001Okay, I'm going to call the meeting to order at 6 o'clock and we'll do a roll call. And before we do roll call, just for the benefit of our YouTube channel, please speak loudly um because you can't hear very well on on the recording. Uh so even though we're in the library, don't lose your library voice. Okay. Uh Scott >> here. >> Uh Carolyn >> here, >> Brittany >> here. >> And I'm here. So we have a enough people to move on. Approval of the agenda. Can I get a motion to approve the agenda? >> All motion. >> Second. >> Okay, motion passes. >> Oop, sorry. Um, all in favor? >> I. >> Any opposed? Okay. No opposed. Motion passes. All right. I'm a little rusty. Uh, okay. Okay, we're going to start out with
002a uh student staff community recognition. And >> uh yes, so I would like to take this moment to recognize one of our team members um within the school district. Um tonight, I would like to recognize our band and music teacher, Miss Charlotte Samborn, um for her outstand outstanding work in revitalizing our music department. Um Charlottee's passion and dedication for music has significantly increased our student participation and the overall quality of our school band. She instills creativity into our students and creates numerous performance opportunities such as the most recent Christmas City of the North parade, fostering both musical excellence and student confidence. We are grateful for the talent and commitment Charlotte brings to the school district of Solen Springs. Don't I'd also like to recognize our own board member Britney Huray for her role in the
003Christmas City of the North and putting all that together. So kudos to Britney. Okay. 30 60 90day planning any highlights there you want to discuss? >> I think uh just taking a look at the month of December is going to go by very quickly. The big thing that we're really prepping for is next Tuesday uh which is that snapshot. Um that's when uh DPI pulls a number of uh components of our data. That's where we get our uh joint notifications for IDA as well as uh ESA elementary and secondary education. >> And did you have anything? >> Um yeah, this month is a short one. We have our winter concerts coming up for middle school and high school on the 11th and then elementary the 19th. Um we also have our Monasuri education consultant cons
004um consultant coming next week um that's helping us kind of um identify some areas of growth and areas of strength as it relates to our special ed students and overall um department as it um ties in Monasuri. And then next month January um our Eagles Academy will have their winter showcase. I highly recommend if you can go um a lot of great projects that the students put on. And then also um January is an our second round of our district and state testing um that we will see within our elementary level. So those are some of the the bigger items coming up. All right. >> Next item, Wolf Ridge learning trip consideration. Yes, I know last time you had asked for additional information about Wolfridge. Um Amanda Gtormson is also here and Shannon Dickinson to
005talk a little bit more about Wolf Ridge. Um I did provide a little bit of anformational sheet that we did hand out to our families and students um this past month. And then um if you had any particular questions, Amanda and Shannon are here to answer any you may have. >> Okay. Maybe if you could just give a overview of what the program is and what the benefit is to >> I asked Ann to put a link so you could see the 50 plus different lessons that they provide and what happens is we the teachers would pick the classes because we're there for three days. So we have like a certain number of classes each day. Um I don't know if you can project the classes or they can look at it. I put the
006link in the agenda so they're able to >> so you can take a look but all the classes well it says the curriculum aligns with state academic standards common core and next generation state standards. So everything that we do there has a purpose and they've done this for many many years and they just know exactly how to, you know, get kids attention and have them interact and have them like really feel like they're a part of the learning instead of just being lectured to. They're actually voyagers. And we one that I can think of is we all piled into a huge canoe, paddle. I first we got into costume and we were, you know, we had fit the description of who we were supposed to be. Went across a lake and paddled. Had to learn
007how to paddle all together. And then we get to the um spot that we had to learn how to make our own fire. And we had to learn how to make I forgot what Yeah, we had to use splint and steel. What did he eat? >> I can't remember. Something that we cooked over the fire, learn how to make a tea. So, it it's just a really, really great experience for kids. I know the cost is a lot compared to other, you know, types of field trips that we do. Um, it's $29 per person. We do fund raise all of it. Um we're planning to have our second fundraiser in February. It's going to be a pick a day calendar um fundraiser which when we calculated it is like over $400 if they fill the
008whole calendar. A lot of kids have already paid for it. Some choose to not fund raise and they do want to just pay for it, but most of them fund raise. So, we either fund raise or the parents paid for it, but we never had a problem with coming up with the money. I want to say this is our fourth year. The first year was the year. The first year was the year that I had initiated it and so I had put it all together and then it was so we could only go one day >> and so they provided us with one of the activities that we had originally picked >> or maybe a couple there. So that was the only experience I have had in bridge but it's just a really powerful experience
009that also culminates with campus which is in the fall um because that is an outdoor camp too and when I originally wanted the kids to have this experience it was really for the fifth graders at that time and I'm not sure because I was gone last year but um how it is now but um you moved it to sixth grade didn't the there for fifth grade as a whole. Like every year we just kind of thought it felt us a little uneasy taking them two hours away. Um so we thought one year of maturity really we thought would help but we we haven't had problems. It's been a great experience. >> And my husband got to go with when she was in it and he like I said, "Oh, they asked me to go this
010this year because I could finally go after all this work that I did before to get this started just really excited about it and he's like, "Oh, I want to go too." And I was like, "Well, someone has >> Okay. So, your recommendation is to continue it." >> I think it's a great experience. I know the kids would be and the families would be really disappointed to not go after they fundraised last year and for this year. So definitely for sure this year I feel like you have to go because these kids have already fundraised. So >> it's just such a great learning experience and not only that it gives them a chance of >> like challenges because when I went with Ernie Swift camp there was some kids at that time in fifth grade
011that couldn't make it through the night and they were so proud of themselves when they did make it through the night. So being away from their parents not only helps help helps them become more independent >> and they they end up doing these challenges that at first they might look at each other and think well I'm not going to do that like a ropes course or a rock climbing wall by the end of the night everybody did it including all the teachers. So, it's just a really great experience. >> My recommendations. >> Any other questions, concerns? All right. Thank you. I think we'll have it on the agenda for our next uh regular board meeting. Okay. Uh Eagle Fabrication and Manufacturing Course. Who's is that? Okay. Can you come on up? Yeah. >> It is
012nice not having to twist. >> Okay. So, I wrote a proposal to add a new class second semester. Uh, and that's my myriad of names there because I can't pick a name for it yet. But basically a wood, metal, CNC, 3D printer, laser engraver, fabrication, like production class where kids are making products, marketing, advertising, selling products, and then they'd have to keep track business-wise, spreadsheets and stuff, um, of like what supplies cost, what the time cost, what the profit was, and then the supplies would go back to the shop budget. Or if we had a separate account, like for this fabrication production class, if we had our own account, that money would go back to the production account, but then students would keep tally on what they made throughout the class and they would get
013paid for it. >> Is there anything that you would need for starting it up? >> Um, a activity account like a separate >> activity account. Yeah. >> Do I get the materials? >> Well, I think that the shop materials could be used first and then like as we're keeping a percentage of the sales, that money would get built back up, right? >> Plus, then we would be building money in the activity account to use for supplies, too. >> Yeah, I saw something similar to this in the school board magazine, although they had tied it in with some industry that was close by. I don't know what school district it was, but uh do you anticipate any thing like tying it into something a local business or this is all just strictly >> so like the
014first thing that came to mind was like advertising and trying to sell things probably at the merkantile, you know, that's a local business and like if they made these products, they could go and pitch it to the merkantile and maybe sell them there at the merkantile too. >> Yeah, I know. So, Northwood has this class and I taught it last year. It's Evergreen Enterprise. That's why I don't want to necessarily do Eagle Enterprise because it's kind of stealing it from them. But, um, it was pretty cool. >> And we did, >> um, some kids had a connection with Sportsman's headquarters and we were making these fishing rod racks and then they like kept providing them to Sportsman's headquarters and then they they kept selling them, >> you know. So, that was kind of a connection
015there. But the kids initiated that and and saw it through. So, >> but the shop and the rest of the tech head, I mean, you think you have enough um equipment or whatever to to kind of pull this off or >> Yeah. >> Yep. And so, another side of it too that as it as it becomes popular, gets known better is like orders. You know, if someone in the community wants to order something, >> Yeah. I would put them in contact with some of those kids and they would get like something custom made or made to order instead of just making coasters and then pitching and selling these coasters, you know. Yeah. Like half of it last year at Northwood because it was pretty well established >> um was people like calling the school >>
016to talk to the Evergreen Enterprise class and order signs or order, you know, cutting boards or whatever. >> Right. Right. >> Yeah. And then the proceeds just go back to uh from any sales go back to into the activity fund. Is that >> a portion of it did, but then so this is one thing I would do differently this year is that it wasn't kept track of very well last year, but kids got paid for what they made and sold. >> Okay. >> The supply money and then like a little portion goes back to the shop. >> Yeah. >> But then a good chunk of it is like the profit that the kids made and they got paid for it. >> Yeah. So there's some entrepreneurship kind of tied in. Yeah. As well. >> Y
017>> I know Superior has a similar thing too and like on their open house nights and things like that like that's another opportunity that they have to showcase some of that and sell some of those pieces. >> Yeah. At conferences last year they the class you know a couple of them set up a table and >> had a bunch of stuff for sale. >> Yeah. >> Is that something that a student does on their own or do they work as a group? Um, they could do either. You know, if they want to partner up to make something or if they want to do and make and sell stuff on their own, they can. You know, maybe one of them would be a little bit more businessminded and the other one would be a good welder
018so they'd work together. >> Yeah. Kind of be up to the kids. >> And you have a good space in your day. >> Yeah. And it would take place of one of the current classes, but yes. So this is I guess you're looking for board approval to add this to the curriculum or Y. Okay. Well, >> what would you like to see it more as a one semester or the full year? >> Um I think one semester but they could take it multiple times, you know. So yeah, a kid could be in it all year or if they take it first semester and then they want to change, they could do something else or they could jump in and take it second semester. >> Yeah. Yeah, I I I think we that's something that we
019haven't necessarily talked tremendously about, right? As far as if we take more than one time, what what's the difference, right? So, >> yeah, >> stuff that we would have to figure out. >> I think it'd be similar to like the woodworking class. >> You know, there's not really woods one, woods two, woods three. It's just woodworking. If you take it for a second time, you're going to be making more intricate stuff, >> right? >> Yeah. >> All right. Great. Any other questions, concerns? Okay. Uh, I think we can probably put this on the agenda for next regular board meeting and consider approval. >> All right. Good. >> Thanks. >> Uh, senior class trip proposal. >> Okay. Hi guys. Um, so I'm just the class president. So I have put on your desk the like detailed
020itinerary, the like overall financing things, and then the list of who's all coming. Um, I'm just going to go over the itinerary briefly, not as detailed as it actually is, but we are hoping to go to Wisconsin Dells for three nights and four days is the plan. And March 17th through 20th is the dates. And I realized later I didn't list that as clearly, but they are listed. Like day one says March 17th. Um, but so the first day we were hoping to leave earlier, 8:30ish, and take the school vans, two of them, if that's possible. Obviously, we'll work that out later. But, um, then that day is more relaxed. So, we're just going to be traveling. We plan to stop at Walmart for personal like foods that kids can buy throughout the day. If
021they want snacks or if they want this for their room, then that's on them. And so then we have some things in between to fill in because we can't check in until 4. Um, and then that night's just more chill. We have a local pizza place that we found that we'd like to eat at and then board games or card games in the room as kind of a bonding exercise before we start the thing off. Um, and then day two is more like water park things, but we're hoping if the weather is good, we can go. So, there's like these really cool sandstones and they have like guided tours and stuff, but all of them said like it's still kind of cold because where we're going is March and sometimes there's snow, sometimes there's not.
022And they all just said weather permitting will be open. So, we would look into that closer. But that's the hope. If not, there are like local shops and markets. We could just walk along the streets. Um, and then in the afternoon is the water park and the class would provide day passes to the water park. We're staying offsite because it's a little cheaper and it's like a two-minute walk or something. It's the Laquenta Inn or something like that. Um, but we're going to provide water park passes, a day pass for everyone. Um, so that would be kind of the afternoon's plan and just eat in the resort there. Um, and then that night if kids want they can there's some bowling in the area and we can separate because we're going to have two chaperones.
023If one wants to take kids bowling, some want to stay at the water park then that's great. Um, and then day three is more educational. And I found two really cool museums actually that like one's this kind of funky art one that has like interactive things. And that one we would do in the morning, have a little like lunch break in between. And then that afternoon there's a science one. It's this Tommy Barlet exploratory. And that one's also like an interactive. It's like if you put your hand on this ball and your hair will spike up. And so it's like a really cool instead of it just being you read off of the tiles some random facts, it's like you're actually learning and checking out that cool space. Um, and so then that's pretty much
024what we have is like the main day and then at night you can there's like movies or games in the hotel. There's obviously there's like arcade things and go-kart stuff in the Wisconsin Dells. Um, and then day four is just kind of leaving. So, we have a checkout time, packing, clean rooms. I have a lunch option if we would like to stop for a lunch. But obviously, if everyone says no, let's just get home, stop at Quick Trip, like we can do that as well. So, if we stop for lunch, I was estimating about a 400 p.m. arrival, but that can be bumped up if kids are saying, "No, we want to leave earlier. We don't want to stop for lunch." But that's kind of what we have right now for our itinerary. And then
025the next page is the funds. But so right now, and this number, the top number of the class fund I know is not exactly like 20449 or something like that, but we have roughly $2,500 right now. And then at the top, I have listed the trip costs that we would be providing at all of the places. The housing, we're estimating about 120. And gas probably could go up and down really easily. um the provided events, that's the water park passes for everyone and that's including providing passes for the shop rooms as well. And then uh class meals, we're hoping one of the nights to go together to one place and make sure everyone comes together and the class would provide $20 to each person of have your meal. And I mean, if you go over
026and spend 25, you'll just owe $5. Like, it's not really that big of a deal, but we want to make sure we get at least one meal all together. Um So that totaled to like just that 2500 mark. But so we also just did a Cringles fundraiser that is bringing in we haven't like booked it all yet, but it's bringing in about 700. So that isn't included in any of this class funds yet. And we're hoping to keep that aside if there's some over to go into that, but keep that aside to fund like graduation and roses and if we do the lock in sort of things as kind of a safety net. And then at the bottom I have listed personal costs and that's like there's a fun package you can get so that
027all those arcade games and the go-karts are like free pretty much. I mean it's like you got to pay before but instead of paying every time you go. So that would be I think everyone in the class said like yes we want to get that but that would be a personal added cost of it's 53 per person and that would be for like the entirety of your stay. Um, the event tickets, that is just all of the times that I listed. Like we might go mini golfing. It's a $10 fee. We the museum has an $8 fee. And that's if you went to every single one of those and added it up. But that's all optional. I mean, you don't have to go mini golfing. And then meal purchases is that the hotel is providing
028breakfast. We're providing one dinner, but I estimated like $15 per lunch and 20 per dinner. And then that added to 85. And then that totaled in about 213 in personal costs. But so that's kind of our overall financing. And then the last is just a list of the people going including our shop runs. >> So it's a lot of information. >> What was that? >> I was just how many are in your class? >> So I don't know including the online and stuff. We have 13 or 14 in-person students. Two right now said they're not going to go. one is officer not going to go and one said I said to get back to me as soon as they can. Um but said a no right away. Um and then the online students we reached
029out to them through email and just none responded. So we didn't really know what to do on that route. And then with the hotel we have four rooms right now is that number is for if we got four rooms at the hotel they sleep four plus a sofa if needed. So is there any more questions? It's a lot of information. >> Last year we had about seven or something. >> Yeah, it's a bit different this year. >> So, just a thought too is we just um talked about recently people were requesting that pay for overnight trips and it was determined that if it was a class trip then the class would be the ones to pay for the overnight. So, Okay. >> Okay, perfect. Well, that so then that would be good because we have
030that 700 from the Cringles for that like kind of dip into whatever is extra and we're hoping like we're prepared to do more fundraisers. They've talked about like super one you can buy groceries. So, it's like if we end up getting to something we're like, hey, we want to provide more like we'll go up and do that for a day. >> Okay. All right. that on next agenda and then I think we'll we probably owe you the cost of the chaperones to what what that's going to come out to be. >> Okay. Yeah. >> So then you have a good target. >> Okay. Got it. Is there anything else? Am I good? >> Perfect. Thank you guys. >> Thank you. >> Spring Musical. Hello. >> Hello. >> Hi. >> I'm Karen Fuller. I'm new here
031this year. I'm the K12 vocal music teacher. I'm getting my voice back. And uh it is my wish to propose a spring musical for grades six through eight. um that is the bulk of the students that I work with uh the most and they have an extreme amount of excitement and would like to um participate in a musical. So when I decided to bring up some different titles um I of course hit the heavy metal and let's do some with the electric guitars trying to speak to a few of them. We ended up uh uh really wanting to do Spongebob. So, um, I had to look into it to make sure that it was a musical that's reputable. It was a winner in 2017 on Broadway, so it's a little bit older. I would like
032to do the youth version, not the twohour version. I just think that would be quite a lot of Spongebob. And so, uh, we want to do the youth version. It has original music in there by Steve Tyler, Joe Perry, Aerosmith. I mean, we can't go wrong with that. uh John Legend, Cindy Looper, Panic at the Disco, Playing White Tease. I mean, they might be giants. When you get these groups and you're saying, "Wow, they're writing music for a musical." You can't help but say, "Okay, this is going to be good." Plus, my sister always said SpongeBob's okay to watch mom when my girls were little because Spongebob is positive. So, um, what we'd like to do is I had to do a lot of corresponding, uh, talking with, uh, other events that are happening in
033the school and, excuse me, ex uh, securing the stage time is kind of a little bit of a handful. So, it's going to be a lot of communication, but I have on this proposal, it says April 1st and 2nd, and after speaking with many people, um I think that we should shoot for the 20th and the 21st of March instead. Um I know it bumps it up a lot earlier, but I would be prepared if this were approved right away. I still need that four to six months and all the planning time to pull things together um to get the lensure for it. But this way it's right after spring break. So when they come back from spring break, we have lots of tech rehearsals and we go um the sports for um basketball and
034softball and all those are kind of on that mid-range. So, um, the most that anything would be maybe a hiccup would be, uh, perhaps like softball and inside. Maybe they could run the halls or something for a day or we can just block the gym time or do a quieter activity. We'll make it work is I'm not so worried about that. Um, the license itself is $200. The materials um are 675 which include the scripts, the books, the the music, the um uh I I will not use an orchestra even though I'd love to do band and we'll do that next year but um where we have live music but all of that comes to just a total of 875 for a oneh hour show grades six through eight. I'm not I have no idea
035what the uh attendance could be like, but I was thinking maybe 200 guests over two nights depending on, you know, how much publicity and that we get out there. I looked at ticket prices when I came in and saw that adults were like $3 and students are $2. I was thinking charging $5 straight out. um because I don't know, it's a little I don't know, it's a show. Um but I I can also go with the the prices that are there. That is not really a big deal. Um, but I'd like to secure two nights. And then the day of uh the first opening night, I want to do a teaser for the elementary school where they come and they see just like a scene of it and then that way they can go home
036and tell their parents they want to come back and see the show. So, um, I'm used to working with a big team when I do musicals. Um, I've been director and musical director for many shows from where I came from. I was uh quite um active in the community theater and it's NLAA was the organization and I was on stage and worked with professionals as well. I do not have the degree in drama but I am very dramatic and um I um I always say that you can learn by you know reading a book and having someone tell you and learning all these things but until you start teaching it and doing it yourself that's when you really learn. And I've got a lot of hands-on experience. Um, I'm looking for a choreographer and I
037know that maybe you drum well, maybe we could dance together, too. Um, a stage technician. And, um, a lot of the kids, um, like that are in high school that would maybe want to do part of the musical, I think, would be interested in stepping behind the scenes with me and getting some experience in working. So, I'm sure I can find a dancer. I think one of my choir kids would even do that. Um, I do have a sound and light technician that I've been working with a little bit. His name is Jeff Schneider and he has a lot of knowledge on the things that we've got there and we've already done a little preliminary how can we get this system working together not just with the speakers for sports but for a lot of
038other um resources and things too and he comes free. Um, and then we have a wonderful, from what I understand, um, props and and um, costume space that that Linda shared with me when I first got here. So, I'm not looking with the funds that I have in the activity fund or the drama fund. I know it would would not leave me with an incredible amount. Maybe just a few hundred, four, $500, but I've done shows on that before. So, I'm just looking to put together a team and see if we can get this approved so I can go ahead and apply for the license ASAP. Any questions? >> So, are they singing to recorded me? I mean, record the background music's recorded. >> Yep. >> Okay. And you're going to tie that into the
039>> Yes. >> audio system. >> And yes, >> a vocal on top of that. >> And they'll have wireless mics that'll go with the projected sound. um uh they will all have uh uh their ability to listen. That's the that's the advantage to having digital is that they've got it right in their ear all the time, so they know exactly how the music goes. >> Okay? >> Versus an orchestra, which is a little bit of more of a broadening experience, but being that we're middle school and young and that this is the first year doing it here, um I don't mind taking a step back and going a little slower and doing it this way. >> Yeah. Okay. Any other questions? Is is approval by the next scheduled board meeting will that help or >>
040you wanted to do it tonight? >> I would like to have approval for me to apply for the license. It does not mean that I am tied into it. It just means that if there's a chance that something is coming up uh in the local area and this and the show's booked somewhere else, I can't get that date. So, the um the urgency is that I get in there and secure a date. It once I've applied for the license, if something comes up or we need to change it, I can do it. But until that, I got to get in. I got to get in there. >> Okay. >> So, >> I'll entertain a motion to approve the proposal to have a musical. >> Am I supposed to first? >> Oh, okay. motion. >> So
041I'll he's motioning. >> I'll second the motion. >> Okay. Uh all those in favor? >> I >> Any opposed? Any other discussion? Okay. Motion passes. >> Thank you. >> Congratulations. >> Thank you very much. >> Now you have to thrill us. >> Sparkles and glitter. Yeah. >> What could go wrong? >> Oh, I'm so excited. Yes. >> Okay. Next item on the agenda is the achievement gap reduction grant goals. >> Yeah. So, this is just kind of um giving you awareness of the goals that are currently in place. The achievement gap production program is geared towards K through three or grades K through three. And that's just focusing on again um narrowing those achievement gaps um in ELA and math. And so again, this is just moreformational um of where the students currently assessed earlier
042this year and the goals of where we would like to At the end of the school year, February, you will get another you'll get two more updates. Um, typically, um, this is presented in February and then again in May, one of those two. So, you get two more. >> So, we've already received the grant. >> It is. It's an ongoing. >> Okay. Typically, it's it's a fiveyear grant. um that that we have funds and we have to reapply for it. But but this is part of the requirement is establishing those uh goals and then reporting mid year as well as end of the year. >> Okay. Sorry. >> Okay. Anything else on that sir? >> No. All right. Let's go to the next uh item is high school pre-act act and forward testing day proposal.
043So >> I assume that's high school HS. >> It is. >> Okay. >> So with with this um I think we we have to do some figuring here because uh when we originally put this together, you were anticipating that the uh senior class trip would be the following week and they would be out of the building and then would be able to conduct both our ACT testing with our juniors and then preACT secure with our ninth and tth grade. Uh when we talk about the forward uh 10th grade also has to do with the social studies test for the forward. So that this was the recommendation that we were looking at. Uh however, I think we we have to go back to the drawing board a little bit on this. >> Well, I'm wondering because
044the senior was given the following week's dates. >> So I'm curious if there was a mix of >> right >> their proposed dates for their trip. >> Yeah. >> So anyway, so just just so you're aware that's what we were trying to do is kind of put this all together um so that way uh we can conduct that uh the testing in in the high school, middle school. We were looking at having the middle school uh students not present because we tried that last year and it didn't work out so great. So because they share the same hallway as as high school. So that that's what we're looking at is trying to get as much done as as we can, you know, when we have both the senior class off as well as having middle
045school off. So, so we'll come back uh with some more clarity on on those days. Uh when it see >> is it all day? >> Uh we would look at it all day. Yes, the ACT takes a bit of time. Uh I know the preacure is shorter that can be done in the morning and then uh looking at having the forward sophomores in the afternoon. Then we just have to have activities for the school. So, >> would it work to find a different It's a community center or something to do. >> Uh, unfortunately, you can't. >> No, it has to. >> It has to be through our server. So, >> okay. >> We we explored that option a couple years ago. Said, "No, you can't do that." So, >> what room do they take the
046ACT in? uh we would have specific rooms designated and make sure that uh uh specific teachers and staff are trained to prov >> well >> I mean less yeah >> less is more >> can't imagine our schoolers are >> I'll put them all in the I I'll be requesting some assistance from the board members. >> Okay. >> All right. Uh anything else on that for now? >> No, that that that is truly it. So looking at once again that uh the 26th which is that Thursday. >> Okay. So once again, we'll we'll talk with the senior class and make sure that things coincide. So >> Okay, great. All right, subject near dear to everybody's heart. School report cards. >> Outstanding. So I have all the report cards for it for the district uh as well
047as our different schools. uh loaded up for you. And then I've got a uh a slideshow that I have uh loaded up as well through that just to provide a little more information on what's on the school report card because this has been a moving target uh over the past few years. So anyway, so without further ado, we'll get into this. Um so state report cards um just an overview every district uh as well as choice schools receive a report card. Uh as you see it with with our charters. All of our charters have a report card as well. Um two of them unfortunately do not have true numbers assigned to them simply because their population number is so low. So they have to do an alternate assessment um which we we've been using fast
048bridge as our tool to monitor growth. >> Okay. And when when will that is that a report that's being put together as well? The alternate >> Yeah, it it is a requirement for um for those charters to submit the goals and the progress uh at the beginning of the school year. Okay. So it uh contains the following information. So we have the overall score and rating, you know, the school information, demographics, the the priority areas where we get some of our grading, and then they've added a few different uh components uh to this most recent version of of reporting. We'll get into some of that stuff here. I know some of the new stuff, that's what we have on uh for the report card. So, it's updates to achievementbased scoring. Um the test participation flags
049on the front page. So, what what did we have for test participation? I think our count was pretty pretty decent as far as participation is concerned because it is I don't necessarily want to say it but they have to say it that participation is necessarily mandatory. Parents can opt students out from taking the test, but then comes around and and hits us with, you know, a reflection on a report card, too. So, trying to encourage, you know, all students. >> So, parents are aware that I mean, it should be told that you can opt out, but it also kind of dings the district as a whole. >> That That's correct. And that that's why I want to make sure that, you know, every everyone's aware of it. So, >> Okay. >> All right. um new
050statutoily required non-scoring reporting data. So uh to go along with act 20 that third grade reading so information on third grade reading where that sits uh certain state and local law violations. This was kind of an interesting one. Um and it was put into law in 2023. This act 12 uh created this law and it says that it requires reporting only for violations in the following eight categories. homicide, sexual assault, burgly, robbery or theft, battery, substantial battery or aggravated battery. Um, and then arson, use or possession of alcohol or controlled substance, and then possession of a firearm. Uh, and then the last one, violation of municipal ordinance related to disorderly conduct. Um and it's it's all u incidents that have occurred uh in the district in some fashion. >> So it's reported but not scored.
051It doesn't affect >> That's correct. >> The report card. >> Yeah. Okay. >> It's so when you get to the end of the district report card, you see that information there. That's that's what it is. I mean it's it's incidences that have occurred on on district property during specified times. So, so it's just kind of an interesting thing there. Uh, and then updated um rating category score ranges. I I know this was a big to-do in the state, making sure that uh the report cards accurately reflected um student performance and district performance because some some people felt that um that the DPI had changed the scoring a few years back that in inadvertently inflated uh how some districts were rated or scored. So, so they definitely went through with both DPI as well as legislature
052committee to form what we have here. >> Okay. The other critic criticism I heard was that they were lowering the standards. Is that >> lowering the standards which inadvertently u falsely inflated scores? So yes, you're correct. >> So just taking a look at it, our district report card um overall score 71.8. That gets us in the exceeds expectations which is really good. start taking a look across um you know we've got our demographics listed um economically disadvantaged which uh to me seemed a little bit little bit off because I I I think that uh the the percentage is a little bit lower when than what we would actually think but uh BPI pulls all that information in and uh that's what we have. Uh and then with the priority areas in the lower right, that's
053the percentage of each area that uh goes into our uh final score. So uh one the one area that we get rated higher on is growth. So because of our hierarchically disadvantaged population. uh priority scores. Uh this gets into the comparison between how the the district does versus uh state average. Uh when we take a look at uh the achievement, we we've got some work to do. uh I would say with our our growth which you see on on the upper right uh well above the the uh state average which is great but eventually that growth has to translate into achievement we can't just rely on growth all the time we have to start turning that into achievement and uh I think the steps that we were taking with with our PLC models uh and
054that collaboration I think this is this is going to impact it positive direction. Um target group since since uh um with our demographics it's it's mostly white Caucasian uh there isn't a large enough population for the target group other than uh students that form at the 25th percentile. Uh so that's that's what they were looking at is what was their overall achievement, what was their growth, absenteeism, and attendance. That all plays into um the scoring for our target groups on track to graduate. Got a couple things that we're we're trying to deal with. And I think uh uh one thing with the graduation piece we've been trying to work on heavily is is how things are reported in Skyward that transitions to what you see on the report card. I would say that our graduation
055rate is higher than that and that's I know that Lyn and I have been working very diligently to get things to report accurately. >> So that specific score that is not a percentage >> it >> or it is >> it's it's a score. It's not a percentage >> right >> of our population. >> So I I mean how does that translate? Are we graduating 13 out of a possible 15 or >> It it vary it varies on on on the number of students, but it it gets into um not just graduation from here, but also graduation from HSED program or dropout or whatnot. So it all gets kind of played into this and that was one thing they never seen. When we were talking about the snapshot on December 9th, that's where a lot of
056that information comes in is the attendance and the graduation information and how that plays into our report cards. So if that makes sense. >> Yeah. I mean, that's that's the only score that kind of struck me where we seem way off right >> on the state average of 91.8, >> right? And that's where I was saying um with the the joint federal notification for IDA. Um that's that's a uh a report and a score that we receive every year as well. And we we were at district court were identified to improve for students with disabilities. And one of the things on there is on track to graduate and graduation, right? And digging it into the skyward. There were students that were coded that were not coded correctly. So was giving a false report. That's why
057I'm saying I I question, you know, the validity of of that. That's basically them pulling from us. So somehow we're getting things we're getting things inputed that is not accurate and there are some interesting nuances as far as what you plug in the dates that they leave if they've changed from one program to another. So >> is there any sort of grace period to correct what may be misreported or once they issue the report card that's >> that's it that's it. So >> um the the chance to change that is is long gone. Fortunately, with the the joint federal notification information, it's the the graduation rate is two years back. So, we have that opportunity to submit what they call a data letter saying this is the true information corrections. So, that's the process. So,
058all right, achievement data So just measuring uh both English language arts as well as math scores that performance across four performance levels and that that was one thing that uh was complaining or that they were complaining about too or some were complaining about is that the names developing approaching meeting advanced is different than it was with uh previous years where it was uh proficient advanced um approaching or not approaching but there there were different words for it and this is what they said about. So >> have we seen um like in the building like improvements as far as like since we started implementing some of the things like last year with the ELA >> and we've seen some improvements there where we could maybe see some of that right >> we're achieving versus grow >>
059right and that's It'll take some it'll take some time for that to really show up because there's other things that we really need to focus on more as well. Uh and that's the fact that all of these tests are online and making sure that we're using that type of medium to test students with both reading, writing materials and then also doing their math calculation. So, so that's a piece of it. We'll work on that. But I would say that uh definitely there are steps that are being taken through our PLC process to impact writing. We were just uh talking about it at the uh governance board meeting where uh Eagles Academy and and the middle school. They're focusing on writing standards and and all using the same writing rubric across the board, whether it's in
060in ELA, whether it's in science, social studies, whatnot. So that there we should see uh some improvement as we start focusing together using the same language using the same standards. So I don't want to labor it too much. ELA achievement so 3.7% increase uh from 23 24 to last year. So that was good. seen some improvement there. Math, I think this was the one that took me back the most, the fact that we we were seeing greater growth in math than what we had previously because uh I think on on last year's report cards, we were doing better in ELA and reading than we were in math. So to see this, this is this is awesome. So we're making some Is there anything you can attribute that to? Um, having I don't know if we
061had any Matt proficiency uh experts come in and work with our teachers or I >> I I would say that uh um last year we had uh the CISA 12 consultant diamond go come in multiple times to work with specific staff members on on um instruction and whatnot. And then also this year developing our uh our good reading, our essential standards for math as well. So we'll we'll see I'm anticipating we're going to see more. Yeah, she was in the district more last year working with teachers uh trying to improve instruction and how students were performing. growth data. Um the thing with that is the fact that we are um you know continuing to show that growth across the the uh grade band. So when we're talking about growth, it's tracking students from third grade
062up and seeing how they're changing from third grade to successive years if that makes sense. So they're showing a greater growth over the years than what the state average is. So >> I mean shouldn't incre increase growth then also impact achievement level or >> that that's what I'm saying. Yeah. It has to translate into achievement at some point because >> you can rely on growth for so long. Yeah. >> Then it it comes down to you you have to see that improvement and achievement. And that's what we're striving for. Okay. So, when we start taking a look at at the growth compared to all the districts in the state, we did pretty darn good when I when we saw when we were just talking about growth. So, All right. And then when we were getting
063into our target group, uh what we're talk what I was saying is the students from the bottom 25% from the prior year. um and take a look at how do they perform and uh allows as states here just allows us that opportunity to you know own the gaps between our lowest performing students compared to the rest of our population. So how how did those students perform testing and show that growth when we look at our target group again achieving or I should say showing that growth higher than a vast majority of the state. So on track to graduate uh some of the stuff that we're really trying to tackle is that chronic absenteeism, the graduation and attendance rate and some of the other pieces that go into that configuration which I don't ask me how
064they they've figured out this scoring when it comes to uh implementing third grade ELA and eighth grade math into this whole but I don't know. >> Yeah, >> maybe someday when I get my actu actuarial degree. >> I'm sure they've got some great algorithms and >> absolutely. How do you work with chronic absenteeism? How do you fix that? How do you make it better? >> The the big thing is getting clear on attendance. What does that look like? Um, you know, Ann can speak to that as well, but then also being very consistent when kids aren't showing up that we're talking to parents and working with parents to get them here. You know, that's that's the big thing. I don't know anything else. >> Yeah, just consistency when it continues to kind of work with
065typically things. Um, but I've also seen where unexcused go to the next step of citations depending on the age of the child. >> Have we had to do any truency referrals this year? >> Not yet. >> Okay. >> All right. >> But you know who? Yeah. >> Yeah. >> Week I check weekly. >> Yeah. >> Attendance. Are you generally getting positive feedback from parents or um >> the parents that I've contacted? >> Yeah, the one >> um I mean I would speak to last year in particular. I mean there were some families that had some things happening out of their control and so just you know having a little bit more of understanding what's going on and how we can help support them and >> sometimes we just don't get a response. >> Yeah. I
066I know that Ann's done a lot of work with clearing up um the different codes in in Skyward for for attendance. There was good man there was >> there was a lot and some of it people didn't know what it meant but they were putting putting that down as a code. They're like I don't know we haven't figured this out. So I think getting very clear and u limiting the number of codes that could be used for attendance is it makes it easier to track and makes it easier to to act >> who's inputting the codes. >> So uh that's usually done with administ with administration in some fashion. >> Okay. uh that the only one that really has access for change of code was that >> yeah so >> okay so there there were
067just a number of things in there that just weren't sure what that meant I know some there were some things with CO that were in there that once that was no longer recognized that as well and based on from our This is where it's putting us compared to the state, which we we know that we have to get things continue to get things cleaned up. So, >> uh well, I mean, do we has that historically been a problem in this district? I mean, we'd have to really look back. >> I'm not sure about this district, but I would say it's pretty common in all districts. >> Yeah, it's it's becoming a bigger deal to to to handle. So, um I know in my travels I had kindergarten student that I had to go through the
068process with. So, it's it's not exclusive here. So, and this typically would be for uh students that attend school here. I mean, they're not virtual or I I don't even how we we track. >> We still have to check in. Is there some way of tracking >> I mean with with with with our virtual it is truly their progress within the classes. >> Okay. >> That's a big a big thing that we track with see if they're if they're progressing if they're logging in if they're doing neither of those. That's where we start to issue. Um so on track to to graduate um just strategies to improve so linked teaming data analysis for the district. So that's one thing that we've really stepped up is analyzing our data understanding what it means and taking action
069towards it. Uh the communication plan, you know, I'm sure that how communicating with families and parents and getting information out. Um, and then also um our essential standards and coaching our staff on how to leverage different techniques and and and programs to to increase our our capacity to provide good instruction. So, uh looking unscored data. Um yeah, under the statute, report cards are required to include data on the percentage of pupils reading at grade level by end of third grade. Um and then also meeting that u meeting advanced performance levels based on reading. Um and that's that's our percentage compared to the state which that's good. performing the state average to that. >> So the state average is half half the kids are in third grade are reading at at third grade level and half
070are not. >> That's correct. >> So doesn't mean we we get to stop where we're at because we we really have to impact that. I think that was the that was the big driving force behind at 20 when it was instituted is to really pump up student performance. So, >> I mean, they put a score on it, but is it just because it's too new that they're going to not score it in the overall report card or >> I don't know if that's I don't know if that's going to change. >> Um, but they definitely wanted to have that as far as the district is concerned. Yeah. Just so we have a have a a point yearly to see where we're at. >> Um other pieces in there for just for participation in in arts
071courses as well as that postsecary preparation. um you know things that we're trying to impact here is uh students that are participating in in youth apprenticeship uh also our CTE our career and technical education concentrator classes make sure we're accurately reporting that because that all plays into our percentages here as well. the dual enrollment is that where some of those college courses would fall into >> and then we don't have any AP courses. >> Uh yes and no. Uh I would say that we have had AP courses previously >> but nothing right at this instance. So >> and for the AP like for that to count do they have to complete the or pass the AP test. >> Technically both. So, yeah, you have to pass the course, but then it's >> Do we have
072a theater course? >> Well, no. >> Okay. >> We were close. >> Yeah. >> Not at this time. >> Restates at 1.8%. So it's obviously it's not a priority. >> So just uh just reflections and next steps just a number of things that uh we're going to continue on with. Um you know we we have monthly meetings uh with leadership as well as our our CISA um colleagues that are assisting the district. Um constantly revolving around data and how we can help improve uh student learning. Um and just really strengthening how we're how we're utilizing our data and how we're communicating out information. And then finally that being very clear on what we're teaching, what the standards are, making sure that everyone's working towards the same. Would you say like that reflects what you're seeing
073and hearing from like teachers as far as like where students are at as far as like I mean some people just aren't great at taking tests but >> Right. >> Would you say like you feel like that's like an accurate >> what you're seeing in the building? >> Right. I think I think it's fairly close. Like you said, the the one thing that I I I think we can do a little better at is preparing them to take the test >> uh digitally because that that's it is a much different beast, you know, reading and and typing stuff out online, responding to tests that way. So, >> and beyond our kids that have IEPs that specifically say that they need, you know, assistance with test, we can't identify any other support that we could offer.
074So here's what I will say. >> This gets into splitting words. Supports, that's one thing that can be provided to students that are struggling. Accommodations is what you're referring to. Yes. Making sure we have specific accommodations for those students with disabilities and identifying that piece. So um and I think we can try to take advantage of some of the supports that are there. But that's more communication staff as far as what what are the sports available that makes sense. >> Any questions? >> When the Eagles Academy does their >> they have to use a different thing. >> They do. Yes. >> Is it using the same standards. >> I I would say um the tools that that we're using, we use our fastbridge test >> um to set goals very much like our AGR program.
075We're setting the goals at the beginning of this school year and then seeing a that's how we're assessment. So, anything else? Okay, let's move on. >> Can I take a second just to say >> Oh, sure. >> It's an awesome job. Exceed standards on >> Yeah. >> everyone. So, >> I saw this telegram that put out >> like a brief thing with all the area schools and >> it was nice to see where we were landing. Yeah, I saw that too. >> Yeah, >> absolutely. Good. All right. >> Okay. Waste services agreement consideration. Two proposals there. One's a I guess a renewal proposal and one is new. >> That is correct. Uh just seeing our our bills go up with waste management. uh reached out to or Mark reached out to Republic uh and got
076the quote from them as well which a little bit of a difference there. So Republic's 145 a month, correct? >> It is waste management was >> so yeah estimated >> 575 >> and it's for it will cover everything we >> that that is correct. Republic does not recycle. Are we at the end of our contract with waste management? >> Mark said we have almost a year left pushing getting it signed. >> Actually, uh we we should have signed the contract already management. >> That's why they're so >> Yeah. Is our recycling volume more than we can handle in house? >> That is a good question. Seemed like we'd have to go that far. >> Do you think I thought that we were for some reason I was thinking that we were not seemed like there
077was something a couple years ago I suppose that would throw off. >> I mean, we have several businesses that >> recycle there. I >> just don't have no I have no idea what our volume is. How about if we get that information? >> Yeah, I understand. >> And then maybe like what the amount would be for waste management for the just the recycling only, >> right? >> Because that might be higher if we're not doing them. >> You really got it. Did they do that monthly >> recycling? >> And cross your eyes with the termination. >> You have to follow their >> written notice. We went through that with our rugs. >> Got it. Got it. Yeah. What? >> Rug service. >> Oh, >> thought you said rugs. All right. >> Okay. Republic service should
078be willing to assist with getting out of the waste management contract as well. They'll make contacts aid in that >> they'll assist some Hopefully we don't have a soprano situation. >> Battle's got pretty ugly. Okay. Uh safety plan update. >> So, uh just updating the the safety plan from last year with some of the changes. Uh since we're incorporating SRM, uh SRP SRM is the uh or SRP is the standard response protocol. Um and it just gets uh more in depth as to how to respond to threats, not just um an armed intruder, right? So, it provides a little more information and a little more guidance as well as getting into the reunification method. And that's something that we're trying to stress more this year is getting our How do we handle the actual reunification
079process as that can be kind of an interesting cluster? Um, I I've had the fortune or misfortune to deal with this in two different districts and yeah, there's some definite lessons that that I've learned at least that we need to make sure we incorporate here. So, >> and all the changes from the existing plan or what's highlighted. >> That is correct. Okay. >> That is correct. So, it's not a huge amount, but they're definitely some Any other questions or discussion on that? >> For our visitors one >> at the last students are not permitted to wait extended periods of time for the arrival of items. Do they have to be waiting for it outside the classroom at all? >> What's that? Do they have to be waiting outside the classroom for it at all? Like
080>> that's what I would say is it shouldn't have to be. So that's where trying to Okay. Next item is emergency sick bank use and contribution. So um putting together some of the information uh that was requested previously trying to cover our basis here. So one thing I did today a little bit more on the maternity covered under FMLA may not be considered Unless that was not covered at all unless to me this is saying more that it would be because they ran out of time not because Yeah, I mean we we can take a look at it. You know, some of the the other ones I looked at from other places said, yeah, attorney wasn't covered in it, but there was another one that adds something similar in language to what we have here,
081too. So >> yeah, the way I kind of read it is a normal pregnancy, maternity leave, FMLA, but if there's something, you know, a diff difficult pregnancy or something, you know, then it might fall under the sickly >> partification because we're making them use that anyhow. So I just feel like it's So with so you have maternity but I'm wondering if this is something like you you have pregnant lady that has >> preclampsia. No, I understand that, but I'm just >> So, it's clarifying what >> clarifying how that's >> I think when I read it like my I don't read it as like it's like if there's a medical condition that creates where they are having to use their >> but they have to use that anyhow. So, when they're on maternity leave, they have
082to use time available. >> Oh, I see what you're saying. >> So, they're already having to use that. I would say the majority of time, most of them end up going into days. >> So, can we just like next the second half of like extreme extenduating circumstances? >> Yeah. >> Period. >> Yeah. Not exclude the Parkinson arriving out of pregnancy because you're going to use that. >> Yep. >> Yeah. >> So, which is just fine. I mean, that's that was part of the original language. So, we can certainly cut that out. Um, I'll talk with council just to get his take on it as well. >> Maybe just a period after the word pregnancy or postpartum. >> So, okay. >> Everything else looks agreeable. >> We'll get there on this. >> Absolutely. Right. >> All
083right. Next item is the policy technical corrections. >> All right. So, there's a bunch of them here. I will say that almost all of them are just small changes in wording or grammatical stuff. There's nothing major in content that changed. So, so on the second policy, uh, we still have Holly Jones in there. >> That's four or five pages in, >> right? >> So, it's different things that we have to change. >> Yes. The nondiscrimination update. I thought I >> All right. Uh, last item on the regular agenda is Bear School Business Service. So, I I know the question is the impact that it would have on Leanne and Leanne. >> I mean, talking to the guy on the phone God, this man. >> I can. You know what? And no matter what, I will
084absolutely do whatever I have to do. If you guys choose to go with it, >> I will do what I have. It's not like this is way too much work. I'm not doing >> We know you will do it. It's just how many hours extra will you be staying? >> Makes it sound like maybe an hour >> for the whole download. >> Yeah. And I think the the thing that is kind of reassuring is the fact that he's done he's done the role. So he's he knows how to navigate and discover this. So what I really wish is that I could see I mean when I was looking at the website I could see like what is it we could put together ourselves >> then you could pay me $5,000 instead. But I know there's,
085you know, people said, I as my last finance people meeting, a lot of people say it's really cool. You can mess around and change a lot of things and get some projections. >> It sounds like it spread that they like it, but to me when you have a school like have a lot more finan. >> I can see the benefit in the timing for like kind of like maybe a reassurance for certain group of people that like, okay, like we did our due diligence. This is where we're sitting. This is, you know, >> why we did this and we wanted, >> right? And especially like kind of our timing was looking at stuff for the building. If we did it like, you know, new year, we would get new tax data for it. >> That
086that that is I guess what's in the back of my mind is if we're looking at both our facility here, we should really take a look at our finances as well where that projection is. You know, you don't have to go far down the road to find an example of a school district that is experiences where they did a capital that passed and then coming back with an operational two, three years later, it's not going well for simply because I I don't know if they really did any due diligence to figure that out. >> So what level are you looking at? >> To me, it's it's really looking at getting the financial projection. I think the analytics is a nice to have, but I don't think it's necessary. Me have having something that we can
087play around with the numbers and see what some of the impacts would be with us. So the forecast model >> are we getting like I know when he presented it like with the looking at what our upcoming gener you know what our three area two three four year olds are are we getting that now or is that one of the bonuses they pull >> I think that that's one of the the bonuses to it Um because I will tell you that I haven't figured out how to project otherwise I would be sitting pretty well. >> We do have to I believe when does the census count but I believe that that's the type of numbers that we also have to include in the census count. >> Is that not correct? Like the children that are
088not in school yet the census we have to I'm also curious if I can see trends like well this person has a school age doesn't go to school and they have more coming up they at the counter. That's just curious mind. Does it really matter? >> And according to what I saw you last time, is it a one year like January to January? >> And it appears that it is October to October. >> So >> up until Yeah. November 1st. So the way the longer wait >> and they don't say anything about >> which is unfortunate. So if we said yes today, we miss out on like a month of it >> essentially. >> But my understanding was like those workshop days, >> if you went to one of those, a lot of it happened
089on that workshop day where they had people there helping you >> and Oaklair is in two days. I think they have something >> that's okay. Are we putting this on for regular school board meeting? >> Okay, let's do that. >> Vote on it then. >> Yeah, regular meeting. >> Do uh Okay. Do we need to go into close session? >> We do not. There is nothing for close session. I'll make a motion. >> I'll second >> to end the meeting >> to >> 7:29. >> Yeah. >> How come I'm always the one to >> you? Motion favored.