001Yep. >> birthday is June 7th. So like at 67 every time I make an appointment for her and he was like >> who started that in >> Sunday. Is it from Sunday? >> Oh no. >> Oh, I thought you said Sunday. >> No. No. I'm not going to mess with making >> I took Carter needed stitches one time. I took him to the >> Yeah. ER, whatever it was. >> No idea. >> Oh, we were with the UW group. Be careful. >> Ready? >> All right. I call to order the committee of the whole pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Um, I seek a motion for
002approval of the agenda. >> Second. >> Any discussion? All in favor? >> A Okay. Um, roll qualified as present except for Sarah Reese Harrison. Um, South High School continuous improvement update. We have Miss Ledesma, Mr. Formalo, and Mr. Tomkins. school >> most days. >> All right. Well, we are pleased to have um South High School here to present their annual plan related to college and career readiness. um they will share the outcomes for the graduating class of 2025 around college and career readiness indicators. I'm going to start with some grounding slides. You all have seen these before. I think we had everyone on the board last year, so I'll move relatively quickly through these, but we do want to just talk a little bit about our continuous improvement process. That process always starts with a
003clear vision and our long range plan. Um, we always stay focused on what our vision is here in the SASD and that that is that all students will be productive and responsive responsible citizens in a competitive world and we're sending them out um prepared for that competitive world. We have a continuous improvement process that is included as part of that long range plan. You've seen this before as well. Um we on our long range plan when we presented it this year we share that each of our schools engage in this process. It is a four-step process. It starts with our school leadership team. So Kevin um as well as Will and their leadership team digging deep into data reflecting on that data and then they're setting annual goals once they've done that. So we're kind
004of in that magenta color part of the cycle. And then they go on and they implement their action plan over the course of the year. They're making sure that they're using data to drive that plan and evidence-based practices. And then they report out um through a regular cycle around how they're doing related to that. And one of that one of those points where they're coming to report out is here to you all as a board. So that is what the continuous improvement cycle looks like here in the district. We have set standards around when we are pulling the data. So you can see on the slides that we pull the data every um year at the same time on the last day of the school year. We keep our cohorts static for the grade level
005based on their graduation year as well as their enrollment status on the last day of the school year. And then we report out like we're doing this afternoon for South High School this month or this um meeting and then next meeting we'll be reporting out for North High School. When we pull the data around our college and career readiness indicators, we kind of pull it. We look at it holistically for all of our students and then we filter through um three different lenses. So the first one is for students who are reporting that they plan to go directly into the workplace or military. We look at that as one filter. We look at students who indicate that they want to go on to a two-year college as another filter. And then students that say that
006they want to go on to to a four-year college as a third filter. So you'll see a little bit of that this afternoon. Um Kevin will talk a little bit through those initial data sites. We won't do a deep dive into those sites, but we'll give a quick overview. And then, as we shared last year, where do we get these indicators from? Um, is actually part of a national campaign out of AASA, which is the superintendent professional organization. And they basically went through a process of looking at research and identifying these indicators that would help schools and organizations. um identify students readiness for careers and post-secary opportunities. So that's where we're getting these metrics from. So with that, I'm going to get ready to toss it over to Kevin. But before I do that, just
007a reminder around school report cards. That's part of our state accountability system. You'll see some changes when we come back to you in November because the state has went through a process of updating this. But based on last year, you can see what the score ranges were. Um that's typically what happens is that every school gets a score, every district gets a score, and then there's a corresponding rating category. So with that, I'll turn it over to Kevin, and he can talk a little bit about the school report card for South last school year. Thank you, Rachel. Kevin Formlo, principal at South High School. I'm in my ninth year as principal and 22nd year in the district. Mr. Tomkins, um associate principal at South, fourth year at South and um 22nd year in education. So,
008>> all right. So, uh the state report card uh thank you Rachel for for setting that up. We know that this is a part of our our requirements and uh we do use this as um part of our continuous improvement data as well. Uh the state report card piece that's that I like to show here is that we see that South High School uh for the 23 24 school year had a 53.5 score which put us into that twostar rating of meeting few expectations. Uh what I think uh what I wanted to show here for last time when we presented we presented on the 22 23 school year uh we thought it would be good to just show you that three-year trend. That's going to be a theme today of looking at that three-year average
009of that three-year trend that we can see that South High School on the state report card over the last three years has been making some significant gains. I think some pretty incremental point jumps uh since 2122 where that 41.2 to land us into that one star rating of not meeting expectations. So, we're we're happy to see that uh that score go up. There's four areas for which that state report card gives us that final score. Uh they look at our overall achievement uh our growth in uh ACT testing with language arts and math and then target group outcomes. how our kids in the bottom 25th percentile growing in comparison to those in the 70 upper 75th percentile and then a combined score of our ontrack to graduation which is an average score of our uh
010attendance rate with our graduation rate. So we can see that in that growth from 2223 to 232 24 uh the areas that really helped sell high school on the state report card were the areas that we had the most significant growth within our growth in general of kids where they were um on earlier ACT scores to where they were in their junior year on the ACT score that in that growth score we were able to increase that by 5.7 points. And then target group income outcomes uh focusing in on those kids and really trying to close that close that achievement gap on kids who are higher performing at 6.2%. Our achievement overall score stayed relatively the same. We had a a slight onepoint dip in our on track to graduation score. Uh uh in our
011presentation as we continue through there'll be more on the on track to graduation. We'll have some specific focus on our attendance rate. So, uh, we have our score reports for this year. You'll hear that from the SNI department. They're embargoed here for a little bit. Uh, but when we are required to in December, we send out the state report card. And this tells a story. Uh, but one of the traditions that North and South have both been doing, uh, on that you guys had a link, I believe, to our school profile. Uh, this school profile is, uh, something that was available to you in the board pack. We don't need to go through another presentation, but it allows us just to highlight other things that make South unique. uh and tell a little bit of
012a different story. This is where we highlight the pathway opportunities our kids have, the cap opportunities, the AP opportunities, uh celebrating uh who we are as a school community with our demographics, uh sharing out our vision and mission and other accomplishments that we see that uh the public should be aware of as well. So, it's a good way for us to just continue to tell the story of South High School. your your report card scores. The embargo is an interesting uh place right now because no one really knows what that means, but I think we're safe to say South High saw another increase in scores. Um on their report card for this year, do you know how many points? You're free to say that. >> Yeah, 4.1. We're point4 short of that three star rating.
013>> So they're they're right there. They're almost out of uh fails to meet to the meets. So, and and Kelly will do a nice job. She put a nice spreadsheet together already kind of showing they did some score changes this year as well and then they changed the the brackets already. So, his score would have gotten him out last year. It won't this year, but we'll play that game. But >> nice Yeah, nice growth um from South. And we always like, I think, to talk about report cards when scores are going up because I think it has more credibility coming from administration. It it really is not reflective in my opinion of what the school does. They were doing a lot right when they were scoring uh a lower score and they're doing a lot
014right now and we saw growth in ACT back then at the same level that we see it now, etc. So that's why we continue to focus on the college and career readiness. Thank you, Jake. So, the next few slides are for reference uh for you uh just to kind of go back to as you need to as you hear us going through the presentation. Uh there's uh four or five slides here that just shows our data. I'll show you what this first one looks like. This is our CCR data for all students. Uh it's going to show you the last three years, our percentage of students who met that benchmark criteria for career ready and college ready. Uh you can see the benchmarks on the left, the years of 2023 through 2025 and then the
015three-year average as to where we've been performing there. We have the data here for your reference for the all students and the career and college readiness benchmarks. And then you'll see that the next slide has the workforce and our military uh references and data points. And then you'll see data for the two-year and you'll see the data for the four-year. Uh the counts are at the bottom as well of that total number of students who would have made up that cohort for those respective pieces. And keeping in mind that this data is gathered by our students completing their um college recruiter readiness post-secondary intention survey. So this is self self-reported data from students who are saying when I graduate from high school I want to be uh fouryear student two-year student military or work. So
016when students tell us what they want to do, uh then we want to hold ourselves accountable to did we prepare that kid for what they their dreams and their aspirations were as high school students. All right, so jumping right in, I'll kick it over to Will to uh start reporting out on our goals and we'll go back and forth with what our goal was last year, how we did, and then what our goal is for um this year for the class of 2026. So our previous year goal uh uh for career ready students was that uh by June the class of 2025 will show 2% growth in overall career readiness compared to the class of 2024 as measured by having attained at least two career ready indicators. 72.8 of the students in the class of
0172025 met the career readiness goal. 76.2% 2% of the students in the class of 2024 met the career readiness goal. Um and uh as you can see the three-year average is 72.8. Um do we have a little bit of work to do in this area but uh one thing that I would like to note is that the class of 2024 was just a great class and it outer outperformed the class of 2023 by almost four points. Um, and the class of 2025, uh, although they did not meet the goal of outperforming the class of 2024, they did at least meet the three-year average. Um, uh, as a goal reflection, uh, shows the attendance was the greatest factor in us not obtaining that goal for career readiness. uh the class of 2025 had almost 60% of
018students meeting the 90% attendance benchmark compared to the class of 2024 which had 70% of the students meeting the um attendance benchmark. Um so we know that we have a little bit of work to do in this area. Uh we do have our plan. We'll talk about it later in this presentation. There we go. >> All right. Thank you, Will. Uh, so we're going to look at one reporting on the goal and then we'll talk about that goal as we look at what we want to do. We're now that we've been doing doing some baseline data on this college and career readiness report card. We got very uh I think we got pretty reached fidelity about three four years ago with grabbing this data at the right time in June for that previous class and
019we've been doing that very consistently for the last four or five years. So we we're feeling pretty confident that we have a nice baseline trending data that we can start looking instead of comparing apples to apples of the class of 2025 to 24 and of 26 to 25. We would like to compare ourselves to a two-year average um as we look at that average. So, our goals are going to shift a little bit from let's beat the last class by 2% to let's um meet or exceed the three-year average of 72.8%. So, our current average three-year average for career is 72.8%. Our goal for this year is that the class of 20 26 will meet that average or exceed that average of 72.8. Um, so some of the things that we're going to do, uh,
020we know that there's two priority areas in it that we'll talk about. Uh, some of the things we're going to continue to strengthen ourselves in is in, uh, regards to our co-curricular activities. That's one of the indicators that students can hit for, uh, career readiness. Uh, we're going to continue working with promoting and getting our kids involved, uh, with all the things that we do at South High School, from clubs to sports, uh, you name it, academic clubs, uh, diversity clubs, um, and athletics. So, we have been ramping things up last year and this year where we're doing more um o exposing our kids to more opportunities they so they can see what's available in the building. Took one from Norse playbook with their Raider time. We're doing Redwing Time where we're exposing kids to
021clubs and activities within the building so they can learn more about things that they can get involved with. Uh one of the big aspects for us is a focus on parent awareness. uh do are parents aware of the offerings that kids have to be involved with things at school and um doing some other really unique things around athletics where we're going to be working with Lakeshore Community Health uh where we're going to work at trying to do physicals on site for students uh entering into high school because we find that for athletics when we hear from students and parents the physical is the number one barrier to why they didn't start the season on time. Uh so just things like that that we're trying to do to remove barriers for students and activities. Uh the
022other thing that you know uh we're really proud of as a school community is our community service hours. The class of 2026 will be our uh class that would have participated in our service day uh all four years. They would have the opportunity to participate. Um it's 6.25 hours of participation uh if they do it each year. So if they've done it all four years as graduates, they will have that 25 hours of community service minimum if they did all four years. Uh the areas where we have to do a little bit more work and uh do some planning and partnership are around two other benchmarks on here. The dual credit career pathway course which hits the career readiness but also our two-year readiness. And uh we'll continue that focus that we shared last year.
023Just that focus on work experience as an elective course opportunity for kids up to two credits. that work experience counts as an opportunity in the workplace learning. Um, but also focusing on purposely targeting students uh through their concentration area of their careers of interest to try to promote and encourage them to participate in other dual credit classes that we have that are transcripted with the universities advanced standing with the universities uh andor engage in that workplace learning around co-ops and apprenticeships. So work that we're doing this year to target it. A few of the things that we've already got in the works is around the industry credential. When you look at the data slots, it's really small like 2 3%. These are kids that are engaging in very specific highlevel trades training certificates. Uh one
024of the examples that's long-standing for us itself is the CNA. Uh other areas that we explored last year and are beginning to implement this year. Uh we are working on a partnership with the Wisconsin laborers union around an M3 for construction trades certificates also reimburseable through DPI for kids who complete that program. It's really kind of like an OSHA don't get hurt in the workplace. Uh but also really gets them ready for an apprenticeship program for us. It helps them get ready for the house construction project. So Ted Shermansler's been rocking that for us. other areas in the manufacturing world that we're working on. One of our uh prolific exciting pathways is working with our Snap-on tools certification, our CNC certification on our CNC mills and lathes. Also on our robotic fanic robotic arms in
025our labs, and just a basic practice and measurement certificate, all of which are reimbursed by the DPI incentive grant to fund and support our programs, but would count for students in that industry credential. And then ProStart, our culinary teacher, Rockstar, is doing the same thing with ProStart. It's a two-year certification program for safety in the culinary world. So, just some ideas of what we're working on to try to boost up those percentages. Real quick, Kevin, can you just touch on the participation in school activities and think it's been a strength of South High School to offer what kids want rather than just stay stagnant on what they've always offered. Can you speak to that a little? Yeah, it's it's one of our uh highlights at the end of what we really pride ourselves in. Um
026we believe in student voice and student choice. Um our kids every year are approaching us with a can we start this club and we are always can you find a teacher that will watch you operate and then we do. So some of the clubs that we really highlighted to try to get that student voice and choice to help maintain or increase our uh kids participation. Two more activities is around our diversity clubs. Having our black student union called Club Carter, our our M student union, M student organization, our Latino student organization. Uh we've had a group of students uh who are students with disabilities that created humans humans, a disabilities club. Um and then going as far as kids having things in common, Dungeons and Dragons is a a club for us. Esports has taken
027off at both of our high schools right now. the the our the girls are advocating for flag football to be to be brought in similar to what the boys did with WIA volleyball. So, we're constantly looking at voice of choice to get kids involved. Uh we have lots of teachers advising things like art attack which is an art club taught by a social studies teacher. Uh we have our world languages clubs. It's just the list goes on and on. Um where if the teachers have an idea or if the kids have any idea, we try to provide that space um and get people involved. So, it's something that is one of our highlights that we and I think all of you have seen the the benefit of those clubs and the work that they do
028in the community. A lot of service comes out of those groups. >> I'll also just add like the importance of that engagement for students, right? Like if they're engaged, it could be a club that's pulling them in, but then that's going to help them to attend more regularly. They're going to have more connections with their peers, with teachers in the building, and that just sets them up for academic success as well. So that is a huge component of making sure that we have an overall positive school climate that is conducive to learning for our students. So uh our previous goal for attendance was that by June of 2025 70% of all South students will attend will attend 90% of school days. Um 60 60.6% of the class met this benchmark for career readiness. Uh 70.9%
029of the class of 2024 met this benchmark for career readiness. Um as we stated we do have some work to do in the attendance area but uh one thing uh I want to mention is that our daily attendance rate has been going up uh for the last three four years. So uh starting in 2022 it was at 86.5 and it was at 87.4 in 2023 um at 88.2 in 20 for the class of 2024 and uh uh at 87.9 for the class of 2025. Also the uh three-year average uh attendance benchmark is uh 67.25. And another thing I would like for you to look at, uh I know 61% kind of sounds bad, but um here's a little breakdown of that 61 of this chart is that uh of the 279 students in the class
030of 2025, 701 of them uh reached that goal of 90 uh% attendance rate. um that 23% is 65 students uh had an attendance rate of between 89 and 80%. So 236 of our students of that class uh attended school more than uh 84% of the time. So um we do have work to do um with those 43 students that did not meet did not uh perform so well um through our multiple tiers of systems of intervention and uh and other supports such as uh counselor groups uh truency conferences with dean and uh truency back to school program with the municipal court that we do. Uh we also intervene with uh chronic trunci through uh community partnerships. Uh we have the boys and girls club in our school with the B-grade graduate program. Um we also
031have big brothers and big sister mentor youth program and uh the path program for mental health counseling. U we have a partnership with them through uh Lakeshore Community Health. >> And I'll just make a few points here related to attendance. Um, one takeaway here is we acknowledge that 61% um, attended at least 90% of the time, but then when we look at that three-year average, they're about four percentage points off of that three-year average. The second takeaway here is that you can see we have about 23% of students that with some additional intervention, we could move them over into that 90% mark. Um Kevin and the team at South High School, they've done a lot around making sure that they're proactive. They have some data um tools that they push out on a weekly basis
032to their students um related to having them be aware of what their attendance is and then all those interventions that we'll mention and things that we have in place to help students accomplish that goal. So, yes, it was that 75%, but that was actually a really high goal when we're looking at the three-year average. So, I just wanted to point that out. >> Thank you. >> So, for this class, the class of 2026, we're going to keep that same goal. Uh we believe that we can target those other benchmarks that we're struggling with in career readiness and college readiness. Uh when we have kids in the school and hitting that 90% benchmark, the more they're in school, the more likely they're going to engage. I think that's a pretty simple concept to understand with kids.
033Uh so we're going to keep our benchmark at 75% for this year's class. And um some of the things that we're going to be doing uh this year is for the last two years, we've been running at the same time that we run the CCR report for the graduating class. We're also running it for our previous year classes, 9th, 10th, and 11th grade. So we can start looking earlier at the baseline data. where are they trending right now on their college career readiness specific to attendance. Uh so we know right now for the class of 2026 when I look at their two-year average keeping in mind that the attendance is the average of their last three years of school up to their last three years of school. So nth grade drops off uh but so
034it averages if they've been with us all four years it averages their 10th 11th and 12th grade year. That's where this score comes from. So if a kid had a terrible 10th grade year, sometimes there's nothing they can do to recover from that in the next two years. But we want to look at who those kids are. So the focus as as Rachel had mentioned is we're really going to focus on that green bar that that group of kids uh roughly 40 kids um in that area that we want to try to move out of that. And this year's class would have been that 23. Uh but when I look at my next three years of data for the class of 2026, class of 2027, and class of 2028, uh it's about a 60% uh
035that we see of kids that are right now hovering in that 80 to 90% range. So we're going to specifically target that group of kids up up to about the 92% mark just to make sure they stay in the 90%. Uh with some very specific stuff. We feel like 40 is a group of kids that we can really work with. We're working through our truency and abatement team that meets weekly. Um we spend so much time on that 15% that you saw in the yellow and the red. That's about 27 kids. It takes up a lot of our intervention and time around attendance. And we're going to try to add to that with some more pro-social supports for the the kids in that group. They're there. They're most likely on track to graduate, but what
036can we do to boost their attendance rate uh so that we can get them into that 90%. uh strategies that we're working on that we've done um is we're going to we're going to employ in that green bar group some counselor uh groups to really focus in on their college of crew readiness report card. Let them see it, let them understand it and help them understand the importance of attending school when it applies to the other benchmarks that they may or may not be hitting. Uh we're going to continue with our individual connection and support with kids, working with the kids. A lot of the kids in that 80 90% might find themselves in supports with our be great graduate program or our mentor you program with with big brothers big sisters and continuing to
037make that a prevalent theme within those pieces. The other things that we have been doing and we highlighted it last year is we're continuing with our weekly communication. Every every Monday uh a kid gets an email that shows their previous week's attendance. It shows their unexcused absences, shows their college career readiness report, and it's constantly in front of them. That same report is also sent to their parents as well. So, every parent gets that email, too, so they can see their kids ongoing attendance on a weekly basis as it moves back and forth. Um, we also have set in partnership with North just a privilege system around attendance. uh if kids aren't attending school, um we we're going to take away some of those privileged experiences like homecoming, prom, uh some of our rivalry games
038with North High School. And if they're hitting that 93% attendance rate and better, you get to come in. If not, you got some work to do. What we're not allowing kids to do is make up time. Oh, I didn't attend school, now I'm going to sit in detention or I'm going to do community service to make it up. Uh we are coaching and telling our kids in small chunks of time. For example, for I'll use prom as the example. We're not saying since day one, September 1st, you have to have this 93%. But we created an incentive for kids to do better. We said we're only going to look at the last six weeks. So the kids will know six weeks in advance of prom for the next six week you need to have 93%
039of tennis rate or better to go to the dance. Uh so it's been a really helpful piece and I think that we'll see realize some of that approach versus go ahead and skip. You can make it all up in these different ways. Uh so no, skipping is not an option. It's not even supported. uh you need to have this attennis rate to participate. Do we make exceptions for our kids participating in PATH kids who are in special education? Of course. We work with families and meet kids where they are uh for the most part um in those situations. The other thing that we'll continue to do through our Redwing Way is doing raffles. We're going to do monthly specific raffles for those kids that are hitting that 90% or higher. There's automatically entered in for
040some of the raffles that we do uh for our students. and um continue working on things. And um and then when we talk about that 15%, we're not ignoring that group. Uh we put a lot of time and energy into that. Those kids that are below 70% of demonstrate as Will had alluded to with some of those interventions that we're doing. So we're going to keep ramping it up and uh keep making headway on this one. And I think comparing ourselves to that three-year average, as we looked at our daily average for state reporting, seeing that go up, we would look at that three-year average, we'll start seeing that same trend getting kiss that 90%. Not just focusing on that daily attendance rate. All right. for our previous year's goal for college ready um that
041by June 47% of students in class 2025 who indicate that a two-year plan will meet the benchmarks for two-year college readiness and by June 70% of students in the class of 2025 will indicate a four-year plan will meet the benchmark for four year college readiness. Um 33.3% of two-year students of the class of 2025 met the college readiness benchmark. Um 42.4 of the two-year students of class of 2024 met the two-year uh college readiness benchmark. Um and the three-year average is 42.8%. Um 76 uh 76% of four-year students of the class of 2025 met the four-year college readiness benchmark. Uh 69.3% of the four-year students of the class of 2024 met the four-year college readiness benchmark and the three-year average is 70.5. So we kick butt for the fouryear and we have a little bit
042of work to do for the two-year. But uh in reflection um some of the reasons why we uh did not meet the college readiness benchmark, I mean the college readiness goal for the two-year students who indicated they wanted to go to uh two-year school after high school. Um the biggest factor was the GPA of 2.8. A lot of the students did not meet that. We see a big dip in that. and then uh also uh meeting at least one other college readiness criteria um or they needed to meet it through uh the readiness benchmark through the ACT score alone and also for a two-year it's also that small sample size that we have is a big factor. So um as far as fouryear though uh it was pretty much just the opposite. So the two-year
043uh areas that contributed to our growth is the percent of students meeting that 2.8 GPA and also the percentage of student meeting that four-year uh ACT benchmark. The other benchmark uh the other benchmarks uh trended relatively the same. So some of the things that we need to do for uh to help grow in this area, we will continue to push students to participate in dual credit classes, AP CAP and uh also taking advanced algebra. We also plan to do some work at the area uh ACT. Um and uh we plan on using the preac uh to help inform instruction and also um doing u some ACT prep during advisory time. Um classes also have been invited to enroll their students in method prep. So we do have uh the English 56 to junior class English
044and uh history classes working on their ACT scores. Also during our Redwing time, we do have a group of teachers who want to do ACT prep during their Redwing time playing games and things like that with ACT prep. We also have Dean Simmons uh who is a ACT our ACT representing to the staff this year. And u we also created an ACT improvement team. So, I have a couple teachers and we're working together on trying to figure out some of the things that um can be done within the classroom to help students improve their ACT schools. >> I'll just note, I mean, it's a huge celebration in my mind that we met that goal for our four-year students. They were up from last year about seven percentage points and then beat that three-year average by
045about six percentage points. and that was 98 students included in that group. So I note that as a celebration. >> All right. So uh for this year, our goal for the class of 2026, we'll look at it again as two-year and fouryear. Uh what we're looking to do is looking at that three-year average. So for the two-year students, we want them to meet or exceed the three-year average of the 42.8%. And for the four year, we want this class of 2026 to meet or exceed the 70.5% uh for the three-year. One of the things that I do want to note is that in order to be college ready for this benchmark, you have to have the 2.8 GPA. If you don't have the 2.8 GPA, and I know we talked about this last year of
046like are kids getting in without the 2.8 GPA with direct admit. Yes, we know that there's a different criteria, but based on this benchmark and holding ourselves accountable to what um to what has been researched and studied, that 2.8 GPA has to be met first before any of the other criteria can even count as evidence of college readiness. So, we've uh we continuously look at what we can do. This last class may be evidence of the work we've been doing within our instructional work of doing a little bit better job of understanding and the work that SNI has been supporting us on with bringing in speakers and supporting us on uh quality formative and summit of assessment development. Uh also looking at our grading practices where our grading practices may be punitive where there's too
047much uh weight on the process of learning versus the outcome of learning. Uh and really having that balance. So we're going to constantly have that focus on 2.8 a GPA. One of the things that we do through our counseling program is we really promote the importance of a strong GPA for our ninth graders. Uh the law of averages, when you're taking eight semesters and putting them together, if you have one or two bad semesters, um like I did in college, takes a long time to recoup that percentage over time. So, our goal is that for our freshmen is we're going to keep trying to achieve to get 60% of our freshmen at the end of their freshman year to have that 2.8 8 GPA regardless of their post-secary intentions of career or two or four-year
048college. Uh right now we we get close to at when we start trending it. We are ticking up. Uh we're getting closer to that 50% for those freshmen getting there uh cohort after cohort of trying to get to that uh higher percentage of kids. But 60% of nth graders coming out there gives them a better chance of meeting that benchmark. Again, keeping in mind in the end we're going to filter out the kids who are saying that they're four year bound. Uh so for the uh for the two-year kids uh we want to have that focus on what we can do to increase their participation in dual credit uh courses uh whether that be taking things through us through the transcripted credit or doing things maybe through like start college now and other things that
049will help them hit that benchmark. This is an area that we I think we need to partner with Lakeshore College, for example, our local two-year school to find out what can we do to work with this group. Again, it's a small cohort of kids, probably pretty manageable for us to do some hands-on work with them. Uh those cohorts are averaging about 40 students a year. So, I think we know who this group of kids are. What can we do with them early to get them invested in understanding the importance of what they need to do to be two-year ready? Uh when we look at our fouryear uh the work that will has done with his ACT team has been phenomenal. Uh last year we had the English team implementing the methodized test prep as aligned
050within their curriculum. This year um more of our core departments in the junior level are going to be implementing that ACT methodized test prep. Uh so we're going to be doing it within our other core areas of science, math, and social studies in addition to what English has already been doing. So we're really excited about that. keeping in mind that it's not the only way, but when we saw that growth and the number of kids on the ACT that had that benchmark, that was pretty exciting to see. And if we can keep pushing along on that, maybe we can get more kids hitting that benchmark. All right, so um as we So that's kind of three goals that we have around college and career readiness. Just wanted to wrap it up and be able to
051open up to questions, but I do want to just uh present out on some of our points of pride. I know that you saw this as well. Uh we referenced it before the uh pride that we have as a school community around our increased student engagement, leadership opportunities in various clubs. The ones that I like to highlight the most are the ones that are dedicated to service to community, but also dedicated to meeting the divi the diverse needs of our building. Uh highlighting again club Carter and the work that they do in February around the Black History Month celebration, which is a community event, our M student organization and uh the dance troop that they have that makes it all over the community. You've had to have seen them. Um, but also they are this
052will be their second time now that they'll be doing a in May they'll be doing a M veterans day assembly that's student led and developed to rep to recognize and honor our M veterans. We do that in Veterans Day in November, but there's a specific day for the state of Wisconsin in May for our M veterans. It's a pretty cool program. Uh hopefully you can make it this year. our Latino student organization this uh Saturday are doing Fiesta Hispana. So come on out uh get engaged with our Hispanic community. Uh they will be doing things all day long. Uh food vendors, dance, uh all kinds of cool stuff. It's a really neat event. uh so to come out and then if you're looking at hanging out in the tunnels of South High School our Interact
053which is our lead service uh service group in town connecting with the the Rotarians of Shboen County uh they'll be doing their third annual haunted house uh on the 23rd and 24th uh if you want to it's a really cool event a fundraiser that they use to uh pretty much they use it to give to local community agencies like Shboen County Food Bank for example but then also the other annual little party that they've been doing is that city block party in the spring. Uh they've been they moved into the city green right from Fountain Park for various reasons. And then red team uh is a really cool one to get our kids in leadership where they do service projects but also our mentors to our younger grades. Um I I'm happy to celebrate that
054our CAP partnership with Lakeland has had a good opportunity. We have increased our CAP offerings this year by about 10 courses. Uh we have teachers that are very invested in getting their CAP certification, putting in that extra time to do that for our kids. Uh so that's something we're proud of and seeing. We have more teachers entering into that pipeline uh to be able to offer CAP as an opportunity to remove that barrier that AP presents kids when you get the credit when you pass an exam uh versus participation in a a 90 to 180day course. And then as I mentioned earlier, uh we are working with our counseling team and through an ACP lens of really defining more specifically our defined pathways in our building, our manufacturing pathway, construction trades, healthcare, our business entrepreneur
055pathway, culinary, specifically computer science and education. So we're working as a team to get those road maps rebuilt. Um, so when we present like courses like we did earlier today, we can say here's how it fits in the here's how it fits in health sciences pathway. So working on and then making that more public with our parents and with our students again so that they're aware of how it goes there and where dual credit comes in and those things of that nature. And then service day uh next week, Tuesday, October 22nd will be our day of service. Uh we'll be again uh try to encourage our entire school community to participate in that day of service. We will again be doing 60 plus different activities in the school in the community far and wide. Um
056and just celebrating once again that last year self high school as a group was recognized as the group volunteer of the year and um for last year along with two of our students who are recognized for their work through the red team. So open for questions unless Jake says there's no time questions from them. I have a question, Kevin. Just curious if you um >> for the going back to the second goal about attendance, you're looking at that, you know, below 70% or that 70 to 79%. Do you have qualitative data around barriers for attendance that might potentially be preventable with community supports or things like that? Um, you know, I'm thinking about students that we serve that, you know, if a younger sibling is sick, mom and mom or dad can't miss work, so
057the older sibling is staying home for child care or something about transportation or something that's just, you know, it's it's outside of behavior and engagement with school. >> Yeah. uh attendance is unique um because the twothirds of that 24-h hour period is outside of our control uh when the student goes home until we can get them back in the morning. It it's very individualized when we're looking at that 15% that are below that 70% essentially looking at approximately 25 to 30 students. Um, and even kids in that 80 to 90, I mean, you hit on one of them. It's family priorities, uh, child care that's shared by multiple members of the household. Transportation, it can sometimes be a barrier. We've alleviated that over time with our with our district's commitment to free busing with our
058city. So, you know, I think every case is different. Um, it's a combination of family systems. It's a combination of mental health. I think when we're looking at those kids that are below 70%, our primary and probably our number one barrier would be mental health. Um, and and overcoming that. We're trying to do that with our partnerships with PATH and having counseling in the building. Uh, you know, not that it's a shining light on us, but kids come to those appointments. they may not do the rest of the day, but they want their therapy session and they get it. So, I think the big thing for us is continuing to look at ways that we can engage and um meet those basic needs for kids, you know, uh health, health, belonging, food, shelter, you know,
059uh um food security, home security, all the things that they need to get those basic needs met. It really is what it comes down to. I'll also say that for the students and that kind of I would say 7% and 8% what we've learned you know we know that there's research that backs this up but even through our own internal process and some of our rise work that is longstanding right so even before those students get to high school they've maybe had this issue with attending school regularly lots of interventions have been tried we're continuing to try them But it's just a longstanding issue for many of the reasons that Kevin mentioned. So we continue to try to engage with families. We continue to partner with all the community resources and supports that are in
060place and engage a family and work and attendance plan for these students. So that's just another piece that I wanted to add that it shows up in this high school data, but it happens well before high school. >> Easily the most frustrating thing, right? We see it coming and you still >> it it's hands down the most frustrating thing. You look at these groups of kids, these cohorts of kids that aren't attending. We can see it happening from elementary school on we focus our energy at the elementary level because we're going to put an end to this and you're beating your head against the wall. Um investing a ton of resources and time to try to fix the issue and we're going to we're going to keep at it and fight it with everything we
061have. Uh but it is really frustrating to watch it happen because >> at that age kid it's not the kid, right? Um >> and the term that gets thrown around sometimes that that poor kid never had a chance. Uh and we're trying to give every kid a chance and that's >> that's where we are. But it's really hard when you're when you're fighting parents to get kids to school. Well, and I think what I would offer is collaborative conversation because there are community supports that are looking into the other things. You know, something as simple as laundry services that we could provide in various places around the community. You know, laundry services affect social stigma, which affects mental health, which affects all these other things. And I'm not going to school because we can't wash
062our clothes. You know, things like that. But I'm I'm if you can ga if you gather that data whereas other agency community supports don't get that data and vice versa there could be some collaborative things that could happen. Um and those maybe aren't the conversations. It's when you're talking about absenteeism truency it sometimes can get bigger because you're talking about courts intervention things like that. But those are things that maybe community conversations could could help in some instances. >> Yeah we did have our initial RISE meeting last year. will continue that work as a quarterly process where we're engaging the county, we've engaged the court system, we've engaged um law enforcement representatives there. Really, the main thing that came out of that root cause analysis was early intervention. So, we've even added some additional uh
063social work support within our district to address that. We're continuing to look at it, but to your point, we we hear you for sure. >> Well, I'm just thinking, you know, those are the organizations that are going to get involved when you've gotten to that point. But prior to that, community services are the ones that are going to potentially provide the supports, you know. So, I think it's two two groups of conversations potentially. Um, we can talk more about that. >> Yeah, I'm always open to that conversation. >> Interesting. >> Thank you. >> What are the What's the time frame for Fiesta Saturday, please? >> Um, I'm just Let me make sure I get you the exact here. Pull my invite. It's a great question. All right. It is want to believe it starts that
064new, but I'm not. >> I I'll email it to the board. >> Even if we can't, you know. >> Yep. I will get that out. >> For sure. I think it's like 12 to 8 p.m. or something of that nature, but I'll send you the specifics and I think they do have an itinerary >> what certain acts are happening and things like that. Yeah. >> Great. Appreciate that. >> Yeah. >> And then and I might not understand completely, but I know we don't call it home room and I know you said you're going to a different name that was like Redwing Time. >> Redwing Time. >> Is that what home room used to be? >> Yeah, we call it advisory itself. It's three days a week for 20 minutes. So advisory redwing time is part
065of advisory. >> It will be as an extended advisory. We're north does it two or three times a week. We're piloting it this year is once a month uh specific to uh relationship building and engagement. And we did our first one last week. >> Okay. So excluding that part when they're in advising on a regular basis, can you just give me a rough idea of how much of that time is dedicated to ACT prep? um very little um because our philosophy itself is that ECT prep is best when embedded and aligned with the course benchmarks and standards for ELA, math, science and reading. Uh so we do in the advisory uh starting sometime in December January we'll start ramping up ACT prep for the for all grades really but on the test taking strategies and
066the the parts of the test and do some sample questions but our approach has been let's align it with the course and find out and one of the really neat strategies that will led last year was uh 50% of the kids got this question right on an item analysis Where do we teach this concept in the curriculum and it was after the test? Oh, let's shift that thinking and move that unit without it hurting our scope and sequence. Can't we teach that earlier? So, that's where we've been finding the most bang for our buck is aligning within the content area aligned with our benchmark standards. >> The intent of my question is I I personally think we've placed way too much emphasis on the ACT. >> Yes. >> I don't think it's necessarily a great
067indicator of their success. moving forward. I mean, obviously, if you've got a kid who's getting a 32 on their ACT and they have some discipline, they're going to be successful, but you have plenty of kids who have a 17 or an 18 to go on and do great things. So, I just want to make sure we're not overemphasizing the ACT because I don't think it's particularly useful to a lot of our kids. I think if we're building vocabulary correct, that's extremely useful. If we're teaching them how to do the vocabulary portion of the ACT test, I I'm I'm not buying into that because I'm not impressed by a blip in our ACT scores. What I would be impressed with would be a blip in our 2.8%. >> Our two 2.8 >> 2.8 GPA >> GPA.
068>> You know, if we were taking more time and emphasis on how to help our kids be successful in the coursework, I think that will have, in my opinion, more bang for the buck than teaching how the test is worded, what are they looking for, how to move through the test faster. I mean, will that improve scores for some kids? Yes, it will. Do I think it's a good investment in their long-term success? Not so much. So, I'm glad to hear that you're not spending a ton of time on it. No, it's a >> but I >> part of our scope and sequence work and aligning it. >> Yeah, >> I I I just think there has to be a way to >> there has to be a way to get more kids up to
069>> a B minus. I I really think we should be be able to do that. And that should be where our emphasis would be rather than on the test. And then the other concern that I have is that we have what I would consider to be a troubling percentage of kids who are taking advanced algebra just because It cuts back on what their potential is moving forward. I know you can do math remediation at the college level, but that takes time. It doesn't advance you toward your degree. Um, I'll use myself as an example. I took advanced algebra in high school, and that was my last math class. >> So, I didn't take math my junior or senior year in high school because I wanted to get an A. And I'm an English teacher for
070a reason, you know. So, Seriously. So, you know, when I had I didn't take any math in college. I took extra lab science to get around it. When I had to take stats for my masters, I almost died literally from a panic attack. And I'm thinking about the kids who don't take advanced algebra in high school and then decide they want a career where they're going to need that. Now, they haven't taken any significant math. That's college readiness since they took regular algebra. Yeah. >> And that's going to be years even if they go right out of high school. >> And for for our class when we look at for the four-year um you know our three-year average is 64.4% of our kids who are who indicate a four-year uh >> they can't even get
071into some colleges without that >> without it. Correct. >> Think they can get in. Uh but this is >> but that number has jumped considerably over the last five ten years in this district. I mean when we started collecting this that was a a point of concern for us and you know I remember working with Eric on it at the time. Um we're we're that's a pretty good number if you want to compare it to other high schools. Um still not where we need it to be. That's the That's the the number that they tell you if a kid passes advanced algebra, he has like an he or she has like a 98% chance of never living in poverty. Uh they correlate that data just for fun. Um but it's a really good indicator. You're
072right. And we've we've put a lot of effort into that. I think they've seen 15 point um >> what's a two-year number? two-year number needs work because I think that's part of the coaching for kids to understand that advanced algebra is what they should be doing for their two-year. When we look at our two-year >> um there you can see like um 25% in the class of 20 25 31% on three that's an issue. >> Yeah, >> we're looking at a small cohort. The other thing that we have to keep in mind and and Rachel and SNI has challenged us with it of like okay so you have kids that took out advanced algebra there's a certain passing not just taking it but did you pass it successfully with a C minus or better one
073of the challenges that we have is well let's look at the pass rate of advanced algebra what's the curve in advanced algebra sure of the two-year kids 25% got the C minus or better um but of the other half the other threequarters of that group did they at least have exposure to that higher level math but maybe didn't get the C minus. We want to look at that for the two-year and the four year as well. So this could be a good conversation with that advanced algebra team. Um but I I understand you I understand the concern and our push is not you know not saying every kid has to take advanced algebra prior to graduation. Um but if you're indicating that your four year or twoear bound should be the class that you take
074in your junior or senior year. >> Yeah. I I'm just I'm thinking they're They're cutting out a lot of options. >> When I went to university, there were all kinds of things I never even knew existed that I could have majored in, but I couldn't do it because I didn't have math. And I I need to see them limit themselves by not taking that class. That's a gateway to the opportunity that would come with some higher level math. And I would like to know why we have so few kids being successful with that. What? There's something that there's something missing that we're not getting a higher percentage of kids who pass with with that. >> Yeah. My so my push back on that and I don't know that you're you're necessarily wrong, but my push
075back on that would be I think we're doing pretty well when we benchmark ourselves to other schools. It's hard to get at that data because not all schools collect it like this. But when I've seen other districts present on college and career readiness, I feel good about where we've gotten that number to because I think it's an important number. I'm not convinced on two-year that it's as important as we're making it up to be tonight. I think when we went down this college and career readiness path, we said it might not be best. It's going to be best for our report card score to push them into advanced algebra because that's what correlates to a better score on ACT and will help your report card. but it might be best for kids to take a
076a tech math. It might be best for kids to take a welding math. Um, etc. So, I think it really depends on what the the student wants to do after high school. And I hear you, you are limiting yourself when the >> problem is a lot of times they don't know. >> Yeah. But if they do and they say, "I want to be a welder, so I'm going to go do welding math." That's not a loss in my book. >> Oh, it's certainly not. >> Right. >> Not at all. Wallers make very good money, but I wonder how many are taking math. >> They have to, >> you know, I mean, is that a popular book? >> That's the math class that they end up taking um at LTC and I don't know that advanced
077program. >> I thought you were saying we offer it. No, my >> We do tech math. Yeah, >> we do two in our scope and sequence. There's two math classes. There's one that when kids are coming out of the algebra geometry, we have a transition to college math which would lead them more towards that two-year versus the advanced algebra towards the four year. And then we do an intermediate math which would be probably a lower level tech math if you will. So we have three, you know, we kind of diversify our kids out as they get closer. Um, you know, I think our challenge from SNI would be can we narrow that to keep kids into the more rigorous track of math with the supports. >> Any other questions or discussion? >> Thank you very
078much. >> You're supposed to ask what I need. What did I need from you? >> What do you need from us, Mr. Formalo? >> Trust. >> We do. >> The fiesta is 5 to 9. Oh, so f not noon. Okay. >> 5 to 9. >> Don't go at noon. >> She'll be there at noon. >> 5 to 9. All right. We can I'll send that out. >> Thank you Kevin and Will for >> Thank you both. Thank you. >> All right. See number six. Um next health insurance platform Mr. Belkkey. That was all right. So, uh, yeah, tonight we're looking for approval to, uh, join a, uh, what's called the Nexus acco platform, which is, uh, something we worked with our healthc care consultants with. As over the summer, uh, as you know, we've been
079carrying this since the budget was signed into law, a little over $400,000 deficit in the 2526 budget. Um, and we were staring at an 11% uh, insurance premium increase. Uh, which isn't out of line, I think, for a lot of districts and businesses, but uh, we've done so much better here. Uh, it was one of the higher um, increases that we would have incurred for the district. So, we began working with uh, USI on what we could do to bring that premium down, help balance the budget. We looked at several different scenarios. um higher deductibles, higher co-pay, um higher out of pocket, things that would essentially affect um all the employees that are on insurance plan. Um so they presented to us this uh option with the Nexus acco platform with USI which we really
080felt uh based on the savings and the least amount of impact to our employees is uh what we're recommending uh to go with. So I'll briefly explain uh the changes that this plan would make from our current plan. Um in the exec summary there's a table there that shows our current plan design uh in blue and then in the green portion is the nexus uh plan design. So currently we have just in network out of network providers. Um the the vast bulk of all claims are in network people avoid out of network unless it's a a specialty doctor for some reason uh that you can't find an in network physician for. But um the Nexus program what it does basically it takes your in network providers and splits them into two tiers a tier one
081and then a tier two. So the tier one providers are are part of this um acco plan and then they offer a discount to our program for um you know trying to help people drive people to the the tier one. It's about an 8% discount off our our claims. Um tier two is uh how it'll affect us mostly is with PA and St. Nick's Hospital. So tier one is Advocate Aurora, uh, Freighter and Children's, which is the bulk of what our claims run through right now. About 15% of our claims run through PA and um the hospital um St. Nicks and then a very little bit that runs through um Ascension. We have some employees that live in FondeLac. There's some Ascension clinics there and then in Milwaukee. So, uh you may have heard that
082Ascension and United Healthcare had not uh signed a new agreement and they were out of network for a little while. I did hear today that they did sign an agreement with um United Healthcare. So, they are back in network now. Um so this would affect about 15% of claims and those that would continue to go to tier 2 um in network providers. You can see that even although their deductibles remain the same their co- insurance uh would go to 30% uh that they would have to pay on claims up to the out of pocket maximum which increases. So, uh, we, uh, talked about this in meet and confer. We explained kind of how this would work for employees and then what that does for our budget. So, essentially the 11% premium increase would be 0%
083for next year with this. Um so they had a lot of good questions but um certainly they understood that with the amount of savings here and the smaller impact to individuals this was probably our best bet. Uh we also had um USI present to our benefits committee which is uh employees from all the employee groups and explained it there too. Again a lot number of good questions but no major concerns coming out of of that committee. So, uh, we're recommending this. We're, uh, hoping to get it approved by the board so that we can have all the communication ready to go out for open enrollment for our insurance plans, which begins, uh, November 1st. So, any questions you would have, I'd be glad to try to answer those tonight. >> Any questions? Do you have
084any relationship with W hospital in this? That is that tier three? >> Uh no. Uh like the uh university hospital. >> Um they would not be in tier one for for this area. Um but I think there's they're still like they're in network but they're not considered a tier one. It just be Advocate Aurora, uh, Freigher, and Children's of Wisconsin would be the three. Those are the only three in this area. >> So, they would be tier three. >> They'd be tier two. Yeah. >> Nope. Well, tier two says they are tier two even though they're not listed. Is that what we're >> Yeah. I just listed the local like who would it affect locally? So, uh, we if we looked at our claims with like the, um, university, it's probably very, you know, under
085a point 1% of claims that run through there. But with, >> it's really expensive. >> Yeah. But with, uh, with PA and St. Nick, it's like 15%. So, that was our major concern with with disruption for our employees. Ascension is very small for us. I mean, one quick comment I would just like to make. I think the deductibles are really excellent compared to deductibles I've seen that my family has paid in other places. I mean, those deductibles are are quite good. Our HR is really pumping that up, but I know young people don't see it, but >> that's real savings. >> Yeah. >> Um, as well as the maximum out of pocket is really low. So, those are things I'm proud of. Um, I think we're offering employ service. >> Yeah. I think we looked
086at what we'd have to do to the deductible to get the same level of benefit if we weren't going to a tiered approach and we were definitely tripling our deductible just to recoup this. Um I think when I sat at home and watched the state budget come across, we knew we'd be all right this year and I just felt awful about next year. Uh there was no way we were going to come anywhere near CPI. Uh this gives us a fighting chance. So if there was ever a time to see something like this come across our desk, it it had a good time. Uh so we feel pretty fortunate here. >> Do they commit to any period of time for this? >> It's a year. >> Yeah. Yeah. >> When you go to a new
087platform, they always cut you a really good really good entry point. >> Yeah. Has anybody been with this approach for longer that you're aware of? >> Yeah, the the city and the county are both part of the Nexus acco districts too and we asked them about that because that's what happens. You change and then they this this isn't that per se because you're not going with a different provider. Uh so the minute they stop giving a discount, you you're just going to go back to you know what I mean? There's no reason to do it. So, it's pretty nice from that standpoint, too. >> Any other questions? Um, so I seek a motion um for the adoption of the Nexus Acco Insurance Platform. >> Second. >> Any discussion? All in favor? >> I motion carries.
088>> Thank you. You stick around for confirmation of sale of property. >> Yes. So, uh, so we had talked previously about, uh, some property that was owned, um, just north of James Madison, the old what we called the Westside shop. Um, basically just a a storage, we used it for storage for many years, and then built the new uh, storage uh, shed over by Morris Van School. So, uh, we did list that property uh, with Steve uh, Hopkin North. He's the one that works with us on the house construction projects, too. So, he's been a good partner with the district. Um, he listed that property at um 89,900. We had several people uh look at that property and we do now have an offer, a cash offer. There's no contingencies and the offer is for
089the full uh list price. Um, we did, um, talk with Steve just to make sure that the purchaser had a conversation with the city just to make sure that whatever reason he was going to whatever he was going to use that property, made sure that it was going to be within um, city ordinances and that they were okay with it. From what I understand, for now, he's just using it for for storage like we were. So, um, and he'll work with the city on any upgrades or anything that that that property is going to need. Uh, but we would recommend approval of, uh, offering the the purchase price here. >> All right. Is there a motion to approve the sale of 1230 South 24th Street property? >> So, move. >> Is there a second? >>
090Second. >> Any discussion? >> All in favor? I >> motion carries and we are >> Oh, we do have to take a motion. Sorry. >> Is there a motion to adjurnn? >> So move. >> Second. >> All in favor? >> Motion carries. We're journal calling people back. I know I didn't ask if there was discussion.