
C. The school district annually will provide education and information to students regarding
bullying, including information regarding this school district policy prohibiting bullying, the harmful effects of bullying, and other applicable initiatives to prevent bullying and other prohibited conduct.
D. The administration of the school district is directed to implement programs and other
initiatives to prevent bullying, to respond to bullying in a manner that does not stigmatize the target or victim, and to make resources or referrals to resources available to targets or victims of bullying.
E. The administration is encouraged to provide developmentally appropriate instruction and
is directed to review programmatic instruction to determine if adjustments are necessary to help students identify and prevent or reduce bullying and other prohibited conduct, to value diversity in school and society, to develop and improve students’ knowledge and skills for solving problems, managing conflict, engaging in civil discourse, and recognizing, responding to, and reporting bullying or other prohibited conduct, and to make effective prevention and intervention programs available to students.
The administration may establish strategies for creating a positive school climate and use evidence-based social-emotional learning to prevent and reduce discrimination and other improper conduct.
The administration is encouraged, to the extent practicable, to take such actions as it may deem appropriate to accomplish the following:
1. Engage all students in creating a safe and supportive school environment;
2. Partner with parents and other community members to develop and implement
prevention and intervention programs;
3. Engage all students and adults in integrating education, intervention, and other remedial responses into the school environment;
4. Train student bystanders to intervene in and report incidents of bullying and other
prohibited conduct to the schools’ primary contact person;
5. Teach students to advocate for themselves and others;
6. Prevent inappropriate referrals to special education of students who may engage in bullying or other prohibited conduct; and
7. Foster student collaborations that, in turn, foster a safe and supportive school
climate.
F. The school district may implement violence prevention and character development
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education programs to prevent or reduce policy violations.
G. The school district shall inform affected students and their parents of rights they may have under state and federal data practices laws to obtain access to data related to an incident and their right to contest the accuracy or completeness of the data. The school district may accomplish this requirement by inclusion of all or applicable parts of its protection and privacy of pupil records policy in the student handbook.
VII. NOTICE
A. The school district will give annual notice of this policy to students, parents or guardians, and staff, and this policy shall appear in the student handbook.
B. This policy or a summary thereof must be conspicuously posted in the administrative
offices of the school district and the office of each school.
C. This policy must be given to each school employee and independent contractor who regularly interacts with students at the time of initial employment with the school district.
D. Notice of the rights and responsibilities of students and their parents under this policy
must be included in the student discipline policy distributed to parents at the beginning of each school year.
E. This policy shall be available to all parents and other school community members in an
electronic format in the language appearing on the school district’s or a school’s website.
F. The school district shall provide an electronic copy of its most recently amended policy to the Commissioner of Education.
VIII. POLICY REVIEW
To the extent practicable, the school board shall, on a cycle consistent with other school district policies, review and revise this policy. The policy shall be made consistent with Minn. Stat. § 121A.031 and other applicable law. Revisions shall be made in consultation with principals, staff, students, and parents.
IX.III. DEFINITIONS
For purposes of this policy, the definitions included in this section apply.
“Bullying” means intimidating, threatening, abusive, or harming conduct that is objectively offensive and:
1. an actual or perceived imbalance of power exists between the student engaging in the prohibited conduct and the target of the prohibited conduct, and the conduct is repeated or forms a pattern; or
2. materially and substantially interferes with a student’s educational opportunities or performance or ability to participate in school functions or activities or receive school benefits, services, or privileges.
The term, “bullying,” specifically includes cyberbullying as defined in this policy.
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“Cyberbullying” means bullying using technology or other electronic communication, including, but not limited to, a transfer of a sign, signal, writing, image, sound, or data, including a post on a social network Internet website or forum, transmitted through a computer, cell phone, or other electronic device, to include impersonating someone else and sending out communications in such a capacity. The term applies to prohibited conduct which occurs on school premises, on school district property, at school functions or activities, on school transportation, or on school computers, networks, forums, and mailing lists, or off school premises to the extent that it substantially and materially disrupts student learning or the school environment.
“Immediately” means as soon as possible but no later than the next school day, unless circumstances are legitimately prohibitive.
“Intimidating, threatening, abusive, or harming conduct” means, but is not limited to, conduct that does the following:
1. Causes physical harm to a student or a student’s property or causes a student to
be in reasonable fear of harm to person or property;
2. Under Minnesota common law, violates a student’s reasonable expectation of privacy, defames a student, or constitutes intentional infliction of emotional distress against a student; or
3. Is directed at any student or students, including those based on a person’s actual
or perceived race, ethnicity, color, creed, religion, national origin, immigration status, sex, marital status, familial status, socioeconomic status, physical appearance, sexual orientation including gender identity and expression, academic status related to student performance, disability, or status with regard to public assistance, age, or any additional characteristic defined in the Minnesota Human Rights Act (MHRA). However, prohibited conduct need not be based on any particular characteristic defined in this paragraph or the MHRA.
“On school premises, on school district property, at school functions or activities, or on school transportation” means all school district buildings, school grounds, and school property or property immediately adjacent to school grounds, school bus stops, school buses, school vehicles, school contracted vehicles, or any other vehicles approved for school district purposes, the area of entrance or departure from school grounds, premises, or events, and all school-related functions, school-sponsored activities, events, or trips. School district property also may mean a student’s walking route to or from school for purposes of attending school or school-related functions, activities, or events. While prohibiting bullying at these locations and events, the school district does not represent that it will provide supervision or assume liability at these locations and events.
“Prohibited conduct” means bullying or cyberbullying as defined in this policy or retaliation or reprisal for asserting, alleging, reporting, or providing information about such conduct or knowingly making a false report about bullying.
“Remedial response” means a measure to stop and correct prohibited conduct, prevent
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prohibited conduct from recurring, and protect, support, and intervene on behalf of a student who is the target or victim of prohibited conduct.
“Student” means a student enrolled in a public school or a charter school.
Legal References: Minn. Stat. Ch. 13 (Minnesota Government Data Practices Act)
Minn. Stat. § 120A.05, Subds. 9, 11, 13, and 17 (Definition of Public School) Minn. Stat. § 120B.232 (Character Development Education)
Minn. Stat. § 121A.03 (Sexual, Religious and Racial Harassment and Violence) Minn. Stat. § 121A.031 (School Student Bullying Policy) Minn. Stat. § 121A.0311 (Notice of Rights and Responsibilities of Students and Parents under the Safe and Supportive Minnesota Schools Act) Minn. Stat. §§ 121A.40-121A.56 (Pupil Fair Dismissal Act) Minn. Stat. § 121A.69 (Hazing Policy) Minn. Stat. Ch. 124E (Charter School) Minn. Stat. Ch. 363A (Minnesota Human Rights Act) 20 U.S.C. § 1232g et seq. (Family Educational Rights and Privacy Act) 34 C.F.R. §§ 99.1 - 99.67 (Family Educational Rights and Privacy)
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Agenda Item IX. A.
Date Prepared: May 20, 2020 ISD 834 Board Meeting
Action Item: Staffing Strategy for New Hires Meeting Date: May 28, 2020 Contact Person: Superintendent Pontrelli _____________________________________________________________________________________ Background: Direction from a motion at the May 14, 2020 board meeting requested administration to extend the hiring pause until June 1 and to work on a staffing strategy going forward. The Personnel Working Group along with a few members of administration met to clarify how to proceed with vacant positions. _____________________________________________________________________________________ Recommendation: A motion and a second will be requested to approve a staffing strategy for moving forward. Motion by: _____________________Seconded by: _____________________Vote: _______________
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PROPOSED POSITION POSTING PROCESS Effective May 29, 2020
CURRENT STATUS OF STAFFING PROCESS
Teacher
● Teacher (teacher contract positions) spring posting process completed ● Positions being posted internally and externally ● Board approval on May 14, 2020, to continue to post open positions ● Positions currently pending, per Board hold:
o None Paraprofessionals
● Positions posted for first round of posting (per SCPA contract) o Only completed the process for special education para positions, based on
approval of the Board to continue special education positions, on May 14, 2020 ● Still need to complete the hiring of positions from round one spring postings for all
non-special education positions ● Still need to do the second round of spring posting process (per SCPA contract) for all
para positions (special ed, general ed, and health para) ● Positions currently pending, per Board hold:
o Three behavior paras o Three general/ELL paras o Nine general education/supervision paras o Five health paras o 37 special education paras (not posted for spring posting round two to date)
Custodians
● Positions currently pending, per Board hold: o Three positions that have been previously posted but not filled are currently on
hold. o One additional second engineer position at BV became vacant on May 15, 2020
Other Positions
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● District Accountant position released for posting by Board; currently posted ● Positions currently pending, per Board hold:
o One casual position pending (Advanced placement coordinator) o One Coordinator/Supervisor/Specialist (CSS) positions pending (Coordinator
ECFC) o One Director position pending (Assistant Superintendent) o Two Tech Support position pending
▪ Youth and Athletics Programs Technician ▪ ECFC Screener
RECOMMENDED PROCESS FOR POSTING/HIRING 1. Requisitions must be submitted through AppliTrack and include the following
information for consideration in making an approval determination (see example below): a. Indication as to whether the position is new or a replacement b. The basis of the need for the position c. Funding source description and budget code(s) from which the position will be paid
i. Source(s) of revenue available to cover the cost of the position (if applicable) 1. Length of time the revenue will cover the position
ii. Manner in which the position will be sustained d. Ramifications if the position were not approved to be posted, or the posting was
delayed, i.e. cannot provide legally required service or programs, cannot offer program without position, difficult to fill positions, etc.
2. Requisitions for all positions will be routed through the following approval
process:
a. Director of Program/Department i. Review and approval of information provided in step one
b. Executive Director of Admin Services i. Review of information submitted and application of posting criteria
c. Executive Team Review d. A meeting of the Personnel Working Group will take place during which Human
Resources will provide a list of pending positions and intended action for each. This will provide the PWG an opportunity to express concerns prior to posting of positions. For example: Funding mechanism, budget reductions, newly added positions, restructuring, and others.
e. The HR Report on the consent agenda will have an additional category for board approval titled “Open Positions on Hold” which will include positions that are recommended to be placed on hold by the Personnel Working Group. It will also
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include an expiration date if needed. This will continue to serve as a reminder that these positions still need to be acted on. An example is provided below:
OPEN POSITIONS ON HOLD INITIAL DATE
OF HOLD POSITION ESTIMATED
SALARY/HRLY RATE
FTE GROUP HOLD EXPIRATION
DATE May 11, 2020 Adv. Placement Coord.
District-Wide $14.50 / hour Casual Casual May 28, 2020
May 11, 2020 Pathways Coordinators Stillwater Area High
School
$150,000.00 1.4 FTE SCEA May 28, 2020
3. Criteria review for Approval of posting requests will be considered as follows:
a. Positions that fall into the following categories will be approved by HR for posting without further review
i. Teaching positions that are within the staffing allocated by or through (special education) the HR department, consistent with the Board’s action on May 14, 2020
ii. Special education para positions that are allocated by Student Support Services, which are required for providing required IEP services, consistent with the Board’s action on May 14, 2020
4. The following positions will be considered “eligible for approval” by HR and
reviewed with the Personnel Working group, prior to posting:
a. Positions that are posted internally only, e.g, paraprofessional spring posting process and internal posting of custodians (reshuffling of current staff with job rights)
i. Once the internal posting process is complete, positions will be shifted out of this category and reclassified before they are posted externally.
b. Positions that are required in order to offer required and/or district programs, examples of which include:
i. ELL Paraprofessionals ii. Community education positions required to staff the essential employee
childcare program, and District summer childcare iii. Community education staff that provide instruction for summer community
education programs. These programs generate the revenue to cover the salaries, and will not run if there is not sufficient enrollment to do so.
iv. Positions that are part of a restructure resulting in a reduction in positions and/or cost
v. Pathways Coordinator positions
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5. Because there is a potential for the continuation of Distance Learning (or blended) at the start of the 2020-2021 school year, there is a potential that some positions may not be needed, at least at the start of the school year. The following positions will be held until more information is known about legislative action, the manner in which instruction will be provided during the 2020-2021 school year, or other factors specific to position need: a. General ed/supervision and behavior para positions that are rehires of released
staff, or hiring of external staff will be held until July 6, 2020 b. Health paraprofessionals who were employed during the 2019-20 school year may
be rehired; positions requiring external new hires (not employed during 2019-20) will be held under these provisions
c. Positions that include an increase in FTE or hours, exceeding current staffing levels d. New positions for which there is not an outside revenue source e. Other positions not filled in other categories
6. Implications If Positions Are Not Posted/Filled
a. Health paras
i. Required to have specialized training ii. Very hard to fill; may not be able to fill our openings
iii. Other districts are waiting to hire our staff iv. Increased health services may be needed if students return and COVID
increases b. AP Coordinator
i. May not be able to meet requirements; students would not be eligible to complete test/qualify for post-secondary credit
c. All other positions held i. May not be able to fill our positions or obtain the most qualified candidates
7. The Personnel Working Group recommends posting for an interim Assistant
Superintendent position. a. The Personnel Working Group will be part of the hiring process and participate with
interviewing prior to the final decision being made. 8. The Personnel Working Group has reviewed these strategies and recommends this
plan for Board approval.
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Positions Approved to Post, Per Prior Board Approval on May 14, 2020(Note: These positions are defined in item 4(a)(ii) of the Proposed Posting/Hiring Process)These are special education para positions remaining after first round of Para spring posting processEmployee Group Job Title Bldg Starting Salary Range NotesPara-Sped 6.25 Special Education Para Afton $16.12- $16.50 per hourPara-Sped 6.5 Special Education Para Afton $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Afton $16.12- $16.50 per hourPara-Sped 6.5 Special Education Para Afton $16.12- $16.50 per hourPara-Sped 6.5 Special Education Para Afton $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Afton $16.12- $16.50 per hourPara-Sped 6.25 Special Education Para Andersen $16.12- $16.50 per hourPara-Sped 6.25 Special Education Para Andersen $16.12- $16.50 per hourPara-Sped 6.5 Special Education Para Andersen $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Andersen $16.12- $16.50 per hourPara-Sped 2.85 Special Education Para ECFC $16.12- $16.50 per hourPara-Sped 2.85 Special Education Para ECFC $16.12- $16.50 per hourPara-Sped 3.0 Special Education Para ECFC $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Lake Elmo $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Lake Elmo $16.12- $16.50 per hourPara-Sped 6.9 Special Education Para Lake Elmo $16.12- $16.50 per hourPara-Sped 7.5 Special Education Para Lake Elmo $16.12- $16.50 per hourPara-Sped 6.5 Special Education Para Lake Elmo $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Lake Elmo $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Lake Elmo $16.12- $16.50 per hourPara-Sped 6.5 Special Education Para Lake Elmo $16.12- $16.50 per hourPara-Sped 6.5 Special Education Para Lake Elmo $16.12- $16.50 per hourPara-Sped 6.5 Special Education Para Lake Elmo $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Lily Lake $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Lily Lake $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para OMS $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Rutherford $16.12- $16.50 per hourPara-Sped 3.75 Special Education Para Rutherford $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Rutherford $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Rutherford $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Rutherford $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Rutherford $16.12- $16.50 per hourPara-Sped 4.0 Special Education Para Stonebridge $16.12- $16.50 per hourPara-Sped 6.0 Special Education/ Level III EBD Stonebridge $16.12- $16.50 per hourPara-Sped 6.5 Special Education Para/EBD SMS $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para/DCD SMS $16.12- $16.50 per hourPara-Sped 6.0 Special Education Para Transition $16.12- $16.50 per hour
Positions "Eligible for Approval" by HR
Positions Pending Posting as of 5.26.20Action Steps by Category Define in Proposed Position Posting Process
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(Note: These positions are defined in item 5(a)(i) of the Proposed Posting/Hiring Process) SPRING POSTING PROCESSPara- Behavior 7.0 Behavior Para AFT $16.12- $16.50 per hourPara- Behavior 7.0 Behavior Para AND $16.12- $16.50 per hourPara- Behavior 7.0 Behavior Para LE $16.12- $16.50 per hourPara- General 3.75 Gen ALC $16.12- $16.50 per hourPara- General 6.0 Gen LE $16.12- $16.50 per hourPara- General 5.9 Gen LE $16.12- $16.50 per hourPara- General 5.5 Para SMS $16.12- $16.50 per hourPara- General 5.0 Gen SAHS $16.12- $16.50 per hourPara- General 4.33 Gen/Supervision BRO $16.12- $16.50 per hourPara-Sped 3.75 Generation Education Para ALC $16.12- $16.50 per hourPara-Sped 6.5 General Education/Academic and Behavioral Support OMS $16.12- $16.50 per hourPara-Sped 6.5 General Education/Supervision Para Boys Locker Room OMS $16.12- $16.50 per hour
Positions "Eligible for Approval" by HR(Note: Thes positions are defined in item 5(b) of the Proposed Posting/Hiring Process)Casual Advanced Placement Coord SAHS $14.50 per hour
This position is responsible for coordinating all activities related to Advance Placement testing. The District is required to comply with specific requirements and it is important to train the individual that is hired. The intent is to hire this position and have them train with the current person responsible for coordination, who is retiring. If specific protocols are not followed in administering these tests, the students taking the test may be ineligible for the credit for taking the class and the associated test.
DIR Assistant Superintendent CSB $133,729- $145,106 per year This position is responsible for oversight of all of the instructional side of the District; supervises and evaluates principals; hiring process for other districts is nearly complete; delaying process creates difficulty in finding highly qualified individuals.
TCHR Pathways Coordinator SAHS Approximately $150,000 These positions would be required in order to begin implementation of the Pathrways program at SAHS beginning with the start of the 2020-2021 school year; Outside funding pending through Andersen and the Partnership Plan.
CSS Coordinator ECFC ECFC $57,127- 65,146 per year This position manages the ECFC program and the preschool assistants. This person will have to manage the registration and possible programming redesign for fall ECFE classes which primarily happens over July and August. They might also have to do some hiring of assistants for our prek program as we get ready for the fall, pending programming model.
Positions "Eligible for Approval" by HR
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(Note: This position is defined in item 5(b)(i) of the Proposed Posting/Hiring Process)Para- General 5.9 Gen/ELL SAHS $16.12- $16.50 per hourPara-Sped 6.0 Gen Ed/EL Program Para OMS $16.12- $16.50 per hourPara-Sped 5.9 General Education/ELL SAHS $16.12- $16.50 per hour
Positions "Eligible for Approval" by HR(Note: These positions are defined in item 5(b)(ii) of the Proposed Posting/Hiring Process)Comm Ed Casual Childcare assistants for Essential Employee and District
summer ChildcareVaries 60 Adventure Club Employees;
only work and receive pay when there is a need
Positions "Eligible for Approval" by HR(Note: These positions are defined in item 5(b)(iii) of the Proposed Posting/Hiring Process)Comm Ed Casual Course Instructors for Community Ed Summer Courses Varies 26 Youth Enrichment, Music, and Theater staff
20 Aquatics staff44 Youth programs staff14 Adult programs staffThese staff would only be hired, work, and be paid based on programs actually run
Casual Camp workers for sports camps Varies Positions TBD; need based on programming offered
Positions "Eligible for Approval" by HR(Note: This position is defined in item 5(b)(iv) of the Proposed Posting/Hiring Process)TS ECFC Screener ECFC Increase from 42 wks/yr x 8
hrs/day to 48 wks/year x 8 hrs per day; estimated increased salary (based on step one) = $4,570
TS (Elimination of Early Childhood Receptionist) ECFC Decrease in annual salary cost = $30,156Overall reduction in cost = $25,586
Reduction in cost is to Community Ed Budget
Positions To Continue to Hold Until July 6, 2020 (Pending Further Info on Legislative Action/Education Programming, etc.)(Note: These positions are defined in item 6(a) of the Proposed Posting/Hiring Process)Non-Sped Para 12 General Ed/Supervision and Behavior Paraprofessional
PositionsVaries All positions classified under 5(a) and will move to this
classification after the internal only posting process has been completed. (Based on current list, this would be 17 positions)
CUS Floating Custodian DW
Positions "Eligible for Approval" by HR(Note: This position is defined in item 6b of the Proposed Posting/Hiring Process)Para- Health 6.5 Health Para AFT $16.12- $16.50 per hour
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Para- Health 6.5 Health Para AND $16.12- $16.50 per hourPara- Health 6.5 Health Para LE $16.12- $16.50 per hourPara- Health 6.5 Health Para RUT $16.12- $16.50 per hourPara- Health 4.0 Health Para SCC $16.12- $16.50 per hour
Positions To Be Eliminated by Supervisor Review
TS Youth and Athletics Programs TechnicianCSB Estimated reduction in salary
and benefit costs = $51,000Reduction in cost is to Community Ed Budget
Positions Status Pending -- Currently being Reviewed by District AdminCUS Custodian V LECUS Custodian IV SAHSCUS Custodian V BV
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Agenda Item IX. B.
Date Prepared: May 19, 2020 ISD 834 Board Meeting
Item for Action: World’s Best Work Force 2020 Meeting Date: May 28, 2020 Contact Person: Dr. Bob McDowell ____________________________________________________________________________________________ Background: Each year, the school board approves the World’s Best Workforce goals for the upcoming year. Due to COVID19, many of the data are not available to measure the goals for the 2019-2020 school year. In addition, goals for the WBWF had changed to multi-year goals. The WBWF committee did meet during the course of the school year to review the existing plan and make recommendations for the upcoming plan. To that end, it is recommended that the goals of the 2020 WBWF are to remain in place for the 2020 school year. However, there are recommended changes to the community strategies for each of the five areas. The included presentation provides the details of each area, the recommended goal statements, and the recommended community strategies. ____________________________________________________________________________________________ Recommendation: The administration is recommending the board approve the outlined goals and community strategies for the 2020 school year. Motion by:______________________ Second by:___________________________ Vote:______________
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World’s Best Workforce Goals 2020-2021 Presented to the School Board
May 28, 2020
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World’s Best Workforce It’s about ensuring a high school diploma is a young person’s ticket to making their dreams come true!
Curiosity Thrives Here
WBWF Areas ● All students are ready for school. ● All 3rd graders can read at grade
level. ● All racial and economic
achievement gaps are closed. ● All students are ready for career
and college. ● All students graduate from high
school.
Committee Membership: ● Community Co-Chairs - Patti Olson
and Randal Newton ● Parents, Students, Community ● Staff support
Meetings: ● Whole group met four times ● Sub-groups met various times
throughout year ● Community presentation in
December
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All Children Ready for School At the start of the 2020-2021 school year, 80 percent of kindergarten students who have attended SAPS preschool will demonstrate readiness for school, as measured by a benchmark score of 34 on the Fastbridge early reading composite.
GO
AL
RESU
LT
Curiosity Thrives Here
Provide Stillwater district kindergarten readiness standards/ checklists to childcare providers (and private preschools) for dissemination to parents of 4-year-olds.
COMMUNITY STRATEGY SUGGESTION
2019 Result: 70% at 34 or higher
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Curiosity Thrives Here
All 3rd graders can read at grade level By June of 2021, third graders meeting end-of-year proficiency, as measured by MCA reading, will increase from 58.7 percent to 60.7 percent.
GO
AL
COMMUNITY STRATEGY SUGGESTION
Partner with community members/agencies (such as Rotary, faith-based organizations, Middle School/HS students, senior center, etc…) to establish reading buddies.
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All racial and economic achievement gaps are closed
By June of 2021, 72.5 percent math and 74.5 percent reading of ALL student groups will demonstrate Medium or High Growth as measured by MCA reading and math.
GO
AL
RESU
LT
Use existing groups and new community partnerships to support authentic cultural learning in classrooms and volunteer participation opportunities.
COMMUNITY STRATEGY SUGGESTION
Curiosity Thrives Here
2019 Result:
75% Reading 70% Math
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All students are ready for career
and college By June of 2021 54% of students taking the ACT will be “on-track” for success, as demonstrated by reaching a composite score of 23 on the ACT.
GO
AL
Bring in community speakers to visit with students, field trips, and offer shadowing experiences.
Connect SAHS and middle schools to businesses in each pathway for Tier 1, 2, and 3 experiences
a. Tier 1: Guest speakers, student tours, career observations, etc.
b. Tier 2: job shadowing, mentoring, mini internships, etc. c. Tier 3: internships, paid work experience, etc.
COMMUNITY STRATEGY SUGGESTION
2019 Result: 53%
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All students graduate from high school
By June of 2021, Stillwater’s 4-year graduation rate will be at least 95.5 percent. GO
AL
Curiosity Thrives Here
Connect SAHS and middle schools to businesses in each pathway for Tier 2, 3 experiences, especially mentoring, in order to help them see relevance of schoolwork to their post secondary pursuits.
COMMUNITY STRATEGY SUGGESTION
2019 Result: 95%
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World’s Best Workforce Summary
Curiosity Thrives Here
1. All Children are Ready for School: At the start of the 2020-2021 school year, 80 percent of kindergarten students who have attended SAPS preschool will demonstrate readiness for school, as measured by a benchmark score of 34 on the Fastbridge early reading composite.
1. All Third Graders Can Read at Grade Level: By June of 2021, third graders meeting end-of-year proficiency, as measured by MCA reading, will increase from 58.7 percent to 60.7 percent.
1. All Racial and Economic Achievement Gaps are Closed: By June of 2021, 72.5 percent math/74.5 percent reading of ALL student groups will demonstrate Medium or High Growth as measured by MCA reading and math.
1. All Students are Ready for Career and College: By June of 2021 54 percent of students taking the ACT will be “on-track” for success, as demonstrated by reaching a composite score of 23 on the ACT.
1. All Students Graduate from High School: By June of 2021, Stillwater’s 4-year graduation rate will be at least 95.5 percent.
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Agenda Item: IX.C
Date Prepared: May 21, 2020 ISD 834 Board Meeting
Agenda Item: Chromebook Purchases Meeting Date: May 28, 2020 Contact Person: John Perry, Director of Learning Technology and Design Systems ____________________________________________________________________________________________ Background Mr. John Perry will be requesting approval for the purchase of 1,400 Chromebooks from state-contracted vendor CDW-G in the amount of $399,700.00. The purchase of 1,400 Chromebooks in the summer will be to replace and replenish aging Chromebooks district-wide, as needed to maintain state testing guidelines and to meet the needs of our students. Location(s): District Wide Project Name: Chromebook Purchases Fund: Technology, Capital ____________________________________________________________________________________________ Recommendation: Approval to purchase 1,400 Chromebooks in the amount of $399,700.00 for the 2020-2021 fiscal year. Motion by: _____________________Seconded by: _____________________Vote: ______________________
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EXPENDITURE APPROVAL FORM
Fiscal Year 2019-2020 Instructions: This form is to be completed any time a lease, purchase, or contract for goods or services exceeds $50,000. REQUESTED BY: John Perry DATE: 05/14/20 DESCRIPTION OF REQUEST The purchase of 1400 Replacement Chromebooks to backfill obsolete devices.
FINANCIAL IMPACT $ 399,700.00 for 1400 Chromebooks Budget(s) Impacted: Is This a One-Time Expenditure? ☒ Yes, once implemented there will be no ongoing costs No, it will need to be funded indefinitely ☐No, it will need to be funded for Fiscal Years 2020-? Is there an off-setting revenue source(s)? ☐Yes List Source(s): Technology Reserve . ☒No PROGRESS MONITORING Chromebook purchases are all one-time as funding permits. Once a chromebook is purchased and licensed, that chromebook has no ongoing costs (except potential repair). However, chromebooks do need to be replaced cyclically (5-6 years). Inventories are generally evaluated annually with budget cycles. We currently expect to repeat this expenditure next year, and the following year.
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Additional Information: ● ISD#834 has approximately 3000 chromebooks expiring in July 2021. ● ISD#834 provided over 1100 chromebooks to families amid the Covid-19 response. ● 35 Chromebook Carts have been dismantled for the Covid-19 response making 1400 devices available for checkout - all of these devices will drop off support (including for testing) in July 2021. ● Remaining devices scheduled for obsolescence from the 35 dismantled carts (approximately 300) will be inventoried to the Library Media Centers for checkout to support student access at home. ● Students who received a chromebook for the Covid-19 response will keep that device while enrolled with ISD#834. These devices are approximately 5 years old. ● This purchase authorization will functionally replace all device sets that were dismantled and distributed for the Covid-19 response. ● Another 1400 devices will need to be purchased each year for the next 2 years to maintain our current learning environments as chromebooks age-out of supported operation and no longer function as MCA testable devices. ● These purchases will maintain our current implementations, they will not expand it. ● The District will need to re-evaluate the chromebook replacement schedule in 2023 ● The cost of maintaining our current system is approximately $400K/year or less. ● The cost of moving to a universal access program, assigning a device to every student, is approximately $600K/year. (based on 3 cohorts of 650 students and assuming a total device price of $300/ea w/ 4 year life) *Universal access programs require permanent, long-term, funding commitments.
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QUOTE CONFIRMATION
DEAR JOHN PERRY,
Thank you for considering CDW•G for your computing needs. The details of your quote are below. Click
here to convert your quote to an order.
ACCOUNT MANAGER NOTES:
Please keep in mind that this pricing on the Acer C871 is while
supplies last. Please don't take too long to place the order.
Oleg
QUOTE # QUOTE DATE QUOTE REFERENCE CUSTOMER # GRAND TOTAL
LJFN703 3/30/2020 ACER C871 3980182 $399,700.00
QUOTE DETAILS
ITEM QTY CDW# UNIT PRICE EXT. PRICE
Google Chrome Management Console License - Education 1400 3577022 $24.50 $34,300.00
Mfg. Part#: CROSSWDISEDU
UNSPSC: 43232804
Electronic distribution - NO MEDIA
Contract: Sourcewell RFP 081419 Tech Catalog - Chromebook
(081419-CDW)
CDWG EDU White Glove Service for Chromebooks and Chrome
OS Devices T1
1400 3254461 $6.00 $8,400.00
Mfg. Part#: CDWCHROMEOSSVC1
UNSPSC: 43232401
Contract: Sourcewell 081419-CDW Tech Catalog (081419#CDW)
CDW Intermediate Custom Asset Tag/Label applied to a
device (CDW Configs)
1400 500817 $5.00 $7,000.00
Mfg. Part#: INTERMD CSTM TAG
UNSPSC: 81111511
Contract: Sourcewell 081419-CDW Tech Catalog (081419#CDW)
Acer Chromebook C871-C85K Celeron 5205U 4GB RAM 32GB
Chrome
1400 5937628 $250.00 $350,000.00
Mfg. Part#: NX.HQEAA.001
Contract: Sourcewell RFP 081419 Tech Catalog - Chromebook
(081419-CDW)
PURCHASER BILLING INFO SUBTOTAL
$399,700.00
Billing Address:
STILLWATER SCHOOL DIST. #834
1875 GREELEY ST S
STILLWATER, MN 55082-6094
Phone: (651) 351-8340
Payment Terms: NET 30-VERBAL
SHIPPING
$0.00
SALES TAX
$0.00
GRAND TOTAL
$399,700.00
DELIVER TO Please remit payments to:
Shipping Address:
STILLWATER SCHOOL DIST. #834
JOHN PERRY
1875 GREELEY ST S
STILLWATER, MN 55082-6094
Shipping Method: Best Way Custom Freight
CDW Government
75 Remittance Drive
Suite 1515
Chicago, IL 60675-1515
213
Page 2 of 2
Need Assistance? CDW•G SALES CONTACT INFORMATION
Oleg Krylov | (866) 770-0358 | [email protected]
This quote is subject to CDW's Terms and Conditions of Sales and Service Projects at
http://www.cdwg.com/content/terms-conditions/product-sales.aspx
For more information, contact a CDW account manager
© 2020 CDW•G LLC, 200 N. Milwaukee Avenue, Vernon Hills, IL 60061 | 800.808.4239
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Agenda Item: IX. D
Date Prepared: May 22, 2020 ISD 834 Board Meeting
Agenda Item: RFP for Student Information Systems Meeting Date: May 28, 2020 Contact Person: John Perry, Director of Learning Technology and Design Systems ____________________________________________________________________________________________ Background The Board received a report on May 14, 2020 regarding the RFP process. Location(s): District Wide Project Name: RFP for Student Information Systems Fund: Technology ____________________________________________________________________________________________ Recommendation: Approval of the PowerSchool Contract Motion by: _____________________Seconded by: _____________________Vote: ______________________
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EXPENDITURE APPROVAL FORM
Fiscal Year 2019-2020 Instructions: This form is to be completed any time a lease, purchase, or contract for goods or services exceeds $50,000. REQUESTED BY: John Perry DATE: 05/28/2020 DESCRIPTION OF REQUEST Accept 3-year contract with PowerSchool, Replacing Skyward SIS and Illuminate Data & Assessment.
FINANCIAL IMPACT Budget(s) Impacted: Technology Operating Fund $333,826 over 3 years -$177,626 Year 1 (Implementation, Training, Licensing) -$94,600 Year 2 (Licensing) -$94,600 Year 3 (Licensing) Is This a One-Time Expenditure? ☐ Yes, once implemented there will be no ongoing costs ☒ No, it will need to be funded indefinitely ☐ No, it will need to be funded for Fiscal Years 2020-? Is there an off-setting revenue source(s)? ☐Yes List Source(s): ☒No PROGRESS MONITORING Implementation is expected July 1st 2020 - June 30, 2021. During this time we will still be operating Skyward and Illuminate. Savings from migrating to the new system is approximately $50K/year after the cancellation of Skyward and Illuminate contracts. PowerSchool SIS is expected to be fully live and migrated by August 1st 2021.
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PowerSchool Group LLC 150 Parkshore Dr., Folsom, CA 95630 Quote #: Q-368287 - 2
Quote Expiration Date: 6/30/2020Prepared By: Kelly Monette Customer Contact: John Perry
Customer Name: Stillwater School District 834 Title: Director of TechnologyEnrollment: 8,400 Address: 2340 Energy Park Drive Suite 200
Contract Term: 36 Months City: ST PAULStart Date: 6/15/2020 State/Province: MinnesotaEnd Date: 6/14/2023 Zip Code: 55108
Phone #: 651.351.8414
Product Description Quantity Unit Unit Price Extended Price
Initial Term 6/15/2020 - 6/14/2021 License and Subscription Fees
PowerSchool SIS Hosted Subscription 8,400.00 Students USD 4.45 USD 37,380.00
PowerSchool SIS Hosting SSL Certificate 1.00 Each USD 400.00 USD 400.00
PD+ Subscription 8,400.00 Students USD 0.50 USD 4,200.00
PowerSchool Ecollect Forms 8,400.00 Students USD 1.00 USD 8,400.00
PowerSchool Enrollment Registration 8,400.00 Students USD 1.63 USD 13,700.00
PowerSchool Enrollment AdditionalLanguage
1.00 Each USD 1,000.00 USD 1,000.00
PowerSchool Performance MattersAssessment Analytics Core+
8,400.00 Students USD 2.80 USD 23,520.00
PowerSchool Performance Matters EICRecurring
16.00 Each USD 375.00 USD 6,000.00
License and Subscription Totals: USD 94,600.00
Professional Services and Setup Fees
PowerSchool SIS Deployment - Custom 1.00 Each USD 10,000.00 USD 10,000.00
PowerSchool Keys to Ownership 20.00 Hours USD 210.00 USD 4,200.00
PowerSchool Ecollect Forms Implementation 1.00 Each USD 3,000.00 USD 3,000.00
PowerSchool Enrollment RegistrationImplementation
8,400.00 Students USD 1.14 USD 9,576.00
PowerSchool Enrollment AdditionalLanguage Implementation
1.00 Each USD 0.00 USD 0.00
PM Student Assessment & AnalyticsDeployment - Standard
1.00 Each USD 5,250.00 USD 5,250.00
Professional Services and Setup
Fee Totals: USD 32,026.00
Training Services
PowerSchool SIS Training/CertificationOnsite
6.00 Day USD 2,000.00 USD 12,000.00
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PowerSchool Enrollment Training Remote 1.00 Day USD 1,500.00 USD 1,500.00
PowerSchool Performance Matters TrainingRemote
3.00 Day USD 1,500.00 USD 4,500.00
Training Services Total: USD 18,000.00
Quote Total
Total Discount: USD 77,440.00 Initial Term 6/15/2020 - 6/14/2021 Initial Term Total USD 144,626.00
Annual Ongoing Fees as of 6/15/2021
PowerSchool SIS Hosted Subscription 8,400.00 Students USD 4.45 USD 37,380.00
PowerSchool SIS Hosting SSL Certificate 1.00 Each USD 400.00 USD 400.00
PD+ Subscription 8,400.00 Students USD 0.50 USD 4,200.00
PowerSchool Ecollect Forms 8,400.00 Students USD 1.00 USD 8,400.00
PowerSchool Enrollment Registration 8,400.00 Students USD 1.63 USD 13,700.00
PowerSchool Enrollment AdditionalLanguage
1.00 Each USD 1,000.00 USD 1,000.00
PowerSchool Performance MattersAssessment Analytics Core+
8,400.00 Students USD 2.80 USD 23,520.00
PowerSchool Performance Matters EICRecurring
16.00 Each USD 375.00 USD 6,000.00
Annual Ongoing Fees Total: USD 94,600.00
Fees charged in subsequent periods within the duration of this quote will be subject to an annual uplift. On-Going PowerSchoolSubscription/Maintenance and Support fees are invoiced at the then current rates and enrollment per terms of the Master ServicesAgreement. Any applicable state sales tax has not been added to this quote. Subscription Start and Expiration Dates shall be asset forth above, which may be delayed based upon the date that PowerSchool receives your purchase order. If this quote includespromotional pricing, such promotional pricing may not be valid for the entire duration of this quote. All invoices shall be paid before or on the due date set forth on invoice. All purchase orders must contain the exact quote number stated within. Customer agrees that purchase orders are for confirming thisorder and its own internal purposes, and no other. Treatment of purchases orders are governed as provided in the Master ServicesAgreement referenced below. By execution of this quote, or its incorporation, this and future purchases of subscriptions or services from PowerSchool are subjectto and incorporate the terms and conditions found at https://www.powerschool.com/wp-content/uploads/PowerSchool-Service-Agreements/PowerSchool-MASTER-SERVICES-AGREEMENT-01-01-20.pdf. On-Going PowerSchool Subscription/Maintenance & Support frees are invoiced at then current rates & enrollment per terms of theLicensed Product and Services Agreement, which may be subject to an annual increase after the first year for non-multi-year contractsand/or enrollment increases. Any applicable state sales tax has not been added to this quote. Subscription Start and Expiration Dates shall be as set forth above,which may be delayed based upon the date that PowerSchool receives your purchase order. In the event that this quote includes promotional pricing, such promotional pricing may not be valid for the entire period stated on thisquote. All invoices shall be paid before or on the due date set forth on invoice.
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All purchase orders must contain the exact quote number stated within. Customer agrees that purchase orders arefor administrative purposes only and shall not impact the terms or conditions reflected in this quote and the applicablePowerSchool Licensed Product and Services Agreement. THE PARTIES BELOW ACKNOWLEDGE THAT THEY HAVE READ THE AGREEMENT, UNDERSTAND IT AND AGREE TO BEBOUND BY ITS TERMS. POWERSCHOOL GROUP LLC Stillwater School District 834Signature: Signature:
\s1\______________________
Printed Name: Eric Shander Printed Name: \n1\
____________________Title: Chief Financial Officer Title: \t1\
__________________________Date: 4-8-2020 Date:
\d1\
Page 3 of 3
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Agenda Item: IX. E. Date Prepared: May 21, 2020
ISD 834 Board Meeting Agenda Item: 2020-21 Illuminate Education Contract Meeting Date: May 28, 2020 Contact Person: John Perry, Director of Learning Technology and Design Systems/Rachel Larson, Director of Learning and Student Engagement ____________________________________________________________________________________________ Background: This contract is renewed yearly. Districts need platform warehouses to file data, store assessment records, produce report cards and transcripts, generate data reports for analysis and student placement, and provide teachers access to look at their student’s history of learning and assessment. Illuminate is the platform we use pre-kindergarten through grade twelve. Teachers, principals, district administration, school improvement teams, and multi-tiered systems of support teams use the data we store in Illuminate. We have federal, state and district assessments we are required to administer. These assessments are developed and delivered from different companies, platforms, and systems. Therefore, schools must have a Student Information System (SIS) and Learning Management System (LMS) that can read, convert and store data. This is in the board-approved 2020 general budget. Amount: $51,432 ____________________________________________________________________________________________ Recommendation: A motion and a second to approve the expense will be requested. Motion by: _____________________Seconded by: _____________________Vote: ______________________
220
EXPENDITURE APPROVAL FORM
Fiscal Year 2019-2020 Instructions: This form is to be completed any time a lease, purchase, or contract for goods or services exceeds $50,000. ___This is a staffing increase due to student need/count. This form will only show as a consent item for the board. REQUESTED BY: Rachel Larson DATE: 4/28/2020 DESCRIPTION OF REQUEST (Purpose, Intent, Reasoning) Illuminate Education Inc. has been our partner since 2015 and provides us with an online system for data and assessment reporting, storage, analysis and instruction. The 2020-2021 contract totals $51,432. This contract includes: -DnA Licenses (data and assessment student licenses, PK-12) -Grading Software (Assessment Scanning and Scoring) -KDS Inspect (key data systems, item banks and assessment building) This expense has already been earmarked and is within the board approved FY20 General Budget. Specifically, this expense will come out of the Learning and Innovation Department assessment budget that was approved within the FY20 General Budget. 2020-2021 Illuminate Education, Inc. Contract ANTICIPATED BUDGET AREA(S) IMPACTED Anticipated Budget Area(s) Impacted (direct/indirect costs): General Budget This expense is within the board approved FY20 General Budget. Specifically, it will come out of the Learning and Innovation Department assessment budget. Therefore, this is not an additional expense for the board. Anticipated expense: Is This a One-Time Expenditure? ___Yes, once implemented there will be no ongoing costs X___No, it will need to be funded indefinitely This will be an ongoing annual expense as long as we continue our contract with Illuminate Education, Inc. These are essential services. ___No, as long as the program continues to be a priority, the positions will potentially continue. Is there an off-setting revenue source(s)? ___Yes List Source(s): _X__No 221
NEXT STEPS (measurement and/or follow up) Not applicable.
222
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Agenda Item IX. F. Date Prepared: May 15, 2020
ISD 834 Board Meeting
Action Agenda Item: Lake Elmo Appraisal Meeting Date: May 28, 2020 Contact Person: Dr. John Thein, Interim Executive Director of Finance and Operations __________________________________________________________
Summary: Our School Board asked Administration to solicit appraisal proposals for the Lake Elmo bus terminal. The district received quotes from CBRE, Inc., Kevin Meeks and REAA, Peter Sampair. The recommendation is to approve an agreement with CBRE, Inc., Kevin Meeks as the appraiser for a fee of $3,000.
_________________________________________ Recommendation: A motion and a second to approve CBRE, Inc. Kevin Meeks as the appraiser for our Lake Elmo bus terminal. Motion by: _____________________Seconded by: _____________________Vote: _______________
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VALUATION & ADVISORY SERVICES
Proposal and Contract for Services
CBRE, Inc. 800 LaSalle Avenue, #1900 Minneapolis, MN 55402 www.cbre.us/valuation
May 8, 2020 Kevin T. Meeks, MAI Vice President
Dr. John Thein Interim Executive Director for Finance and Operations Stillwater Public Schools (ISD 834) 1875 Greeley Street South Stillwater, MN 55082 Phone: 651.483.1385 Email: [email protected] RE: Assignment Agreement Bus Terminal
ISD 834 Bus Terminal, 11530 Hudson Blvd. N. Lake Elmo, MN 55042
Dear Dr. Thein:
We are pleased to submit this proposal and our Terms and Conditions for this assignment.
PROPOSAL SPECIFICATIONS Purpose: To estimate the Market Value of the referenced real estate
Premise: As Is Rights Appraised: Fee Simple Intended Use: Internal Decision Making purposes Intended User: The intended user is Stillwater Public Schools (ISD 834) (“Client”),
and such other parties and entities (if any) expressly recognized by CBRE as “Intended Users” (as further defined herein).
Reliance: Reliance on any reports produced by CBRE under this Agreement is extended solely to parties and entities expressly acknowledged in a signed writing by CBRE as Intended Users of the respective reports, provided that any conditions to such acknowledgement required by CBRE or hereunder have been satisfied. Parties or entities other than Intended Users who obtain a copy of the report or any portion thereof (including Client if it is not named as an Intended User), whether as a result of its direct dissemination or by any other means, may not rely upon any opinions or conclusions contained in the report or such portions thereof, and CBRE will not be responsible for any unpermitted use of the report, its conclusions or contents or have any liability in connection therewith.
225
Stillwater Public Schools (ISD 834)
Assignment Agreement Page 2 of 8
May 8, 2020
www.cbre.us/valuation
VALUATION & ADVISORY SERVICES
Inspection: CBRE will conduct a physical inspection of both the interior and
exterior of the subject property, as well as its surrounding environs on the effective date of appraisal.
Valuation Approaches: The Cost and Sales Comparison Approaches will be completed. Report Type: Concise Appraisal Report Appraisal Standards: USPAP Appraisal Fee: $3,000 Expenses: Fee includes all associated expenses Retainer: A retainer of ½ the total Fee is required Payment Terms: Final payment is due upon delivery of the final report or within
thirty (30) days of your receipt of the draft report, whichever is sooner. The fee is considered earned upon delivery of the draft report. We will invoice you for the assignment in its entirety at the completion of the assignment.
Delivery Instructions: CBRE encourages our clients to join in our environmental sustainability efforts by accepting an electronic copy of the report. An Adobe PDF file via email will be delivered to [email protected]. Printed copies of the appraisal will be provided upon request at no additional charge.
Delivery Schedule: Final Report: 10 business days after the Start Date
Start Date: The appraisal process will start upon receipt of your signed agreement, the retainer, and the property specific data.
Acceptance Date: These specifications are subject to modification if this proposal is not accepted within 10 business days from the date of this letter.
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Stillwater Public Schools (ISD 834)
Assignment Agreement Page 3 of 8
May 8, 2020
www.cbre.us/valuation
VALUATION & ADVISORY SERVICES
Market Volatility:
The outbreak of the Novel Coronavirus (COVID-19), declared by the World Health Organization as a global pandemic on the 11th March 2020, is causing heightened uncertainty in both local and global market conditions. Our valuation is based on the information available to us at the date of valuation. You acknowledge that our reports may include clauses highlighting heightened uncertainty if appropriate, and we recommend our valuation is kept under frequent review.
Both governments and companies are initiating travel restrictions, quarantine and additional safety measures in response to the COVID-19 pandemic. If, at any point, our ability to deliver the services under this LOE are restricted due to the pandemic, we will inform you within a reasonable timeframe and work with you on how to proceed. Whilst we will endeavor to meet the required timeframe for delivery, you acknowledge any Government or company-imposed restrictions due to the virus may impede our ability to meet the timeframe and/or deliverables of this engagement, and delays may follow. Any delays or inability to deliver on this basis would not constitute a failure to meet the terms of this engagement.
When executed and delivered by all parties, this letter, together with the Terms and Conditions and the Specific Property Data Request attached hereto and incorporated herein, will serve as the Agreement for appraisal services by and between CBRE and Client. Each person signing below represents that it is authorized to enter into this Agreement and to bind the respective parties hereto.
We appreciate this opportunity to be of service to you on this assignment. If you have additional questions, please contact us.
Sincerely,
CBRE, Inc. Valuation & Advisory Services
Kevin T. Meeks, MAI Vice President – CBRE VAS As Agent for CBRE, Inc. T 612.336.4242 [email protected]
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Stillwater Public Schools (ISD 834)
Assignment Agreement Page 4 of 8
May 8, 2020
www.cbre.us/valuation
VALUATION & ADVISORY SERVICES
AGREED AND ACCEPTED FOR STILLWATER PUBLIC SCHOOLS (ISD 834) (“CLIENT”): Signature Date Dr. John Thein Interim Executive Director for Finance and
Operations Name Title 651.483.1385 [email protected] Phone Number E-Mail Address
ADDITIONAL OPTIONAL SERVICES
Assessment & Consulting Services: CBRE’s Assessment & Consulting Services group has the capability of providing a wide array of solution-oriented due diligence services in the form of property condition and environmental site assessment reports and other necessary due diligence services (seismic risk analysis, zoning compliance services, construction risk management, annual inspections, etc.). CBRE provides our clients the full complement of due diligence services with over 260 employees in the U.S. that are local subject matter experts.
Initial below if you desire CBRE to contact you to discuss a proposal for any part or the full complement of consulting services, or you may reach out to us at [email protected]. We will route your request to the appropriate manager. For more information, please visit www.cbre.com/assessment.
________ Initial Here
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Stillwater Public Schools (ISD 834)
Assignment Agreement Page 5 of 8
May 8, 2020
Revised July 5, 2016
VALUATION & ADVISORY SERVICES
TERMS AND CONDITIONS 1. The Terms and Conditions herein are part of an agreement for appraisal services (the “Agreement” ) between
CBRE, Inc. (the “Appraiser”) and the client signing this Agreement, and for whom the appraisal services will be performed (the “Client”), and shall be deemed a part of such Agreement as though set forth in full therein. The Agreement shall be governed by the laws of the state where the appraisal office is located for the Appraiser executing this Agreement.
2. Client shall be responsible for the payment of all fees stipulated in the Agreement. Payment of the appraisal fee and preparation of an appraisal report (the “Appraisal Report, or the “report”) are not contingent upon any predetermined value or on an action or event resulting from the analyses, opinions, conclusions, or use of the Appraisal Report. Final payment is due as provided in the Proposal Specifications Section of this Agreement. If a draft report is requested, the fee is considered earned upon delivery of the draft report. It is understood that the Client may cancel this assignment in writing at any time prior to delivery of the completed report. In such event, the Client is obligated only for the prorated share of the fee based upon the work completed and expenses incurred (including travel expenses to and from the job site), with a minimum charge of $500. Additional copies of the Appraisal Reports are available at a cost of $250 per original color copy and $100 per photocopy (black and white), plus shipping fees of $30 per report.
3. If Appraiser is subpoenaed or ordered to give testimony, produce documents or information, or otherwise required or requested by Client or a third party to participate in meetings, phone calls, conferences, litigation or other legal proceedings (including preparation for such proceedings) because of, connected with or in any way pertaining to this engagement, the Appraisal Report, the Appraiser’s expertise, or the Property, Client shall pay Appraiser’s additional costs and expenses, including but not limited to Appraiser’s attorneys’ fees, and additional time incurred by Appraiser based on Appraiser’s then-prevailing hourly rates and related fees. Such charges include and pertain to, but are not limited to, time spent in preparing for and providing court room testimony, depositions, travel time, mileage and related travel expenses, waiting time, document review and production, and preparation time (excluding preparation of the Appraisal Report), meeting participation, and Appraiser’s other related commitment of time and expertise. Hourly charges and other fees for such participation will be provided upon request. In the event Client requests additional appraisal services beyond the scope and purpose stated in the Agreement, Client agrees to pay additional fees for such services and to reimburse related expenses, whether or not the completed report has been delivered to Client at the time of such request.
4. Appraiser shall have the right to terminate this Agreement at any time for cause effective immediately upon written notice to Client on the occurrence of fraud or the willful misconduct of Client, its employees or agents, or without cause upon 5 days written notice.
5. In the event Client fails to make payments when due then, from the date due until paid, the amount due and payable shall bear interest at the maximum rate permitted in the state where the office is located for the Appraiser executing the Agreement. In the event either party institutes legal action against the other to enforce its rights under this Agreement, the prevailing party shall be entitled to recover its reasonable attorney’s fees and expenses. Each party waives the right to a trial by jury in any action arising under this Agreement.
6. Appraiser assumes there are no major or significant items or issues affecting the Property that would require the expertise of a professional building contractor, engineer, or environmental consultant for Appraiser to prepare a valid report. Client acknowledges that such additional expertise is not covered in the Appraisal fee and agrees that, if such additional expertise is required, it shall be provided by others at the discretion and direction of the Client, and solely at Client’s additional cost and expense.
7. In the event of any dispute between Client and Appraiser relating to this Agreement, or Appraiser's or Client's performance hereunder, Appraiser and Client agree that such dispute shall be resolved by means of binding arbitration in accordance with the commercial arbitration rules of the American Arbitration Association, and judgment upon the award rendered by an arbitrator may be entered in any court of competent jurisdiction. Depositions may be taken and other discovery obtained during such arbitration proceedings to the same extent as authorized in civil judicial proceedings in the state where the office of the Appraiser executing this Agreement is located. The arbitrator shall be limited to awarding compensatory damages and shall have no authority to award punitive, exemplary or similar damages. The prevailing party in the arbitration proceeding shall be entitled to recover its expenses from the losing party, including costs of the arbitration proceeding, and reasonable attorney's fees. Client acknowledges that Appraiser is being retained hereunder as an independent contractor to perform the services described herein and nothing in this Agreement shall be deemed to create any other relationship between
229
Stillwater Public Schools (ISD 834)
Assignment Agreement Page 6 of 8
May 8, 2020
Revised July 5, 2016
VALUATION & ADVISORY SERVICES
Client and Appraiser. This engagement shall be deemed concluded and the services hereunder completed upon delivery to Client of the Appraisal Report discussed herein.
8. All statements of fact in the report which are used as the basis of the Appraiser's analyses, opinions, and conclusions will be true and correct to Appraiser's actual knowledge and belief. Appraiser does not make any representation or warranty, express or implied, as to the accuracy or completeness of the information or the condition of the Property furnished to Appraiser by Client or others. TO THE FULLEST EXTENT PERMITTED BY LAW, APPRAISER DISCLAIMS ANY GUARANTEE OR WARRANTY AS TO THE OPINIONS AND CONCLUSIONS PRESENTED ORALLY OR IN ANY APPRAISAL REPORT, INCLUDING WITHOUT LIMITATION ANY WARRANTY OF FITNESS FOR ANY PARTICULAR PURPOSE EVEN IF KNOWN TO APPRAISER. Furthermore, the conclusions and any permitted reliance on and use of the Appraisal Report shall be subject to the assumptions, limitations, and qualifying statements contained in the report.
9. Appraiser shall have no responsibility for legal matters, including zoning, or questions of survey or title, soil or subsoil conditions, engineering, or other similar technical matters. The report will not constitute a survey of the Property analyzed.
10. Client shall provide Appraiser with such materials with respect to the assignment as are requested by Appraiser and in the possession or under the control of Client. Client shall provide Appraiser with sufficient access to the Property to be analyzed, and hereby grants permission for entry unless discussed in advance to the contrary.
11. The data gathered in the course of the assignment (except data furnished by Client) and the report prepared pursuant to the Agreement are, and will remain, the property of Appraiser. With respect to data provided by Client, Appraiser shall not violate the confidential nature of the Appraiser-Client relationship by improperly disclosing any proprietary information furnished to Appraiser. Notwithstanding the foregoing, Appraiser is authorized by Client to disclose all or any portion of the report and related data as may be required by statute, government regulation, legal process, or judicial decree, including to appropriate representatives of the Appraisal Institute if such disclosure is required to enable Appraiser to comply with the Bylaws and Regulations of such Institute as now or hereafter in effect.
12. Unless specifically noted, in preparing the Appraisal Report the Appraiser will not be considering the possible existence of asbestos, PCB transformers, or other toxic, hazardous, or contaminated substances and/or underground storage tanks (collectively, “Hazardous Material) on or affecting the Property, or the cost of encapsulation or removal thereof. Further, Client represents that there is no major or significant deferred maintenance of the Property that would require the expertise of a professional cost estimator or contractor. If such repairs are needed, the estimates are to be prepared by others, at Client’s discretion and direction, and are not covered as part of the Appraisal fee.
13. In the event Client intends to use the Appraisal Report in connection with a tax matter, Client acknowledges that Appraiser provides no warranty, representation or prediction as to the outcome of such tax matter. Client understands and acknowledges that any relevant taxing authority (whether the Internal Revenue Service or any other federal, state or local taxing authority) may disagree with or reject the Appraisal Report or otherwise disagree with Client’s tax position, and further understands and acknowledges that the taxing authority may seek to collect additional taxes, interest, penalties or fees from Client beyond what may be suggested by the Appraisal Report. Client agrees that Appraiser shall have no responsibility or liability to Client or any other party for any such taxes, interest, penalties or fees and that Client will not seek damages or other compensation from Appraiser relating to any such taxes, interest, penalties or fees imposed on Client, or for any attorneys’ fees, costs or other expenses relating to Client’s tax matters.
14. Appraiser shall have no liability with respect to any loss, damage, claim or expense incurred by or asserted against Client arising out of, based upon or resulting from Client’s failure to provide accurate or complete information or documentation pertaining to an assignment ordered under or in connection with this Agreement, including Client’s failure, or the failure of any of Client’s agents, to provide a complete copy of the Appraisal Report to any third party.
15. LIMITATION OF LIABILITY. EXCEPT TO THE EXTENT ARISING FROM SECTION 16 BELOW, OR SECTION 17 IF APPLICABLE, IN NO EVENT SHALL EITHER PARTY OR ANY OF ITS AFFILIATE, OFFICERS, DIRECTORS, EMPLOYEES, AGENTS, OR CONTRACTORS BE LIABLE TO THE OTHER, WHETHER BASED IN CONTRACT, WARRANTY, INDEMNITY, NEGLIGENCE, STRICT LIABILITY OR OTHER TORT OR OTHERWISE, FOR ANY SPECIAL, CONSEQUENTIAL, PUNITIVE, INCIDENTAL OR INDIRECT DAMAGES, AND AGGREGATE DAMAGES IN CONNECTION WITH THIS AGREEMENT FOR EITHER PARTY (EXCLUDING THE OBLIGATION TO PAY THE FEES REQUIRED HEREUNDER) SHALL NOT EXCEED THE GREATER OF THE TOTAL FEES PAYABLE TO APPRAISER UNDER THIS AGREEMENT OR TEN THOUSAND DOLLARS ($10,000). THIS LIABILITY LIMITATION SHALL NOT
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Stillwater Public Schools (ISD 834)
Assignment Agreement Page 7 of 8
May 8, 2020
Revised July 5, 2016
VALUATION & ADVISORY SERVICES
APPLY IN THE EVENT OF A FINAL FINDING BY AN ARBITRATOR OR A COURT OF COMPETENT JURISDICTION THAT SUCH LIABILITY IS THE RESULT OF A PARTY’S FRAUD OR WILLFUL MISCONDUCT.
16. Client shall not disseminate, distribute, make available or otherwise provide any Appraisal Report prepared hereunder to any third party (including without limitation, incorporating or referencing the Appraisal Report , in whole or in part, in any offering or other material intended for review by other parties) except to (i) any third party expressly acknowledged in a signed writing by Appraiser as an “Intended User” of the Appraisal Report provided that either Appraiser has received an acceptable release from such third party with respect to such Appraisal Report or Client provides acceptable indemnity protections to Appraiser against any claims resulting from the distribution of the Appraisal Report to such third party, (ii) any third party service provider (including rating agencies and auditors) using the Appraisal Report in the course of providing services for the sole benefit of an Intended User, or (iii) as required by statute, government regulation, legal process, or judicial decree. In the event Appraiser consents, in writing, to Client incorporating or referencing the Appraisal Report in any offering or other materials intended for review by other parties, Client shall not distribute, file, or otherwise make such materials available to any such parties unless and until Client has provided Appraiser with complete copies of such materials and Appraiser has approved all such materials in writing. Client shall not modify any such materials once approved by Appraiser. In the absence of satisfying the conditions of this paragraph with respect to a party who is not designated as an Intended User, in no event shall the receipt of an Appraisal Report by such party extend any right to the party to use and rely on such report, and Appraiser shall have no liability for such unauthorized use and reliance on any Appraisal Report. In the event Client breaches the provisions of this paragraph, Client shall indemnify, defend and hold Appraiser, and its affiliates and their officers, directors, employees, contractors, agents and other representatives (Appraiser and each of the foregoing an “Indemnified Party” and collectively the “Indemnified Parties”), fully harmless from and against all losses, liabilities, damages and expenses (collectively, “Damages”) claimed against, sustained or incurred by any Indemnified Party arising out of or in connection with such breach, regardless of any negligence on the part of any Indemnified Party in preparing the Appraisal Report.
17. Furthermore, Client shall indemnify, defend and hold each of the Indemnified Parties harmless from and against any Damages in connection with (i) any transaction contemplated by this Agreement or in connection with the appraisal or the engagement of or performance of services by any Indemnified Party hereunder, (ii) any Damages claimed by any user or recipient of the Appraisal Report, whether or not an Intended User, (iii) any actual or alleged untrue statement of a material fact, or the actual or alleged failure to state a material fact necessary to make a statement not misleading in light of the circumstances under which it was made with respect to all information furnished to any Indemnified Party or made available to a prospective party to a transaction, or (iv) an actual or alleged violation of applicable law by an Intended User (including, without limitation, securities laws) or the negligent or intentional acts or omissions of an Intended User (including the failure to perform any duty imposed by law); and will reimburse each Indemnified Party for all reasonable fees and expenses (including fees and expenses of counsel) (collectively, “Expenses”) as incurred in connection with investigating, preparing, pursuing or defending any threatened or pending claim, action, proceeding or investigation (collectively, “Proceedings”) arising therefrom, and regardless of whether such Indemnified Party is a formal party to such Proceeding. Client agrees not to enter into any waiver, release or settlement of any Proceeding (whether or not any Indemnified Party is a formal party to such Proceeding) without the prior written consent of Appraiser (which consent will not be unreasonably withheld or delayed) unless such waiver, release or settlement includes an unconditional release of each Indemnified Party from all liability arising out of such Proceeding.
18. Time Period for Legal Action. Unless the time period is shorter under applicable law, except in connection with paragraphs 16 and 17 above, Appraiser and Client agree that any legal action or lawsuit by one party against the other party or its affiliates, officers, directors, employees, contractors, agents, or other representatives, whether based in contract, warranty, indemnity, negligence, strict liability or other tort or otherwise, relating to (a) this Agreement or the Appraisal Report, (b) any services or appraisals under this Agreement or (c) any acts or conduct relating to such services or appraisals, shall be filed within two (2) years from the date of delivery to Client of the Appraisal Report to which the claims or causes of action in the legal action or lawsuit relate. The time period stated in this section shall not be extended by any incapacity of a party or any delay in the discovery or accrual of the underlying claims, causes of action or damages.
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VALUATION & ADVISORY SERVICES
Proposal and Contract for Services
www.cbre.us/valuation
SPECIFIC PROPERTY DATA REQUEST
In order to complete this assignment under the terms outlined, CBRE, Inc., Valuation & Advisory Services, will require the following specific information for the property:
1. PLEASE NOTIFY US IMMEDIATELY IF ANY OTHER CBRE SERVICE LINE (INCLUDING CAPSTONE) IS
INVOLVED IN THE BROKERAGE, FINANCING, INVESTMENT OR MANAGEMENT OF THIS ASSET. 2. Current title report or title holder name 3. Legal description 4. Survey and/or plat map 5. Site plan for the existing development 6. Building plans and specifications, including square footage for all buildings 7. Details regarding existing percentage of office build-out and climate controlled area 8. Current county property tax assessment or tax bill 9. Details on any sale, contract, or listing of the property within the past three years 10. Engineering studies, soil tests or environmental assessments 11. Ground lease, if applicable 12. Details regarding the development costs, including land cost, if developed within the past three years 13. Three-year and YTD expenses 14. Current year expense budget 15. Details regarding capital expenditures made within the last 12 months, or scheduled for the next 12
months 16. Any previous market/demand studies or appraisals 17. Name and telephone number of property contact for physical inspection and additional information
needed during the appraisal process 18. Any other information that might be helpful in valuing this property
If any of the requested data and information is not available, CBRE, Inc., reserves the right to extend the delivery date by the amount of time it takes to receive the requested information or make other arrangements. Please have the requested information delivered to the following:
Kevin T. Meeks, MAI Vice President
[email protected] CBRE, Inc.
Valuation & Advisory Services 800 LaSalle Avenue, #1900
Minneapolis, MN 55402
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1
3596 Linden Avenue, Suite B4, White Bear Lake, MN 55110 (651) 426-6676, FAX (651) 426-8129
May 6, 2020 Client: Stillwater Schools Attn: Dr. John Thein 1875 Greeley Street South
Stillwater, MN 55082
Property Type: Bus Terminal Subject Property: 11530 Hudson Blvd N.
Lake Elmo, MN 55042 Dr. Thein: Thank you for expressing interest in obtaining an appraisal of the above referenced property. The purpose of this appraisal is to estimate the market value of the fee simple estate as of the date of inspection. The intended use of this appraisal is for internal planning for Stillwater Schools. The intended users of this report are the Stillwater Schools and/or assigns. The type of document we will provide you is a restricted appraisal report that complies with the most current edition of the Uniform Standards of Professional Practice. The appraisal fee is below:
Restricted Appraisal Report ONLY $2,000-$2,500
Any additional consulting, research, meetings, hearing or preparation time (expert testimony, for example) would be billed at the below rates.
Principle (Peter Sampair, MAI, SRA)……………………………$300/Hour Staff Appraisers………………………………………………..…$175/Hour Clerical & Research…………………………. . …………..……..$ 50/Hour
The appraiser’s fee is in no way based on the final value estimate of the appraised property, and all sums hereunder are due and payable regardless of the amount of the final value estimate. In the event it is necessary to employ an attorney to collect any sums due herein, the client agrees to pay reasonable attorney’s fees and court costs expended by REAA.
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2
Upon signing and returning this engagement letter to REAA, please provide us with any of the following if available and/or applicable.
1. Property tax identification number(s), street address and/or legal description of the subject property
2. Any surveys, site plans or concept plans of the subject property 3. All lease agreements (related party or arm’s length open market), easements or other contracts
on the subject. 4. Income and expense statements (or tax return schedules) for full year 2015 and 2016 and current
year 2017
Hold Harmless and Limitation of Liability. To assure that our services in this matter can be rendered freely and independently, you or your client agrees to indemnify, defend and hold harmless our firm, its owners, appraisers and employees from and against any and all liabilities, losses, costs and expenses relating to our consulting or testimonial services under this engagement. The foregoing shall not apply to any matter resulting from our gross negligence or willful misconduct. In any case, however, the total collective liability of our firm, its owners, appraisers and employees for all claims of any kind arising out of, relating to or connected with this engagement shall be limited to the total fees paid to us under this engagement. It is the client’s responsibility to review the appraisal and bring to our attention any factual errors or assumptions that may or may not have been considered in the report. Sincerely, Peter J. Sampair, MAI, SRA Certified General Real Property Appraiser MN License # 4001095, Expiration Date: 8/31/21
I, __________________, do hereby authorize REAA to conduct an appraisal under the terms and conditions outlined herein. I understand that a $1,500 retainer be paid prior to any work beginning and agree that all outstanding balances over 30 days will be assessed a 1.5% per month late fee until paid in full. Signed: Client Name Date
Please sign and return this letter to:
REAA, 3596 Linden Avenue, Suite B4, White Bear Lake, MN 55110 FAX (651) 426-8129
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Agenda Item IX. G.
Date Prepared: May 20, 2020 ISD 834 Board Meeting
Action Item: Policy for Final Reading Meeting Date: May 28, 2020 Contact Person(s): Policy Working Group _________________________________________________________________________________________ Summary: The 2020 Policy Working Group will be presenting Policy 520-Student Surveys for final reading. ____________________________________________________________________________________________ Recommendation: A motion and a second to approve Policy 520. Motion by:______________________ Second by:___________________________ Vote:______________
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STUDENTS
POLICY TITLE
POLICY NUMBER
ADOPTED
REVIEW FREQUENCY
Student Surveys
520
Adopted: 5/28/2020
3-year
I. PURPOSE
Occasionally, the school district utilizes surveys to obtain student opinions and information about students. The purpose of this policy is to establish the parameters of information that may be sought in student surveys. This policy does not apply to instructional materials.
II. GENERAL STATEMENT OF POLICY
A. Student surveys may be conducted as determined necessary by the school district. Surveys,
analyses, and evaluations conducted as part of any program funded through the U.S. Department of Education must comply with 20 U.S.C. § 1232h.
B. Student surveys will be conducted anonymously and in an indiscernible fashion. No attempt will be made in any way to identify a student survey participant.
C. There will be no requirement that the student participate in the survey, and no record of the student participation will be maintained.
D. Although the survey is conducted anonymously, potential exists for personally identifiable information to be provided in response thereto. To the extent that personally identifiable information of a student is contained in his or her responses to a survey, the school district will take appropriate steps to ensure the data is protected in accordance with Minn. Stat. Ch. 13 (Minnesota Government Data Practices Act), 20 U.S.C. § 1232g (Family Educational Rights and Privacy Act) and 34 C.F.R. Part 99.
E. The superintendent may choose not to approve any survey that seeks probing personal and/or sensitive information that could result in identifying the survey participant, or is discriminatory in nature based on age, race, color, sex, disability, religion, or national origin.
F. The school district must not impose an academic or other penalty on a student who opts out
of participating in a student survey.
G. This policy does not apply to a survey administered to a student in accordance with the Individuals with Disabilities Education Act (20 U.S.C. § 1400 et seq.).
III. STUDENT SURVEYS
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520-2
A. All instructional materials which will be used in connection with any survey, analysis, or evaluation shall be available for inspection by the parents or guardians of the students within a reasonable amount of time after the request is received.
B. No student shall be required, without the prior consent of the student (if the student is
an adult or emancipated minor), or, in the case of an unemancipated minor, without the prior written consent of the parent or guardian, to submit to a survey that reveals information concerning:
1. political affiliations or beliefs of the student or the student’s parent;
2. mental and psychological problems of the student or the student’s family;
3. sex behavior or attitudes;
4. illegal, antisocial, self-incriminating, or demeaning behavior;
5. critical appraisals of other individuals with whom respondents have close
family relationships;
6. legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;
7. religious practices, affiliations, or beliefs of the student or the student’s parent;
or
8. income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).
C. Any and all documents containing the written permission of a parent for a student to
participate in a survey will be maintained by the school district in a file separate from the survey responses.
IV. NOTICE
A. The school district must give parents and students notice of this policy at the beginning of each school year and after making substantive changes to this policy.
B. The school district must inform parents at the beginning of the school year of any
planned surveys and approximate dates for administering the surveys, and give parents reasonable notice of surveys scheduled after the start of the school year. The school district must give parents direct, timely notice when their students are scheduled to participate in a student survey by United States mail, e-mail, or another direct form of communication.
C. The school district must give parents the opportunity to review the survey and to opt
their students out of participating in the survey.
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520-3
D. The school district must give parents or adult students notice and an opportunity to opt the student out of participating in any non-emergency, invasive physical examination or screening that is required as a condition of attendance, administered by the school and scheduled by the school in advance, and not necessary to protect the immediate health and safety of the student or of other students. These notice provisions do not apply to any physical examination or screening that is permitted or required by applicable state law, including physical examinations or screenings that are permitted without parental notification.
E. The school district will not engage in activities which involve the collection,
disclosure or use of personally identifiable information from students, for the purpose of marketing or for selling that information (or otherwise providing that information to others for that purposes); therefore the provisions of 20 USC 1232h do not apply.
F. Notice to parents or adult students is not required for the collection, disclosure, or use
of personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions, such as:
1. college or other post-secondary education recruitment or military;
2. book clubs, magazines, and programs providing access to low cost literary products;
3. curriculum and instructional materials used by elementary and secondary schools;
4. tests and assessments used by elementary schools and secondary schools to provide cognitive, evaluative, diagnostic, clinical, aptitude, or achievement information about students, or to generate other statistically useful data for the purpose of securing such tests and assessments and the subsequent analysis and public release of the aggregate data from such tests and assessments;
5. the sale by students of products or services to raise funds for school-related or education-related activities; and
6. student recognition programs.
V. DEFINITIONS
A. “Parent” means a legal guardian or other person acting in loco parentis (in place of a parent), such as a grandparent or stepparent with whom the child lives, or a person who is legally responsible for the welfare of the child.
B. “Instructional material” means instructional content that is provided to a student, regardless of format, including printed or representational materials, audio-visual materials, and materials in electronic or digital formats (i.e., materials accessible through the Internet). The term does not include academic tests or academic assessments.
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520-4
C. “Invasive physical examination” means any medical examination that involves the
exposure of private body parts, or act during such examination that includes incision, insertion, or injection into the body, but does not include a hearing, vision, or scoliosis screening.
D. “Personal information” means individually identifiable information including a student or parent’s first and last name; a home or other physical address (including street name and the name of the city or town); a telephone number; or a Social Security identification number.
Legal References: Minn. Stat. Ch. 13 (Minnesota Government Data Practices Act)
Minn. Stat. § 121A.065 (District Surveys to Collect Student Information; Parent Notice and Opportunity for Opting Out) 20 U.S.C. § 1232g (Family Educational Rights and Privacy Act) 20 U.S.C. § 1232h (Protection of Pupil Rights) 34 C.F.R. § 99 (Family Educational Rights and Privacy Act Regulations) Individuals with Disabilities Education Act (20 U.S.C. § 1400, et seq.).
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Agenda Item X. A. B.C. Date Prepared: May 19, 2020
ISD 834 Board Meeting Agenda Item: School Board Reports Meeting Date: May 28, 2020 ____________________________________________________________________________________________ Background: A. Chairperson Report B. Working Group Reports
1. Community Engagement 2. Finance and Operations 3. Legislative 4. Policy
C. Board Member Reports Each meeting the Board Chair and the members of the school board will provide updates on items of interest in the announcement category. Many times these topics develop between the time the agenda is prepared and distributed, and the meeting date. Topics generally include announcement of attendance at district events, working group updates, communications items, informational items and correspondence items worth noting. What is included in this item will vary each meeting depending on the nature of the topics, the school year schedule and time of activities. ____________________________________________________________________________________________ Recommendation: Board action is not required.
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Agenda Item XI. Date Prepared: May 19, 2020
ISD 834 Board Meeting Agenda Item: Adjournment Meeting Date: May 28, 2020 Contact Person: School Board Chair ____________________________________________________________________________________________ Background: The meeting must be adjourned formally. ____________________________________________________________________________________________
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