To accommodate individuals with disabilities, this material will be made available in alternative formats such as large print, Braille or cassette tape upon request. If you need auxiliary aids or services in order to participate in or attend a district activity, call your local school or the school district at least seventy- two (72) hours in advance (two-week notice preferred). Members of the public can view and download School Board meeting notices and regular meeting agendas and materials from the district Web site, www.district279.org , under About Us School Board.

Agenda Independent School District 279 School Board

Regular Meeting Educational Service Center - Board Room,

11200 93rd Avenue North, Maple Grove Tuesday, September 20, 2011

8:00 PM

Our mission is to inspire and prepare all students with the confidence, courage and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning.

Agenda Items Call to Order and Roll Call

1. Pledge of Allegiance

2. Additions to Agenda

3. Acceptance of Agenda

4. Audience Opportunity to Address the School Board

5. Superintendent's Report

6. School Board Reports

7. Presentation: Standards-Based Grading - K. Jacobus 3

8. Consent Agenda

A. Minutes of the regular meeting of September 13, 2011 13

B. Minutes of the special meeting of September 13, 2011 16

C. Verified Accounts Payable dated September 20, 2011 17

D. Personnel 21

9. Action Items

A. Resolution to Accept Offer to Purchase Bather Property - Kim Riesgraf 23

B. Gifts to the District totaling $36,117.82 24

10. Informational Items

A. Announcements

1. Policy Committee Meeting, Tuesday, September 27, 6:00 PM,

Conference Room W42, Educational Service Center. Open to the

Public.

2. School Board Joint Work Session with the City of Brooklyn Park,

Monday, October 3, 2011, Brooklyn Park Council Chambers, 5200

85th Ave North, Brooklyn Park, MN

3. School Board Work Session, Tuesday, October 4, 2011, 6:00 PM,

To accommodate individuals with disabilities, this material will be made available in alternative formats such as large print, Braille or cassette tape upon request. If you need auxiliary aids or services in order to participate in or attend a district activity, call your local school or the school district at least seventy- two (72) hours in advance (two-week notice preferred). Members of the public can view and download School Board meeting notices and regular meeting agendas and materials from the district Web site, www.district279.org , under About Us School Board.

Forum Room, Educational Service Center. Open to the Public.

4. Regular School Board Meeting, Tuesday, October 4, 2011, 8:00 PM,

Board Room, Educational Service Center. Open to the Public.

11. Adjournment

Date: September 16, 2011

To: School Board members

From: Keith Jacobus

Re: Standards-based grading and reporting materials

Enclosed you will find a packet of materials that will help you prepare for our September 20th presentation on standards-based grading and reporting. We have also

included two research articles as reference materials that can be read at your convenience. As we begin year one of the three-year implementation of our standards-based grading and reporting initiative, it will be imperative that our stakeholders have

clear and accurate information. We are working to develop updated materials that will be posted on our website and distributed to schools for teachers and principals to

utilize with parents and community members.

We want to ensure that you have the answers to questions that may be asked of you when you are out in the community. We also want to provide you with research materials that support the rationale for our movement to alter the way we grade and

report progress to our students and parents. Please contact Teri Staloch or me if you have questions or would like further reference materials.

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3-21-11

Standards of Practice for Grading and Reporting

Osseo Area Schools is shifting to a standards based grading system designed to accurately report student achievement, provide consistency in grading practices across schools and classrooms, and align grading and reporting with standards based instruction and graduation requirements. Below are the broad standards and specific benchmarks that have been identified to guide this work and the proposed 3 year implementation s chedule. These guidelines are designed to provide both direction and flexibility resulting in accurate and consistent reports. The schedule takes into consideration the time necessary to make changes in the grading tools and provide training and support to staff implementing the changes.

Standard #1: Student academic grades will communicate academic achievement based on clearly-defined academic performance standards. Standard #2: Academic achievement will be separated from all other non-academic behaviors when teachers assign student grades. Standard #3: Quality assessments and properly recorded evidence of achievement will be used when determining grades on student work. Standard #4: Term grades will be determined in a manner that accurately represents students attainment of the standards and p romotes student learning. Standard #5: Teachers will involve students in the assessment and grading process throughout the learning cycle in an age appropriate mann er.

2011-12 Benchmarks

1a. Course/grade-level standards will provide the basis for determining grades for each course and grade level.

1b. Grades will be determined by comparing student work to grade-level standards (not by comparing to other students work).

2a. While recognizing that student collaboration is a key instructional strategy, grades must be based on individual, not group, achievement.

4a. A minimum of 80% of the term grade will be determined by summative assessments (such as unit or course tests, per formance tasks, projects, etc.). The remaining percentage may include classwork, homework, and other formative assessment results.

4b. Teacher professional judgment plays an important role in the grading process, including the responsibility to override computer-calculated grades when there is evidence that calculated grade does not accurately represent the students attainment of the standards.

4c. Students will be provided with multiple opportunities and multiple modalities (within reasonable time limitations) to show what they know and understand.

5a. Teachers will ensure that students understand in advance how their grades will be determined.

2012-13 Benchmarks

1c. Entries into a grade book will be organized in a way that clearly aligns student work to reporting standards.

2b. Non-academic behaviors such as responsibility, resourcefulness, attendance, effort, and participation will be reported separately from achievement through the use of the Efficacious Learner Framework or IB Learner Profile.

2c. In cases of academic dishonesty, students will still be required to complete the work or a reasonable alternative. Teachers and administrators will follow system procedures that will both deter and respond to incidents of academic dishonesty.

3a. Teachers will use formative and summative assessments that meet rigorous design criteria (e.g. clear targets, appropriate match of target and method, appropriate sampling, and lack of bias and distortion).

3b. Teachers will use rubrics, assessment checklists, and other types of scoring guides to communicate expectations and to provide formative feedback on various types of student work (e.g. products, projects, and other performances).

3c. Teachers will utilize district-determined procedures for marking students with modified grading status (GE/Special Education/ELL/Other students receiving significantly modified instruction).

4d. Teachers will use an equal interval grading scale that reduces the disproportionate effect of zeroes and low Fs.

4e. Extra credit will not be used because students will have the opportunity to redo tasks tied to the standard to raise their grade.

2013-14 Benchmarks

3d. Teachers will use common summative assessments based on grade-level or course level standards that have been set through system-wide collaboration.

5b. Teachers will involve students in the assessment process, monitoring their progress, and communicating their achievement and progress to parents/families.

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3-21-2011

Standards of Practice for Grading and Reporting

Osseo Area Schools / ISD279 Osseo Area Schools is shifting to a standards based grading system designed to accurately report student achievement, provide consistency in grading practices across schools and classrooms, and align grading and reporting with standards based instruction and graduation requirements. Below are the broad standards and specific benchmarks that have been identified to guide this work and the proposed 3 year implementation schedule. These guidelines are designed to provide both direction and flexibility resulting in accurate and consistent reports. The schedule takes into consideration the time necessary to make changes in the grading tools and provide training and support to staff implementing the changes.

Standard #1 Student academic grades will communicate academic achievement based on clearly-defined academic

performance standards.

a. Course/grade-level standards will provide the basis for determining grades for each course and grade level.

b. Grades will be determined by comparing student work to grade-level standards (not by comparing to other students work).

c. Entries into a grade book will be organized in a way that clearly aligns student work to reporting standards.

Standard #2 Academic achievement will be separated from all other non-academic behaviors when teachers assign

student grades.

a. While recognizing that student collaboration is a key instructional strategy, grades must be based on individual, not group, achievement.

b. Non-academic behaviors such as responsibility, resourcefulness, attendance, effort, and participation will be reported separately from achievement. through the use of the Efficacious Learner Framework or IB Learner Profile.

c. In cases of academic dishonesty, students will still be required to complete the work or a reasonable alternative. Teachers and administrators will follow system procedures that will both deter and respond to incidents of academic dishonesty.

Standard #3 Quality assessments and properly recorded evidence of achievement will be used when determining

grades on student work.

a. Teachers will use formative and summative assessments that meet rigorous design criteria (e.g. clear targets, appropriate match of target and method, appropriate sampling, and lack of bias and distortion).

b. Teachers will use rubrics, assessment checklists, and other types of scoring guides to communicate expectations and to provide formative feedback on various types of student work (e.g. products, projects, and other performances).

c. Teachers will utilize district-determined procedures for marking students with modified grading status (GE/Special Education/ELL/Other students receiving significantly modified instruction).

d. Teachers will use common summative assessments based on grade-level or course level standards that have been set through system-wide collaboration.

Standard #4 Term grades will be determined in a manner that accurately represents students attainment of the

standards and promotes student learning.

a. A minimum of 80% of the term grade will be determined by summative assessments (such as unit or course tests, performance tasks, projects, etc.). The remaining percentage may include classwork, homework, and other formative assessment results.

b. Teacher professional judgment plays an important role in the grading process, including the responsibility to override computer-calculated grades when there is evidence that calculated grade does not accurately represent the students attainment of the standards.

c. Students will be provided with multiple opportunities and multiple modalities (within reasonable time limitations) to show what they know and understand.

d. Teachers will use an equal interval grading scale that reduces the disproportionate effect of zeroes and low Fs.

e. Extra credit will not be used because students will have the opportunity to redo tasks tied to the standard to raise their grade.

Standard #5 Teachers will involve students in the assessment and grading process throughout the learning cycle in

an age appropriate manner.

a. Teachers will ensure that students understand in advance how their grades will be determined.

b. Teachers will involve students in the assessment process, monitoring their progress, and communicating their achievement and progress to parents/families.

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NOTE: Highlighted (bold-faced) boxes indicate year of scheduled implementation.

11-12 12-13 13-14

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11-12 12-13 13-14

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Revised August 2011

ISD 279 STANDARDS FLOWCHART

State or National Standards identify the knowledge and skills that are to be

mastered by the end of a grade level or grade band, help define the

requirements for course credit and graduation from high schools, and guide

educators in the adoption and design of curricula. Student mastery of the

standards is measured through state and local assessments. In this use, the

term standards is all-inclusive and does not assign priority individual standards.

Priority Standards are those that are absolutely essential for student success in

the current course or school year and as prerequisite learning for future

courses. Priority standards capture the most essential skills and knowledge

that students need because they offer endurance (knowledge, skills and

dispositions needed long after the original learning), leverage (knowledge, skills

and dispositions applicable to any discipline), and readiness (knowledge, skills

and dispositions needed for the next level of learning). In addition, Priority

Standards encompass those needed for high stakes testing and are used by

teachers to guide instructional decision-making.

Priority Standards may be a subset of state or national standards or represent a

blending of two or more state standards in a single priority standard.

Reporting Standards appear on the elementary report card (effective 2011-12

for some subject areas and 2012-13 for all subject areas) and in secondary

gradebooks (effective 2012-13). Reporting Standards are those standards that

we believe will most effectively help students and parents understand the

students level of achievement in each course or subject. These standards are

often a blending of Priority Standards and are few in number.

Standard

Standard Standard Standard Standard Standard

Standard Standard Standard Standard Standard

Standard

Standard Standard Standard Standard Standard Standard

Priority

Standard

Priority

Standard

Priority

Standard

Priority

Standard

Priority

Standard

Priority

Standard

Priority

Standard

Priority

Standard

Priority

Standard

Priority

Standard

Reporting

Standard

Reporting

Standard

Reporting

Standard

Reporting

Standard

Reporting

Standard

Reporting

Standard

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A new way to report on student progress in ISD 279-Osseo Area Schools

Standards-Based Grading results in grades that are more meaningful, accurate, consistent, and supportive of learning This year, Osseo Area Schools begins the first year of a three-year plan to implement a new grading and reporting system for all students. Standards-Based Grading means that students are graded on what they know and have learned how to do after they were taught a specific concept or skill (a standard). In standards-based grading systems, students, parents, and teachers have more accurate information about exactly what students should be learning and what they actually have learned as a result of instruction. District 279 teachers and administrators have been studying standards-based grading and reporting for several years, examining local and national research and gathering input from teachers, administrators, parents and students. During the next three years, parents/guardians and students will see gradual changes in our grading and reporting practices, leading up to full implementation in 2013-2014. Standards-Based Grading supports greater accountability for learning

Many school districts across the country are moving to a standards-based grading system because, in part, of an increasing need to ensure that students are learning the concepts and skills they need to be successful and responsible citizens in the 21st century. Other skills and attributes, such as effort, organizational skills, courtesy, and timeliness still matter, of course. In a standards-based grading system, however, the main purpose of a grade is to show what was actually learned.

Traditional Grading System Standards-Based System

Student work may be compared to other students work (grading on a curve).

Student work is compared to a standard describing what a student should know and be able to do at a specific grade level or in a specific subject.

Grades may include non-academic factors such as attendance, behavior, and effort.

Grades are a report of academic achievement; non-academic factors such as attendance, behavior, and effort are reported separately.

Students are not necessarily involved in the assessment and grading process.

Students are involved in assessment and grading throughout the learning process.

Individual classroom teachers develop their own measures and basis for evaluating student progress.

Across the district, teachers work together to develop measures and consistent criteria for evaluating student progress.

Homework may count as a large portion of a grade. Homework and other practice activities have limited influence on a final grade.

Grades communicate achievement based on the teachers individual interpretation of standards.

Grades communicate academic achievement based on district-defined standards.

Learn more

If you have questions about standards-based grading, please call Dr. Teri Staloch, Director of Curriculum, Instruction and Educational Services, at 763-391-7143. Youll also learn moreand see examples of what standards-based grading looks likeat the fall and spring Parent/Teacher Conferences at your childs school. Our mission is to inspire and prepare all students with the confidence, courage and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning.

August 2011

7

-BASED G R A D I N G

A CLOSER LOOK AT STANDARDS-BASED GRADING IN OSSEO AREA SCHOOLS: WHAT PARENTS AND STUDENTS CAN EXPECT TO SEE THIS YEAR

This year, teachers in ISD 279-Osseo Area Schools will begin a three-year implementation plan for a Standards-Based Grading system. Standards-Based Grading helps ensure that student grades are meaningful, accurate, consistent, and supportive of learning because grades are based on clearly defined concepts or skills students are expected to learn. The seven benchmarks below are the areas of focus for the 2011-2012 school year. Parents and students will notice that these benchmarks are being incorporated into student report cards this year.

Grades are directly tied to specific concepts or skills that students are expected to learn in each course or grade level. In standards-based grading systems, grades are tied to the specific concepts or skills (called standards) taught in the class or at that grade level. Assignments are also linked to specific concepts or skills. Non-academic factors such as attendance, extra credit, behavior, and late work, among others, are not included in a grade.

Grades will show what students have learned compared to the standard rather than compared to the performance of classmates. In short, this means teachers wont grade on a curve. The point of reference is the grade-level or course standard (the specific concept or skill) not other students. In a standards-based system, students with the same skill level should receive the same grade, regardless of which school they attend or who else is in their class.

Students will continue to collaborate with others on academic work, but grades will be based on each students individual achievement.Collaboration is a critical skill for tomorrows workforce, so teachers will continue to encourage it. The grades individual students earn, however, will be based on what they know and can do as individuals, not on what their group knows and does.

A minimum of 80% of the term grade will be based on assessments that show what students learned following instruction. The remaining part of the grade (up to 20%) may include work done as students are practicing the specific concept or skill.The majority of the grade will be based on what the student has actually learned at the end of instruction. Teachers may use a variety of summative (or summary) assessments; a summative assessment might be a paper and pencil test, but it could also be a project, presentation, quiz, or something else that gives students a chance to show what they learned following instruction. The key is that kids have had a chance to learn, practice, and then practice some more before completing the summative assessment. Another way of thinking about

summative assessment is as a measure of academic achievement. Because these assessments are completed after a student has had the opportunity to learn, they are the great majority of a grade.

Formative (or practice) assessment occurs throughout the learning and is used to guide instruction and plan next steps. This work can be homework, practice exercises, in-class work, quizzes, exit slips, quick written or oral responses to a specific question, or a variety of other forms of practice. Because formative assessments are academic practicedone before a student has completed the learningthey represent a smaller part of the grade and will be no more than 20% of the final term grade.

Teachers can override the grading software if they think the calculated grade doesnt accurately represent what the student actually learned. If the computer calculations (typically averages) result in a grade that doesnt match what a teacher knows about the students attainment of the learning standards, the teacher can (and should) adjust the grade to make it more accurate.

Students will have multiple opportunities and multiple ways (within reasonable time limitations) to show what they have learned.To ensure that teachers have enough evidence to determine an accurate grade, students will have multiple opportunities and multiple ways to demonstrate what they have learned. They may have several practice activities that assess their progress on each standard, followed by a summary assessment that measures their achievement on a specific standard. Summary assessments could take the form of a quiz, an essay, a problem set, or a test. Some teachers will offer retakes to provide students with multiple chances to show what they know; retakes are not, however, required.

Teachers will ensure that students understand in advance how their grades will be determined.Teachers will thoroughly explain their grading system so students understand the marks they receive and are not surprised by their grade at the end of the term.

SBG

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12

Minutes of the Regular Meeting

Independent School District 279 School Board September 13, 2011

CALL TO ORDER

A regular meeting of the Independent School District 279 School Board was held on Tuesday, September 13, 2011, in the Board Room at the Educational Service Center. Chairperson Henke called the meeting to order at 8:00 PM.

ROLL CALL

The following members were present: Board members Tammie Epley, Dean Henke, Laura Cottington, Kim Green, Jim Burgett, Teresa Lunt and Superintendent Dr. Kate Maguire.

PLEDGE OF ALLEGIANCE

The Pledge of Allegiance was recited, led by Chairperson Henke.

ACCEPTANCE OF AGENDA

Motion by Henke, seconded by Epley, to accept the printed agenda. The motion carried unanimously.

AUDIENCE OPPORTUNITY TO ADDRESS THE SCHOOL BOARD

No one addressed the Board during Audience Opportunity to Address the School Board.

SUPT. REPORT

Superintendent Maguire stated that she always includes the declaration of our mission in our school board meetings because it does guide our work. Our mission is to inspire and prepare ALL students with the confidence, courage and competence to achieve their dreams, contribute to community and engage in a life time of learning. The superintendent shared that Woodland Elementary was one of only five schools in the state that earned the 2011-2012 School of Excellence validation from the Minnesota Elementary School Principals Association. The Minnesota School of Excellence Program promotes school improvement through a rigorous evaluation process that showcases dynamic schools of the 21st century. The program is recognized by the Minnesota Department of Education and the National Association of Elementary School Principals. Superintendent Maguire shared that our district had an excellent start to the new school year. She shared that she addressed all of our staff members in a message broadcast live from the Osseo Senior High school auditorium on August 30. Cabinet members also provided a

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SUPT. REPORT

brief overview of the work in their area of responsibility that led to the start of school.

SCHOOL BOARD REPORTS

8/9 Work Session on Achievement Director Green reported that the board gained information on trends in reading and math over the last several years. 8/16 Work Session on School District Property Director Cottington reported that that the board received and reviewed information on our districts property in its consolidation in the 1957. 8/24 Property Committee Meeting Director Lunt reported that the property committee provided direction for the sale and purchase of property in Maple Grove at this meeting. Director Epley reported that she attended the rededication of the John Hansen Stadium at Carl A. Tonn Field at Osseo Senior High School. Director Epley reported that she attended the Brooklyn Park Beyond the Yellow Ribbon program kick-off meeting. Director Green reported that she attended an AMSD (Association of Metropolitan School Districts) meeting and shared information regarding the legislative platform. Director Lunt reported that she attended our districts Food and Nutrition Services workshop.

PRESENTATION: BEST COMMUNITIES FOR MUSIC EDUCATION 2011: NAMM FOUNDATION AWARD

K-12 Music Coordinator Dr. Wendy Barden introduced Tom Schmitt, CEO of Schmitt Music Centers, who presented a certificate on behalf of the NAMM Foundation recognizing Osseo Area Schools as one of the nation's Best Communities for Music Education. Mr. Schmitt told the board, "To win this award once is a great accomplishment, but to win it three years in a row is a dynasty. [A]n accomplishment of this magnitude doesn't happen and cannot happen without an extraordinary cadre of leaders, both on the school board and on the professional staff. [I]t couldn't go to a more worthy group of people than all the professionals here in the Osseo School District."

CONSENT AGENDA

Motion by Henke, seconded by Lunt, to approve items in the Consent Agenda as follows: Minutes of the regular meeting of August 16, 2011 Electronic Wire Transfers (including Investments, Debt Service, MN Payroll Withholding, Flex Benefit Plan and Delta Dental) for the month of August 2011

14

CONSENT AGENDA

Verified Accounts Payable dated September 6, 2011 Payment of bills, including Payroll, made through the office for the month of August 2011 Personnel Resolution for Authorization to Seek Maple Grove Comprehensive Plan Amendment Approval of Pfeffer Company, Inc. Exclusive Listing Agreement Contract for Services Contract by and between Independent School District 279 and Center for Applied Linguistics. The consultant shall provide six days of Sheltered Instruction Observation Protocol (SIOP) teacher professional development workshops where teachers will learn about and practice the eight components of the SIOP Model. This contract shall not exceed $24,030. The motion carried unanimously.

GIFTS TO THE DISTRICT

Motion by Henke, seconded by Epley, to approve the Gifts to the District totaling $26,239.11 The motion carried unanimously.

ANNOUNCEMENTS

1. Negotiation Strategies Meeting, Tuesday, September 20, 2011,

6:00 PM, Conference Room N10, Educational Service Center. Closed to the Public.

2. Regular School Board Meeting, Tuesday, September 20, 2011, 8:00 PM, Board Room, Educational Service Center. Open to the Public.

ADJOURNMENT

At 8:40 PM, motion by Epley, seconded by Green, to adjourn the meeting. The motion carried unanimously.

_________________________________________ Dean Henke, Chairperson

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Minutes of the Special Meeting

Independent School District 279 School Board Maple Grove, Minnesota

September 13, 2011

CALL TO ORDER A special meeting of the Board of Education was held on Tuesday, September 13, 2011, in the Board Room at the Educational Service Center. Chairperson Dean Henke called the meeting to order at 8:47 p.m.

ROLL CALL The following School Board members were present: Kim Green, Dean Henke, Teresa Lunt, Jim Burgett, Laura Cottington and Tammie Epley. Charles C. Pfeffer, Jr., Barb Olson, Kim Riesgraf, Dale Carlstrom, Margaret Westin and Superintendent Kate Maguire were in attendance.

CLOSING OF MEETING

The Minnesota Open Meeting Law allows School Boards to hold a closed meeting in order to develop or consider offers for the sale or purchase of real property and in accordance with the attorney client privilege to discuss pending litigation. Motion by Henke, seconded by Lunt, to move into closed session pursuant to Minnesota Statutes Section 13D.05, subdivision 3 in order to develop or consider offer for the purchase or sale of real property PID #24-119-22-12-0002 and #30-119-22-42-0003 in Maple Grove and to discuss ISD279 v. City of Osseo, No. 27-CV-11-14021. The motion carried unanimously.

CLOSED MEETING AGENDA ITEMS

Purchase of Land at 9997 85th Avenue North, Maple Grove, MN 55369

Sale of Land at 18300 Bass Lake Road, Maple Grove, MN 55311

ISD 279 v. City of Osseo

RECONVENE

The special meeting of the Board was reconvened at 10:34 p.m.

ADJOURNMENT At 10:35 p.m., motion by Henke seconded by Green to adjourn the special meeting of the School Board. The motion carried unanimously.

___________________________________ Dean Henke, Chairperson

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Personnel 9/20/11

Licensed Personnel Retirements 1. *Patricia Cleary, Crest View, Grade 1, employment date 8/29/88, effective 9/28/11, currently on

extended leave 2. Diane Stenson, Weaver Lake, Special Ed, full-time, employment date 8/29/05, effective 9/15/11 *with appreciation for long-term service Resignations 1. Katherine Vasil, Woodland/Weaver Lake, Counselor, full-time, effective 9/23/11 Returning From Leave 1. Jody Levy, Woodland, Grade 2, full-time, effective 9/19/11 Leave of Absence 1. Andrea Bodeau, ESC, Technology Integration, full-time, effective 9/17/11 2. Kelli Schuster, Oak View, ELL, Full-Time, Effective 9/7/11 3. Rhonda Greiff, Park Center High, Special Ed, full-time, effective 9/6/11 4. Jody Levy, Woodland, Teacher Grade 2, full-time, effective 8/29/11 5. Sarah Weise, Elm Creek, Special Ed, full-time, effective 8/29/2011 Employment 1. Elizabeth Carlson, Oak View, ELL, full-time, temporary, effective 9/15/11

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Personnel 9/20/11

Non-Licensed Personnel

Retirements

1. *Geraldine Lahti, Elm Creek, Kidstop Instructor, full-time, employment date 8/27/98, effective 10/7/11

* with appreciation for long-term service Resignation 1. Revised Date: Brian Gilbert, Fernbrook, Second-shift Custodian, full-time, employment 1/14/10,

effective 8/18/2011 Returning from Leaves 1. Lisa Anderson, ESC, 12 month ESP, part-time, effective 9/13/11 2. Carla Van Liere, Weaver Lake, Special Ed ESP, part-time, effective 9/6/11 Employment 1. Mary Gilbertson, Woodland, Kidstop Instructor, part-time, effective 10/10/11 2. Carrie Mattson, Fair Oaks, Instructional ESP, part-time, effective 9/6/11 3. Megan Shea, Zanewood, Special Ed ESP, part-time, effective 9/19/11 Leaves of Absence 1. Deborah Ganzer, ESC, Secretary, full-time, effective 9/9/11 2. Sharon Groitzsch, Osseo Junior, Secretary, full-time, effective 9/14/11 3. John Guertin, Brooklyn Junior, Info Tech ESP, part-time, effective 9/6/11 4. Thomas Tackaberry, ESC, Custodian-Warehouse, full-time, effective 9/16/11 Terminations 1. Darrell Young, Edinbrook, Special Ed ESP, part-time, employment date 1/25/11, effective 8/1/11

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RESOLUTION

Accepting the Offer to Purchase PID #30-119-22-42-0003 in the City of Maple Grove, Minnesota

WHEREAS, By action of the School Board at a special meeting held September 13, 2011, the ISD279 School Board entered into a brokerage agreement with Pfeffer Company, Inc. to develop offers for the sale of PID # 30-119-22-42-0003 in the City of Maple Grove, a site covering more or less 30.36 acres (hereinafter Property); and WHEREAS, Estate Development Corporation, has executed a Purchase Agreement for the Property in the amount of $3,400,000.00 subject to adjustment based on the results of the gross area survey of the Property. NOW THEREFORE BE IT RESOLVED The School Board of ISD279 hereby accepts the Purchase Agreement proposed by Estate Development Corporation for the purchase of approximately 30.36 acres in the City of Maple Grove, PID# 30-119-22-42-0003, address unassigned, sometimes referred to as the Bather Property for the amount of $3,400,000.00 subject to adjustment based on gross acreage survey results and in accordance with the terms of the Purchase Agreement, including the payment of the brokerage fee to Pfeffer Company. ___________________________ ________________ School Board Chairperson Date

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Gifts to the District 9/20/11

1

Gifts to the District totaling $36,117.82

Basswood Families - $491.20 for Time for Kids and headphones at Basswood Elementary

Target Take Charge of Education - $1602.72 to benefit students and staff at Birch Grove Elementary

Mary Anne Mauer 13 wooden rulers for Cedar Island Elementary

Wells Fargo Community Support Campaign - Rochelle Guiliani - $99.97 for the 4 Star Express Program at

Cedar Island Elementary

Wells Fargo Community Support Campaign Joseph Giuliani - $39 to be used at principals discretion at

Cedar Island Elementary

Wells Fargo Community Support Campaign Angela Bimberg $13 to be used by the PTO at Cedar Island

Elementary

Wells Fargo Community Support Campaign Jenny Norberg - $250 to be used at the principals

discretion at Cedar Island Elementary

Staples school supplies for students at Cedar Island Elementary

Boy Scouts Flashcards, butterfly and puzzle piece accents to be used at Cedar Island Elementary

Dollar Tree, Maple Grove 524 various school supplies for students at Cedar Island Elementary

Crest View PTO - $4000 for bus fee, classroom supplies and field trips at Crest View Elementary

Target - $4139.76 to be used for amplification system, lyceum funding and ESP support at Elm Creek

Elementary

Wells Fargo Jeff Bonsen - $55 for ESP support and lyceum funding at Elm Creek Elementary

Wells Fargo Trevor Nasiedlak - $70 for ESP support at Elm Creek Elementary

Ameriprise - $230.78 for ESP support and lyceum funding at Elm Creek Elementary

Target - $2500 to purchase books for Book Room renewal at Fair Oaks Elementary

Target - $1500.21 for student field trips and supplies at Palmer Lake Elementary

Childrens Theatre Company - $200 for student busses for Palmer Lake Elementary field trip

Medtronic Foundation - $500 to be used for lunches for Medtronic volunteer readers at Park Brook

Elementary

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Gifts to the District 9/20/11

2

Target - $1126.75 to be used for reward program, field trips, and field trip transportation at Park Brook

Elementary

Target Take Charge of Education - $3974.14 for teacher and student supplies at Rice Lake Elementary

Americana Community Bank - $20 for student supplies at Rice Lake Elementary

Target Take Charge of Education - $6288.21 for ESP salaries at Woodland Elementary

Accellent, Inc - $100 and classroom supplies for school needs at Zanewood Elementary

Wells Fargo Foundation - $311.35 to be used for adapted PI and building needs at Osseo Sr High

Northwood Church - $1000 for misc. school projects (Kopp fund) at Osseo Sr High

Target Take Charge of Education - $7355.73 to be used at principals discretion at Park Center Sr High

Gail Hanka misc. school supplies for ISD 279 students

25

AgendaPresentation: Standards-Based Grading - K. JacobusGrading and Reporting memo to the Board 9-20-11.docStandards of Practice Bundled by Year.docStandards of Practice by Standard.docISD 279 STANDARDS FLOWCHART.docxSBG_Parent Letter 8.2011.pdfSBG_flier_9_12_11.pdfRemaking_the_Grade.pdfKen O'Connor Article.pdf

Consent AgendaMinutes of the regular meeting of September 13, 20119 13 11 minutes.doc

Minutes of the special meeting of September 13, 20119 13 11 Special Meeting minutes.doc

Verified Accounts Payable dated September 20, 20119 20 11 AP.pdf

PersonnelPersonnel.doc

Action ItemsResolution to Accept Offer to Purchase Bather Property - Kim RiesgrafRESOLUTION sale of prop.docx

Gifts to the District totaling $36,117.82Gifts to the District.docx