►
Description
The BCC Public Affairs Forum invites you to hear Bloomington Public Schools Superintendent Les Fujitake discuss the proposal of a new Capital Projects Levy. This levy would fund $6 million a year for safety and security measures regarding future school emergencies, along with education technology to prepare students to compete in a global economy. Executive Director of Technology and Information Services John Weisser will also be attending the forum.
A
Good
morning,
everyone,
my
name,
is
marine
scale
and
Baylor
I
am
the
president
of
the
Bloomington
Chamber
of
Commerce,
and
I
would
I'd
like
to
welcome
you
all
here
on
this
beautiful
spectacular
fall
day.
It
is
just
oh
I,
love
fall,
it's
just
a
wonderful
time
of
year
and
we
all
know
what
fall
is
it's
back
to
school
as
well,
and
this
morning
this
program
is
put
on
by
our
public
affairs
committee
with
the
Bloomington
Chamber
of
Commerce,
who,
let's
see
John
Stanley,
are
you
here
you're
on
the
committee?
Correct,
raise
your
hand,
public
affairs?
A
B
A
But
the
public
affairs
committee
works
on
various
programming
with
myself
and
for
the
chamber
on
very
important
issues
that
are
taking
place
in
our
local
community
and
the
overall
area
region
and
state.
So
great
group,
we
meet
the
third
wednesday
of
the
month,
yes
from
8
30
29
30.
So
if
you
are
interested
in
finding
out
what
is
going
on
in
our
own
backyard,
please
come
you
do
not
necessarily
have
to
be
a
committee
member,
but
if
you
want
to
come
in
here
what's
going
on,
it
really
is
a
valuable
resource
for
you.
A
As
a
chamber
member,
we
have
what
the
chamber
believes
is
a
very,
very
important
issue
and
a
referendum
on
the
upcoming
election
in
November,
and
it
pertains
to
safe
schools
and
technology.
The
chamber
and
actually
less
participates
on
the
board
of
directors,
has
embraced
education
as
one
of
the
its
top
priorities.
Moving
into
the
future
and
I
am
very
excited
about
that.
We
have
had
several
conversations
about
education
being
very
important
to
us.
As
we
move
into
the
future.
A
The
chamber
has
developed
a
future
leaders
program
that
we
work
with
Kennedy
and
Jefferson
High
School's
on,
and
I
believe
les
is
going
to
talk
a
little
bit
too
on
the
broader
base
of
education
in
our
partnership
with
the
school
district,
as
well
as
the
emphasis
on
the
levee,
but
what
I
I'm
the
referendum?
Excuse
me
I'm,
going
to
turn
it
over
to
our
partners
with
the
school
district,
so
less
good.
C
Morning,
everyone
thank
you
for
having
me
now.
I,
don't
use
a
podium
I
move
around,
because
my
wife
told
me-
and
it's
like
say
this-
all
the
time
keep
moving,
because
it's
tougher
to
hit
a
moving
target,
all
right:
okay,
I'm,
a
Hawaiian
and
I
ignored
the
warning
signs,
I
moved
here,
and
marine
Scallan
failure
keeps
asking
me
this
question.
She
says:
am
I
a
member
of
this
program.
D
C
The
move
here
was
made
easier
because
of
a
few
things.
One
is
Minnesota's
reputation
for
excellence
in
education.
It
even
reached
hawaii
all
right,
and
one
factor
is
this:
it's
the
highest
in
that
percentage
of
the
highest
in
the
country,
high
school
graduates,
that's
the
value
Minnesota's
put
on
education
and
when
I
got
here
was
confirmed
when
I
moved
my
family
here,
a
CT
scores.
That's
the
college
testing
eight
years
in
the
world
number
one
in
the
country
for
any
state
where
there's
over
fifty
percent
of
students
taking
that
test.
C
C
I
believe
it's
because
of
this:
the
most
powerful
force
in
a
democracy,
social
capital,
that's
a
value
of
relationships,
people
working
together
to
build
better
communities
and
that's
what
you're
doing
here:
you're
you're
building
social
capital
networking
and
that's
the
power
of
the
chamber,
bringing
people
together
to
network
to
develop
relationships
with
the
city
with
all
different
areas.
So
we
can
work
together
to
build
better
communities.
That's
why
we're
all
here!
C
C
That's
joven,
that's
great!
The
chamber
help
without
the
Chamber's
help.
This
thing
could
not
have
started
and
it
wouldn't
be
as
successful
as
it
is
three
and
it
is
about
networking
bringing
people
together
and
the
mission
is
uniting
Bloomington
by
celebrating
Bloomington.
That's
the
reason
why
we
do
these
things.
That's
what
all
these
businesses
participate
in
this
program.
We
have
lots
of
kids
in
this
program.
It's
all
for
them
to
develop
this
sense
of
community.
C
All
of
you
grew
up
with
parades
with
sense
of
community
and
that's
what
this
thing
does
it's
so
important
that
we
do
this?
That's
what
made
Minnesota
great
and
that's
what
we
need
to
help
replenish
and
keep
going.
Is
this
thing
about
people
working
together
to
build
better
communities?
And
this
isn't
something
I
just
made
up?
Carlton
did
a
report
on
this
thing
on
social
capital,
the
US
census,
also
tracks
and
publishes
information
on
social
capital
and
they
great
Minnesota
one
of
the
top
states
with
social
capital,
and
that
means
voting
philanthropy
attending
church.
C
Now
we've
taken
that
and
our
community
has
told
us
that
they
want
us
to
be
educational
leaders,
that's
what
they
want
us
to.
We
have
a
traditional
leadership
in
this
state.
They
want
Bloomington
to
be
leader
just
like
this,
so
that
our
students
can
thrive
in
this
rapidly
changing
world.
That
is
the
mission
statement
that
was
crafted
by
the
residents
of
Bloomington
and
a
good
example
of
the
kinds
of
leadership
we're
doing.
We
have
a
program
called
dimensions:
academies
for
profiling,
gifted
student.
C
We
draw
students
from
all
these
areas
to
attend
this
program
in
Bloomington
as
far
away
as
white
bear
lake
in
osseo.
This
is
not
traditional.
Gifted
and
talented
program,
this
is
for
the
profiling
gifted
student
they're,
going
to
be
future
scientists.
Doctors,
that's
what
this
program
is
all
about.
There
was
a
demand,
we're
able
to
get
critical
mass,
so
we
can
specialize
in
this
area,
students
from
seven
sending
students
from
other
districts
I
believe
we
draw
from
15
other
districts,
another
area
we
specialized
in
his
early
child
programming.
C
Our
goal
is
to
get
all
children
ready
for
K,
and
this
is
why
we,
this
is
so
important.
You've
heard
all
this
thing
about
early
childhood.
This
is
why
I
think
it's
important
back
in
two
thousand
students
at
the
end
of
kindergarten
needed
to
recognize
letters
count
to
30.
They
didn't
need
to
read.
They
didn't
need
to
right.
Now
they
have
to
write
their
letters
upper
lower
case.
They
need
to
be
able
to
write
to
count
right
to
100
and
Counting
multiples.
C
C
This
is
our
record.
Eighty-Five
percent
of
the
incoming
students
are
ready.
The
state
average
is
fifty
percent.
Fifteen
percent
are
ready
by
2015.
We
hope
to
get
one
hundred
percent
of
the
kids
ready.
Okay,
that's
our
goal
again
we're
leaders,
we
don't
recognize
themselves
to
national
we're
fortunate
to
national
education
leaders.
Visit
us
via
secretary
of
Department
of
Education
in
July,
came
to
see
us
our
early
childhood
program
and
last
month,
the
NEA
president,
well
largest
teachers
largest
union
in
the
country,
the
teachers
union.
C
He
came
to
visit
our
early
child
program
very
fortunate,
so
the
word
spreading
about
what
we're
doing
and
what
we
have
here
is
our
vision
for
what
we
want
to
accomplish.
We
want
to
create
pathways
plural
for
graduation
to
ensure
our
students
are
successful
and
we-
you
just
saw
what
we're
doing
here.
We
have
on
all
these
milestones.
We
have
programs
to
help
kids
students
be
successful
to
graduate
with
college
and
career
plans.
That's
what
we
all
want
in
business.
That's
what
we're
doing.
C
So
on,
and
with
that
in
mind,
being
a
leader
and
helping
kids
be
successful
on
that
pathway
to
graduation
the
school
board
voted
to
hold
a
referendum
election.
This
fall
to
provide
financing
for
two
plans
and
I'm
going
to
share
what
those
two
plans
are,
but
first,
when
the
board
did
that
it
kicked
off
this
referendum
campaign
and
I'm
here
to
do
the
informational
piece
so
that
people
can
reach
an
informed
decision
when
they
about
these.
Two
plans
are
about
the
referendum,
so
when
they
go
and
vote
they'll
make
an
informed
decision.
That's
much!
E
Bloomington
Public
Schools
has
a
long-standing
tradition
of
providing
a
high
quality
education
because
it
is
a
part
of
an
outstanding
community.
This
is
a
community
that
values
the
importance
of
education
and
understands
the
positive
impact
it
has
on
all
who
live
here.
The
district
is
proposing
a
new
capital
projects,
levy
to
fund
safety
and
security
measures
to
help
keep
students
and
staff
safe
and
education
technology
that
will
prepare
students
to
compete
in
a
global
economy.
F
Bloomington
can
accomplish
the
no
tax
increase
by
doing
a
couple
things
one.
They
can
refinance
some
of
their
existing
debt
and
we
continue
to
monitor
that
on
a
regular
basis.
Also,
they
will
be
adjusting
their
alternative
facility
bond
and
levy
which
are
lovies
that
are
used
for
maintaining
their
facilities.
A
safe.
E
G
And
security
recommendations
include
a
lot
of
different
things,
very
comprehensive
approach,
including
the
building
itself,
doors,
locks,
cameras,
processes,
visitor
check
in
how
we
respond
to
different
emergency
situations
and
then
also
staff
development.
We
talked
about
training
and
enhancing
our
partnership
with
our
public
safety
partners.
In
light.
H
E
Proposed
next
technologies
for
learning
plan
will
personalize
learning
to
support
students
on
their
pathway
to
college
and
career
readiness.
Students
will
receive
a
digital
backpack
with
the
resources
they
need
to
learn
internet,
both
at
school
and
beyond
the
school
day
and
finally,
a
strong
connection
to
students,
academic
and
career
progress
for
parents.
If.
I
B
C
Okay,
that
video
talked
about
two
plans.
The
first
is
safety
security
plan.
This
is
an
interior
one
of
our
elementary
school
buildings.
The
police
builder
practices
there,
so
they
familiarize
themselves
with
the
layout
of
the
building.
So
when
they
know
where
the
office
is,
they
know
where
the
cafeteria
is.
This
thing
is
a
really
helpful
relationship
that
we
have
with
the
police
department.
C
C
C
C
The
US
Department
of
Education
has
issued
standards
for
safety
for
schools,
and
these
are
the
four
standards
and
I'll
cover
each
one
and
go
around
this
way.
First
thing
is
mitigation
prevention,
and
you
can
see
that's
just
preparing
and
it
talks
about
the
vestibules.
That's
the
two
doors,
the
front
door
and
inside
door
of
all
school
buildings.
We're
going
to
channel
people
through
the
office
rather
than
having
them
have
direct
access
to
the
school's.
So
the
front
office
can
big
screen
incoming
visitors.
C
C
Next
thing
is
preparedness.
This
is
all
about
training.
We
need
to
train
our
staff,
get
prepared.
Another
area
that
we're
looking
at
is
after
school
safety.
All
of
you
know
that
our
buildings
are
used
after
school.
Many
people,
the
adults,
leave.
How
do
we
protect
the
kids
in
the
building
after
most
of
the
adults
leaf?
We
are
coming
up
with
plans
for
that
next
thing
is
it:
the
situation
happens,
key
sets,
panic,
alarms.
We
need
to
be
able
to
respond
and
contact
the
safety
professionals
to
come
and
help.
C
The
last
thing
is
recovery.
Something
does
happen.
We
need
to
have
teams
prepared
to
come
in
with
interventions
and
help
the
staff
and
students
and
families.
So
that's
the
safety
plan.
These
are
the
standards
and
the
first
standard
about
prevention
mitigation.
These
are
standards
that
are
being
used
by
all
school
districts,
so
when
they
build
a
new
school
building,
now
they
have
all
these
things
like
festivals,
cameras,
locks
and
things
like
that
and
we're
bringing
our
schools
we're
proposing
to
bring
our
schools
up
to
standards.
C
J
Us
so
I'll
introduce
myself
I've
been
with
bloomington's
20
years,
I
started
as
a
teacher
Jefferson
High
School
teaching
math
all
great
leaders
start
by
teaching
math
six
years
in
the
classroom.
I
moved
over
to
supporting
technology
at
Jefferson
for
about
another
ten
years
and
then
I
moved
over
into
a
leadership
position
at
the
district
office
and
I've
been
in
this
position
now
for
going
on
three
years.
What
I
want
a
couple
things
that
caught
my
attention
as
these
intros
and
his
last
spoke?
One
is
the
Future
Leaders
program
when
I
was
at
Jefferson.
J
I
was
one
of
those
people
who
help
support
that
Future
Leaders
program,
opening
up
the
room,
setting
it
up
watching
those
interactions
between
the
adults,
professionals,
meeting
with
kids,
who
are
you
know,
bundles
of
of
energy
and
hormones
and
uncertainty,
and
watching
those
leadership
watching
that
leadership
potential
grow.
So
I
got
to
see
that
that
was
interesting.
J
What
I
want
to
talk
about
is
next
technologies
for
learning.
This
is
a
subset
of
goals
that
that's
a
three
to
five
year
plan
for
where
we
propose
to
take
technology
in
our
classrooms.
Next,
our
next
steps
in
technology,
I,
say
three
to
five
years
within
a
10
year
referendum,
because
three
to
five
years
is
about
the
window
of
predictability
around
technology.
So
you
know
if
we
look
back
even
five
years,
we
were
in
a
pre
smartphone
era,
a
pre
iPad
era.
J
We
were
the
landscape
changes
very
quickly
in
technology,
and
so
we're
on
this
short
three
to
five
year
timeline,
trying
to
be
highly
flexible.
Trying
to
prepare
our
students.
Imagine
students,
starting
today
the
world
they're,
going
to
graduate
into
12
years
from
now
how
different
that
world
will
be.
We
start
with
our
own
mission.
This
is
to
help
us
focus.
The
technology
group
focus
on
what
do
we
really
want
to
achieve,
and
so
this
is
a.
This
is
a
subset
coming
off
of
that
pathways
to
graduation
that
message
that
we
take
care
of
all
kids.
J
So,
if
you're
a
custodian
in
our
district,
if
you're
a
bus
driver
if
you're
a
technology
person
if
you're
working
in
a
network
closet,
this
is
the
reason
that
you
have
a
job.
It
is
to
support
all
students,
we
take
everybody
and
they
come
with
a
variety
of
life
skills
and
background,
and
we
help
them
find
their
college
and
career
path
for
us
and
technology.
J
J
There's
three
components
to
this
technology
plan
called
ntl
next
technologies
for
learning
the
first
one
is
a
shift
to
digital
content,
we're
moving
there
slowly
with
or
without
additional
resources,
but
we
want
to
really
get
our
arms
around
this
effort
and
do
it
in
a
very,
very
thoughtful
and
proactive
way.
So
that
means
taking
our
existing
good
content,
moving
it
over
to
a
digital
format
where
it
can
be
used
differently.
J
Imagine,
instead
of
looking
at
a
400-page
textbook
you
you
have
digital
content
that
can
be
sliced
and
diced
and
rearranged
by
the
teacher
and
instead
of
having
pictures
there,
that
can
be
an
inserted
video
and
instead
of
having
a
worksheet
at
the
end
of
at
the
end
of
a
lesson,
you
can
have
an
interactive
assessment
in
which
students
can
get
immediate
feedback.
Those
are
some
of
the
efforts
that
we're
doing
in
terms
of
digital
content.
J
We
want
to
have
stable
tools
if
we
digitizing
content,
we
want
to
have
stable
tools
on
which
to
build
our
platforms
so
where
we
have
a
physical,
a
physical
classroom,
we
also
have
a
digital
digital
classroom.
So
Moodle
is
our
digital
platform.
If
you've
heard
of
it,
it's
an
online
teaching
space
and
most
of
what
we
can
do
in
a
classroom,
you
can
do
in
Moodle,
where
appropriate.
We
need
good
professional
development.
Ultimately,
it's
professionals
in
the
classroom
who
make
decisions
about
me.
Students
needs
and
so
supporting.
J
So
we
have
an
experience,
we're
talking
about
shifting
to
a
personal
learning
device
model.
That
is
where
each
of
you
has
in
front
of
you
a
device.
It
might
be
a
tablet,
it
might
be
a
simplified
laptop.
It
might
be
a
full
laptop
that
you
can
carry
around
and
it's
part
of
your
your
your
life
as
a
student
we've
all
made
that
shift
in
our
work
worlds
and
we're
talking
about
making
that
shift
for
students
now
infusing
technology
into
their
daily
experience.
J
So
if
the
first
thing
we're
working
on
is
digital
content,
the
second
thing
we're
working
on
is
access.
So
inside
of
our
buildings,
we
talk
about
access
in
terms
of
beefing
up
the
infrastructure
moving
to
an
access
point
in
every
classroom,
so
that,
if
there's
30
students
in
this
room,
they
can
get
access
to
the
Internet
in
a
in
a
robust
way
and
then
30
students
next
door,
who
are
also
doing
the
same
thing.
We
can
solve
that
problem
pretty
easily
because
we
control
those
facilities.
The
bigger
challenge
is
community
Wi-Fi.
J
What
happens
when
those
students
go
home?
So
in
our
surveys
we've
we've
asked
students
and
we've
asked
parents.
You
know
what
is
the
size
of
this
problem,
how
many
students
are
going
home
at
night
and
not
getting
access
to
the
Internet?
We
were
somewhere
between
a
four
percent
and
a
ten
percent
problem
that
is
four
percent
to
ten
percent
of
our
students
go
home
at
night
and
report
back
to
us
that
it's
difficult
or
very
difficult
to
get
access
to
the
Internet.
J
If
we're
digitizing
content
we're
working
to
solve
that
four
to
ten
percent
problem,
it's
a
variety
of
options.
We
talk
in
education
about
all
some
and
whew,
so
we
provide
all
internet
for
all
students
in
school.
We
need
some
solutions
that
are
in
the
community
to
provide
for
some
an
example
of
that
would
be
reporting
currently
with
oxborough
library,
Hennepin
County
Library
System's.
J
We've
had
a
few
meetings
with
oxborough
library
to
beef,
up
the
internet,
access
in
their
building
and
create
some
programming
so
that
all
those
students
who
released
from
our
schools
at
the
end
of
the
day
have
a
place.
A
good,
safe
place
there
to
continue
to
do
their
schoolwork
with
connectivity,
we're
partnering
with
Georgetown
townhome
complex,
which
is
on
the
northeast
part
of
Bloomington.
They
haven't,
they
have
a
great
community
room
there
and
they
have
a
partnership
with
st.
Michael's
Church,
so
they
have
some
supervision.
We
put
Wi-Fi
in
their
homework
room.
J
J
The
third
thing,
the
third
thing
that's
important
in
this
realm-
is
about
online
learning,
so
it's
not
only
about
access
to
the
physical
resource
of
Internet,
but
it's
also
access
to
new
learning
styles.
So
to
two
techniques
that
maybe
you
didn't
experience
when
you
were
in
school,
one
were
one
we're
pretty
proud
of
is
flipped
instruction,
maybe
you've
heard
of
Khan
Academy
that
model
of
flipped
instruction
we
have
to
fifth
grade.
J
If
you
get
the
opportunity,
you
could
go
to
the
schools,
youtube
channel,
the
district's
youtube
channel
and
there's
a
video
there
from
this
summer
in
june
of
two
fifth
grade:
math
teachers
at
Normandale
hills
who
last
year
flipped
their
math
classroom-
that
is,
they
recorded
their
lessons.
They
recorded
themselves
teaching
an
eight
minute
lesson.
Students
were
asked
to
watch
the
lesson
at
home,
flipping
the
instruction
and
then
when
and
then,
when
you
come
to
class
and
do
math,
we
actually
do
math.
You
don't
watch
the
teacher
present.
J
You
actually
do
math
that
flipping
they
found
incredibly
successful,
and
our
director
of
research
and
evaluation
did
some
mashed
analysis
study
between
what
was
the
growth
of
scores
from
those
students
with
students
who
didn't
have
flipped
instruction,
and
he
found
that
there
were
some
great
gains
to
really
highly
capable
teachers.
If
you
get
a
chance
to
go
and
view
it,
it's
about
a
20
minute
video
on
our
youtube
channel,
it's
/,
it's
pretty
impressive
5th
grade,
that's
happening
at
fifth
grade.
We
want
to
take
that
kind
of
model
and
we
want
to
scale
it
up.
J
So
it's
not
two
teachers
who
are
pushing
the
envelope
in
one
small
corner
of
our
district.
We
want
that
to
be
a
common
experience
accessible
to
all
teachers,
and
so
we
we
need
to
scale
that
up
the
other
access
issue
around
any
time,
any
where
learning
is
hybrid
classes,
so
we've
been
Bloomington
Public
Schools
has
been
on
the
the
in
the
in
the
realm
of
hybrids
for
about
six
or
seven
years
now,
starting
at
Jefferson.
Now
at
Kennedy,
hybrid
hybrid
instruction
is
I,
teach
a
creative
writing
class.
J
It
turns
out
that
750
in
the
morning
is
not
the
ideal
time
to
teach
creative
writing
to
high
school
students.
You
can
imagine
so
so
what
we
can
do
is
we
can
hybridize
that
class.
That
is
I'm
going
to
put
part
of
my
curriculum
online
and
on
tuesday
and
thursday
you
don't
come
here
at
750.
In
the
morning
you
stay
home
because
you're
taking
those
days
you're
doing
that
work
at
home,
part
of
the
part
of
the
course
is
taught
online
and
then
on
Monday,
Wednesday
and
Friday.
J
We
gather
to
critique
your
writing
so,
instead
of
trying
to
get
creative
skills
out
of
students
at
750
in
the
morning
we're
meeting
students
where
they're
ready
to
be
to
be
met.
Part
one
is
digital
content.
If
we're
going
to
provide
digital
content
than
we
need
to
provide
access
anytime
anywhere,
learning
part
three
is
around
data,
so
personalized
data
comes
in
a
variety
of
flavors.
We're
talking
about
what
do
I
need
my
students
to
know
and
my
parents
to
help
support
those
students.
J
What
do
I
need
this
week
for
them
to
know
we're
talking
about
smoothing
the
road
to
data
like
attendance
grades?
Nurse
visits
it's
incredibly
important
to
families
of
young
children,
especially
Lee.
If
my
son
is
going
to
the
nurse
how
often
they're
going
to
the
nurse
where
they're
going
to
the
nurse
for
it's
also
incredibly
important
for
teachers
in
our
system
to
know
that
in
this
group
of
30
students,
what
are
the
health?
What
are
the
health
things
that
my
students
are
going
through?
What
are
the
allergies
who's
on
medication?
J
J
Through
our
research
and
evaluation
director
Dave
hi
said,
we've
mapped
what
we
call
the
rainbow
and
the
best
analogy.
I've
heard
of
this
map
is
sort
of
the
pediatricians
growth
chart.
That
is,
you
bring
in
your
child
to
your
pediatrician,
the
pediatrician.
Take
some
measurements:
it's
not
that
all
children
wait
22
pounds
and
you're
behind
or
you're
ahead.
It's
really!
Let's
look
at
where
you're
at
now,
compared
to
where
you
were
at
at
your
last
visit
and
are
you
growing
at
a
healthy
rate?
This
same
model
is
applied
to
academic
data
over
time.
J
So
if
this
lowers
track
is
on
track
to
graduate
and
go
to
normandale
community
college
and
this
middle
track
is
on
track
to
graduate
and
be
ready
and
be
accepted
at
the
University
of
Minnesota.
The
top
track
might
be
on
track
to
graduate
with
the
expectations
of
getting
B's
in
all
of
your
classes.
We
want
to
know
we
want
to
put
these
diamonds
on
there
that
show
where
you
were
at
along
your
educational
path
and,
if
you're,
not
on
the
track
that
you
chose.
If
you're
not
on
that
pathway
that
you
chose.
J
How
can
we
tilt
this
curve
up
right?
What
can
we
do
in
terms
of
interventions
in
terms
of
learning
supports
in
terms
of
community
partnerships,
to
help
give
this
student
to
double
dose
of
math,
for
instance,
or
some
tutoring
in
the
community,
so
that,
instead
of
being
on
track
for
on
track
for
Normandale
Community,
College
they're
choosing
the
they
want
to
go
to
the
University
of
Minnesota?
Let's
try
to
help
them
get
and
then
the
third
part
of
this.
The
third
part
of
this
endeavor,
is
about
goal
tracking.
J
So
it's
not
only
about
the
academic
process.
It's
also
about
helping
understand
what
students
want
to
do
with
their
lives.
What
are
their
passions
so
goal
tracking
means.
You
know
you
may
want
to
go
to
college,
but
you
also
want
to
be
on
the
basketball
team.
How
can
we
identify
what
you
want
to
do
and
help
you
achieve
that
goal,
and
so
that
those
three
components
together
is
about
getting
the
right
data
to
the
right
people,
personalizing
data?
So
again,
I
like
to
repeat
myself.
J
Getting
access
dealing
with
access
and
anytime
anywhere
learning
issues
and
then
getting
the
right
data
to
the
right
people.
Large
team,
behind
this
effort,
I
get
to
do
these
presentations,
but
but
really
it's
a
it's
a
pretty.
It's
a
large
group
effort.
This
didn't
print
print
well,
but
you
can
see.
Community
services
is
involved
in
student
services
is
involved
in
the
office
of
educational
equity
and
lots
of
students
and
parents,
and
really
a
large
group
that
that
helped
pull
this
thing
together,
so
we're
looking
for
support
it's.
These
are
great.
J
C
John's
great
part
of
the
thing
is
about
how
we
work
together
as
a
team
as
a
community
with
parents
and
everyone
else,
john
has
developed
an
app
for
the
iphone
it
gives
information
to
parents.
It's
on
the
app's
apple
store
can
be
downloaded.
We
also
will
have
a
android
version
in
a
few
months.
This
is
just
the
way
things
are
going.
My
son
goes
to
college
forty
percent
of
his
books
and
I'll
digitized.
This
is
the
waves
coming.
One
of
our
partners
is
Pearson
largest
book
publisher
and
there
are
Bloomington
business.
C
It's
coming,
this
digitizing
of
content
of
books
is
coming
and
we
want
to
be
there
as
the
transitions
gets
me,
because
parents
in
the
community
expects
us
to
be
leaders
I'm
going
to
talk
about
the
financing
plan.
The
financing
plan
is
the
question:
that's
going
to
be
posed
to
the
voters
on
November
fifth
to
support
to
provide
the
resources
needed
for
these
two
plans:
safety,
security
technology.
C
We
already
have
a
technology
referendum
in
place.
Now
these
monies
can
only
be
used
for
these
purposes,
bricks
and
mortar
and
equipment,
and
things
like
that.
It
can't
be
used
to
pay
for
the
general
operations
of
the
school
in
2007,
the
community
pastor
referendum,
and
this
is
what
they
passed.
These
are
millions
of
dollars.
These
are
the
years.
The
first
year
went
into
effect
is
08
09.
C
C
That
was
the
plan.
Of
course,
property
values
have
gone
down,
so
this
is
our
revenue.
It's
gone
this
way
we're
expecting
a
five
percent
growth
in
property
values.
We
expected
it
to
continue
on.
It
looks
like
it's
going
to
be
flat
for
a
while
I
want
you
to
remember
the
four
million
dollar
number
and
a
2.7.
This
is
what
we're
getting.
This
is
what
we
had
planned
to
get
so
here's
a
2.7
million
dollars.
C
We
were
expecting
three
at
four,
so
that
is
where
we're
asking
for
another
1.3
million
dollars,
and
we
need
we're
asking
for
another
two
million
dollars
for
safety
security.
So
they
ask,
isn't
a
total
of
six?
It's
really
for
this
3.3
million
dollars.
Everybody
follow
that
because
we're
getting
this
already.
C
Now,
let's
compare
other
districts
that
pass
technology,
referendums
and
here's
the
districts
that
are
close
to
us.
This
is
happy
ends
there
have
about
nine
hundred
dollars
and
we're
at
269.
This
is
from
the
2007
referendum,
rich
fields
at
317.
If
we
pass
the
voters
approve
our
referendum
requests,
this
fall,
we
will
go
to
408.
C
So
let's
talk
about
this,
no
tax
increase
thing
that
we've
talked
about.
We
need
3.3
million
dollars
a
year
to
put
to
finance
these
plants.
We
believe
that
we
can
do
this
without
increasing
to
live
in
this
area.
We
and
in
fact,
we've
done
it.
The
board
approved
the
levy
for
this
fall.
A
preliminary
levy
for
this
fall
a
week
ago
that
will
keep
provides
additional
3.3
million
dollars
without
increasing
the
levy
in
this
category.
Now
this
category
is
the
monies
that
I
use
for
technology
for
our
facilities
for
debt
service.
That's
this
area.
C
There
are
other
deliveries
and
other
factors.
Now
within
our
control
bed
may
increase
property
taxes
such
as
shifting
property
values,
there's
operating
referendum
monies,
so
we
are
saying
that
we
can
increase.
We
can
come
up
with
a
3.3
million
dollars
that
we
have
without
increasing
property
taxes
just
on
this
category
alone,
but
there
are
other
factors
that
a
increase
property
taxes
all
right
now.
I
have
some
good
news
about
the
committee.
I
want
to
return
to
the
community.
C
The
Future
Leaders
program,
businesses,
marketing
students
from
Jefferson
Kennedy,
and
the
purpose
here
is
to
provide
mentorship
Chamber
members
provide
mentorship.
This
is
so
important
and
I
want
to
thank
the
chamber
and
all
of
you
for
for
helping
do
this.
It's
making
a
difference
in
our
students
lives
all
I
talk
about
our
community.
Bae
is
the
largest
all
volunteer
sports
program
in
the
country.
C
Our
fire
to
our
fire
department
is
the
largest
all
volunteer
fire
department
in
the
country.
We
have
a
food
service
department
volunteer
program
that
is
the
top
in
the
country.
I,
don't
know
how
many
of
you
know
that
B
belfry
she's
our
head
of
our
volunteer
program.
We
have
the
model
volunteer
program
in
the
state.
So
what
I'm
saying
here
is
that,
where
I
talked
about
social
capital,
people
getting
together
to
make
a
difference,
that's
what
Bloomington
is
all
about
volunteerism
and
that's
why
we
have
robust
business
partnerships.
C
C
This
gentleman
here
he
visits
places
throughout
the
country.
He
works
for
the
Annie
E
casey
Foundation,
a
foundation
that
works
to
help
improve
the
lives
of
children
throughout
the
country.
His
job
is
to
go
and
see
what
people
are
doing,
improving
things
where
people
are
closing
the
achievement
gap-
and
he
says
Minnesota-
is
the
best
children
programming
in
the
country.
All
these
things
we've
talked
about,
and
in
Bloomington
we
have
some
great
program.
We
have
V
cornerstone,
bridging
we
have
people
with
visions,
visionary
people
that
started
these
programs
to
help
children
and
families.
C
He
says
the
challenge
is
weaving
these
programs
together
and
that's
what
this
is
all
about,
getting
together
to
learn
what
other
people
are
doing
and
see
how
we
can
optimize
and
gain
efficiencies.
So
I
appreciate
what
you're
doing
here,
I'm
going
to
show
you
how
why
this
is
so
important.
This
is
how
our
community
is
changing.
97,
I'm
going
to
show
you
valley
view
elementary
school.
The
red
is
the
poverty
percentage.
C
That's
the
challenge
that
we
have
and
that's
why
we
all
need
to
work
together
as
a
team
business,
faith,
education,
parents
working
together
to
address
this
challenge
and
that's
why
we
need
to
model
what
our
header
heritage
and
a
tradition
has
been
working
together.
That's
what
main
Minnesota
great
and
if
we
can
replenish
social
capital,
keep
things
going.
We
can
keep
the
tradition
of
excellence
in
education
going
and
that's
what
the
future
is
helping
children
graduate
with
college
and
career
plans,
so
they
can
be
successful.
That
is
the
best
way
to
close
achievement
gap.
C
C
Ninety
percent
of
proven
rating
of
our
teachers
by
our
community,
the
highest
in
the
state
of
all
the
district
surveyed,
were
the
heist
and
that's
because
the
community
supports
us
and
that's
why?
When
people
see
us
working
together,
I
talked
to
the
mayor
about
this
thing
and
dr.
marine
people
need
to
see
all
of
us
working
together.
If
we're
going
to
tell
people
to
work
together
in
the
communities,
we
need
to
work
together
as
leaders
and
that's
what
this
thing
is
all
about.
K
Program
comment
about
the
educational
scholastic
piece:
we
moved
here
in
2007
to
Minnesota,
we
came
from
Idaho.
Our
daughter
had
gone
into
a
brand
new
high
school
the
year.
Before
we
came,
we
were
asked
to
donate
any
old
books
or
magazines
because
they
had
a
beautiful
library,
but
they
had
no
books.
K
B
K
Spend
a
lot
there.
Obviously
they
had
no
supplies
that
very
little
resources.
My
daughter
was
coming
home
with
no
homework
and
I
thought
she
was.
You
know
scamming
me
on
homework
situation,
but
I
found
out
that
teachers,
the
hall
homework,
had
to
be
done
in
class
because
they
only
had
30
books
for
each
subject
and
when
you've
got
a
hundred
and
eighty
students
that
have
to
go
through.
You
know
five
history
classes
with
thirty
books.
K
The
books
can
never
leave
the
classroom
that
stay
in
the
classroom,
so
time
was
given
in
class
for
them
to
do
homework,
and
it
not
only
was
it
not
educationally
enriching.
It
was
also
not
very
fulfilling
for
the
students
as
well
and
after
we
moved
here.
One
of
the
things
I
noticed
immediately
is
their
mental
health
proved
because
they
were
in
a
much
more
engaging,
enriching
atmosphere
and
both
of
my
daughters
by
the
time
they
reached
their
sophomore
year
in
high
school.
They
knew
what
they
wanted
to
do
for
a
career.
K
You
know
not
only
for
us
as
a
nation,
but
for
the
individual
well-being
and
welfare
of
your
children
and
the
community,
so
anything
that
that
can
be
done
there
a
certain
reason
everyone
should
support
and
we
can't
depend
on
governmental
handouts
to
get
us
everywhere.
We
need
now
my
questions.
They
do
have
question
on
security.
K
The
security
mission
for
elementary
schools
is
different
for
high
schools.
Elementary
school
violence
is
generally
well
and
generally
I
can't
think
of
a
situation
where
it's
not
been
perpetrated
by
an
outsider.
So
your
access
control
is
very,
very
important
there
and
you
talked
about
locks
and
the
visitor
management
system
and
computers,
and
all
of
that
once
you
to
high
school,
the
risk
is
primarily
internal.
K
So
when
you're
talking
about
the
plan
for
high
school,
will
it
involve
training
for
staff
and
parents
on
what
the
behavioral
warning
signs
are
that
they
should
looking
for
in
students
and
children?
That's
the
work
of
the
minimal
task
force,
that's
exactly
what
they
will
be
doing.
Ok
and
the
follow
up
on
that
is,
and
I'm
sure
you
probably
you're
going
to
the
answer
is
the
same.
Will
there
be
plans
for
coordinated
intervention
effort
involving
the
school,
the
parents
and
the
mental
health
factions?
That
is.
C
L
Much
ok,
thank
you
from
what
I
guess
I'm
too
hawkish.
Where
is
the
money
coming
from
the
goal?
So
do
you
want
going
to
do
it
introduced
for
the
recent
texts
but
whereas
school,
finding
that
money
well
Scoob
is
providing
that
money?
My
second
question
is:
why
do
you
need
to
come
back?
If
you
already
have
the
money,
why
do
you
need
to
come
back
to
produce
them?
Ok,
we.
C
Have
voter
approval
for
about
20
million
dollars
to
pay
dead
and
other
things
now?
This
is
just
for
bricks
and
mortar
and
equipment
and
stuff,
like
that,
20
million
dollars
a
year
that
we
levy
the
community
on
we've
been
able
to
refinance
some
of
that
debt
reduce
it
down
and
those
are
all
voter
approved.
But
now
we
have
to
go
back
out
and
to
fill
that
back
up
to
20
million
dollar
level.
We
need
voter
approval
to
do
that.
We
just
can't
go
and
just
say.
C
M
Yes,
following
up
on
the
security
related
question,
especially
if
they
at
the
upper
age
groups,
we've
had
forever
public
school
or
school
crossing
guards.
Yes,
the
students
involved
in
any
way
or
there
any
discussion
of
the
students
being
involved
in
any
way
and
some
of
the
internal
security
matters.
C
M
C
J
Well,
we're
an
hour's
we're
starting
we're
starting
small
and
then
scaling
up.
So
where
we
look
at
oxborough
and
penn
lake,
we
had
a
meeting
at
penn
lake,
but
oxborough
is
right
next
to
Valley,
View
Elementary.
It's
right
next
to
valley
view
middle
school,
so
there's
a
natural
relationship
and
there's
a
relationship
already
formed
therebetween,
the
admin
team,
and
so
that
was
our
starting
point.
J
The
people
that
we're
meeting
with
our
the
oxborough
staff
but
they're
also
the
hennepin
county
library
staff
and
with
the
looks
of
wit,
with
the
motivation
to
put
in
place
at
penn
lake
what
we
would
whatever
we
would
do,
a
tox
borough
and
then
they're.
Also
looking
at
the
southdale
branch,
which
is
you
know,
some
of
our
the
northern
end
of
our
district,
that's
a
landing
spot,
southdale
has
extended
hours
and
so
and
the
same
need
so
they're
they're
in
it
for
the
right
reasons:
the
Hennepin
County
Library
folks.
J
They
want
to
provide
these
services
for
students.
They
just
need
some
help,
knowing
what
our
needs
are
and
who
we're
sending
to
them
and
they're
very
interested
to
know.
Oh
kids
are
going
to
be
bringing
devices.
We
didn't
know
that.
That's
thank
you
for
telling
us.
We
need
to
do
these
three
things
in
order
to
prepare
for
that.
So
it's
about
starting
small
and
then
scaling
up
and.
C
C
C
Police,
yes,
the
police
chief,
the
fire
chief
they've
all
worked
with
us
and
that's
why
they
do
the
training
within
the
schools
to
learn
the
layout.
We're
very
fortunate.
We
have
coterminous
boundaries
with
the
city
makes
it
easy.
We
work
with
one
fire
department,
one
police
department
and
they've
been
great
partners
on
all.
This
can't
speak
pilot
more
that
I
really
appreciate
all
that.
You've
done
it's
time
up.
Oh
no,.
C
Have
a
sample
question
will
be
will
be
putting
that
out,
so
people
could
see
it
now.
One
of
the
words
in
there
it's
going
to
see,
and
this
is
required
language.
It
says
voting
YES
will
mean
your
property
tax
increase.
That's
just
required
boilerplate
language
that
the
state
legislature
says
we
have
to
include
in
the
ballot.
Okay,
I.
A
C
Information
is
getting
out
there,
so
people
are
informed.
The
first
thing
is,
they
have
to
know
that
there's
going
to
be
a
question.
Next
thing
they
need
to
know
is
what's
what's
wants
to
ask
and
people
are
getting
informed
it's
another
five
weeks.
More
information
needs
to
be
given
out
there,
but
it
was
positive
feedback.