001All right, we'll get started by calling the meeting to order. Good evening, everyone. If everyone could please rise for the 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. Okay, next we move into administrative report on the agenda posting and notification of the meeting to the media. The agenda was posted at Three Lakes School and Sugar Camp School via email the town of Three Lakes, the town of Monaco, Town of Sugar Camp, and the Denver Library. Media notified via email included the Bis County News, Northwoods River News, WRJ News, and WXPR Radio. and media notified by mail. WACD WATK radio. >> Thank you. Next, we move to amendments and
002approval of the agenda. There are no amendments. >> With no amendments, is anyone willing to make a motion on the agenda? >> Make a motion to approve the agenda. >> I'll second. >> We have a motion on the floor by Stacy, second by Mitch. All those in favor of the motion signify by stating I. I. >> I. Opposed? None heard. Motion carries. Next, routine approvals. We start with approved minutes of the November 19th, 2025 regular meeting. Are there any additions or corrections? >> No. >> If there are none, is anyone willing to make a motion on the minutes? >> I'll make a motion to approve the minutes as presented. Second. >> We have a motion on the floor by Mitch, second by Stacy. All those in favor of the motion signify by stating I. >>
003I. I. >> I. Opposed. None heard. Motion carries. Next, we move to the treasurer's report. There's a motion to approve the checks day November 13, 2025 to December 10th, 2025 for accounts payable AC checks 25260055 through 256, excuse me, 252600104, regular checks number 131814 through 131 938 and manual checks number 6002 through 626 and wire transfers number 2025 01. 137 through 202500177 in the amount of 76,664 63 cents and AC payroll checks number through 900 047 297 and regular payroll checks number through 95456 in the amount of 392,000 for the total amount of $1,99,87.90. >> Okay, we have a motion by Mitch, second by Josh. All those in favor of the motion signify by stating I. >> I. >> Opposed and heard. Motion carries. Next, we move to public comments. Is there anyone in attendance
004who has any comments regarding any agenda items? Hearing none, we will move to the administrator's report. Tonight's administrative report will be covered in the new business section when we review our state of Wisconsin school report card results and the administrators will give a broken down detailed account of our past year. Okay, next we move into new business starting with district related positive happenings. >> Maybe the man with the Christmas lights would like to start. >> I went first last time. That's okay. There is there's been a lot the past month. Um, I think one highlight is definitely the elementary concerts and then our junior high high school concert last night. Very well attended. Uh, the music, the uh, arrangements by Mr. Lingray and Mrs. Westfall were exceptional. Uh, parents raved about it, staff raved about
005it. So, um, it was a really, really positive experience for students, staff, for parents, for community members. And then last week, uh, one field trip that we just wanted to highlight was our fourth graders took a field trip over to the Forest County Pawatami Museum and we spent a morning learning about some of that Native American culture and history um to this area, this part of the state, and the folks that facilitated that were were awesome and it tied in with what the fourth graders are learning currently and some of their uh lessons. So, it was an awesome experience for our kiddos. So, >> thank you. I'll go next just because I'm sitting close to Mark. Um, and I'll start with uh going a little bit deeper into the junior high school concert last night,
006our music programs in general. Um, the the the vibe last night uh was fantastic. It was I'm I'm don't please don't mistake me for a music afficionado. Um but there were a couple of uh community members, couples sitting in front of us and then a different set of folks who I don't know they don't have uh they made it very clear they don't have kids or grandkids in the program and they made comments to me about how entertaining it was. Um it was super super good. Like if you left that place without any Christmas spirit in your heart, boy, you you don't have a pulse. It was really really really good. Um, uh, there there's been at least 10, I was counting on the way here, at least 10 or 12, uh, junior high, high
007school concerts I've been to here and and early on, uh, when Mr. People was here directing, there was some seriously good ones and this was right up there with that. Like there was um, Jesse and Justin are doing a nice job and there's a lot more kids than in recent history participating. It was they were it was a great I would agree with Mr. Busco Assessment, a great u concert. um high school specifically, some very recent, in fact, this hasn't even gotten to the Edmonton team yet. Um just today, we got word that uh Miss Dobbins was approved or credentialed uh by WGB to teach uh four courses um that are going to come in very handy. And of course, you'll see them board members at a future uh hopefully approval for adding into our
008course description. Um but uh a math 202, math 203, both four credit classes, calc analytic geometry 1 and two. Um also math 260, introductory statistics, um and pre-calc, math 104. All can be taught here by Miss Dobbins inhouse with collegiic credit attached. Um that's super good. Uh we have a lot of kids and this is a happy problem to have that outkick our coverage in math and this is going to happen when we know the number of kids who are taking high school math courses in the junior high when they're at junior high age taking high school courses. They get to a point where all we have for them is okay you got to go into a room and and and tune in somewhere online virtually for three days a week. And oftentimes those I
009know there's a kid right now that can't be in band for a couple of of band sessions and fifth hour because they have to be in their class the virtual class. Now we can offer statistics in house. It's it's a really good thing and and um I was really happy to see there four classes that she's now credentialed. So we were operating at like six times the number of uh dual credit courses we can offer in house and this adds four more to that tally. So that's a yay. So good work, Mrs. Dobins. >> We don't have to call her Professor Dobins. I I cleared that up. But um so that's really cool. >> She'll know you want something when you do, though. >> Uh sure camp kids were really excited this week. The uh
010community ice rinks up and running. So thank you to the Hawinsky brothers that that make that possible. Um, and then I was able to witness the Santa's secret shop over there in the sleigh ride. That is an impressive event. A lot of volunteers, a lot of happy kids, some scavenger hunts, upside down tree in there. It was was pretty impressive. Um, just echo on the the concert was phenomenal as well. So, those are mine. Oh, they're looking at me. There's so much going on. It has been non-stop stuff, honestly. Everything from we've had food drives. The high schoolers made their goal of 400 over here. We had the food drive against Times, which they are admitting under the radar that we won, but they won't say it out loud. So, >> we saw that they
011said they think we won. >> Um, so that stuff has been going on. And there's I I was actually I mean you guys hear about a lot of the event stuff, but I was in some classrooms yesterday and it just struck me how well some of the teachers are keeping kids busy this week because this is a rough week to just get through. We're all like thinking about break and there were a couple I was in yesterday where they were just like going and doing stuff and I'm like you guys are not letting your foot off the gas. We can't. So just kind of neat to see like still a lot of activity in the classrooms this week and holiday themed learning activities going on. um chemistry. I was in there yesterday and they were
012growing crystal ornaments and making candy canes and doing, you know, the cooking chemistry of it and everything. So, that was kind of cool. Um I just think that this is the time of year our district really shines. We see a lot of things happening between the community and us and vice versa. The choir was over at the writer center today for the women's club um their whatever lunchon thing. The band went to the retirement center or the retired teachers association in Rhinelander. So they did that. We're just getting a lot of back and forth right now at this time of year with our community and I think it's extraordinary to see that. It's when we really shine. >> Wonderful. >> And I just like to throw in there thanks to Mr. Coach who's here tonight
013that we are now able to stream from the auditorium the concerts, the elementary concerts and the junior high high school. >> Yeah, we've gotten plenty of positive feedback messages on social media too. I didn't even pass them all on to you cuz they keep coming in. But, um, that's been a a really nice addition. >> I wanted to say the same thing. I mean, it just for for grandparents who can't make it or like I wasn't able to make the concert last night, but we had it on the TV just, you know, when we're doing our thing and it was just great to be able to still see it. So, I mean, I know it's not a replacement for the butts in the seats, but it's a nice alternative. Yeah. >> Especially if grandma's in
014Florida and wants to check it out. Awesome updates. I have one. Um so last Wednesday um the soccer team had a little um end of the year gathering and acknowledgement of their awesome season since you know they went the furthest any ever soccer team has ever gone in the whole world of three legs soccer playing. So they did a little extra um end of the year um banquet and it was phenomenal. And for me being personally being a mom of a senior, I mean I can just start crying right now. It was it been that much. I mean it was but they recognized each and every single player on that team for what they contributed and it was just super cool that each boy got recognized and it was it was superb that those coaches
015did above and beyond. So it was something that will never be forgotten. So, I just thought that was very well worth >> Absolutely. >> Anyone else? >> Go ahead, Mr. Co. >> Uh, real quick. Um, as you guys know, this year we started manufacturing class, um, which has been super busy all year doing all sorts of community projects. Um, and just talked to Mr. Zeus this week. We got approval to sell, uh, they are limited edition. There's not a lot of them. uh Three Lakes uh Christmas ornaments that'll be on sale tomorrow during the basketball games that we have here at home. Um so that's I know the class is pretty excited about putting that out there. So um come to a basketball game and everybody or like I said there's not a lot of
016them so early and grab that. >> Awesome. Thanks Mr. Coach. I I wanted to add that I mean this is the absolute craziest time in the season with all the athletic events and etc. And I think that obviously with some new people coming on I mean it's it seems seamless from years in the past and I think that this year even that much more exceptional. I've heard some you know good compliments from visitors coming to the school and just how things are organized and and you know I mean that's a hard thing to do. So, um, thank you and congratulations that that's that's going that well. Awesome. Anyone else? All right. Thank you everyone for the input. See, isn't it great when we start with positive? >> The right call. >> All right. Next, we're
017going to move to January meeting dates. >> Okay. We're going to move the um January meeting date to January 28th, which is a week later. That being because during January 21st through the 23rd, that is the state education convention, which some of us will be attending in Milwaukee. And um it just seems to make sense to have it as we did last year following so we can share and report our learnings, our experiences and um just basically come back together and bring the highlights of what was going on at the state level. We would need a motion since it's a change. >> Is anyone willing to make a motion? I'll make a motion to approve the January regular meeting on January 28th, 2026 in Three Lakes at 6 PM. >> Second. >> We have a
018motion by Stacy, second by Josh. All those in favor of the motion signify by stating I >> I opposed. None heard. Motion carries. Next, we move into consider approval of the personnel report. Okay, we have one hiring Jordan Lurvy as boys basketball program assistant. >> Okay. Is anyone willing to make a motion on this? >> I'll make a motion to accept Jordan approve the personnel report as presented. >> I'll second. >> We have a motion on the floor by Brian, second by Mitch. All those in favor of the motion signify by stating I >> I >> opposed and heard. Motion carries. Next we move to the TLSD legacy board. Okay. Um I'm going to turn this over to Justin for a moment and then we will talk to our retired teachers. Terry Croll and Jing
019sitting back there. I see you brought the troops in with you. >> We're just here for moral support. >> I like that. Yep. Yep. Um this is a project that was um it was the brainchild of Terry and some retirees and she got a group of workers together. I'm not going to steal the thunder. So Justin, I know that you've been involved with them a little bit. >> Is that exactly what I was going to say? >> Well, okay. >> No, you're dead right. Uh Terry Crow, uh was it as you were retiring or just before? somewhere around there. >> Yeah. I said, "Hey, I I got an idea to create some uh a board, create some way to honor uh folks who have put in uh a lot of time uh working for our
020kids in the district. And she had a nest egg of funds available in a fundraising account um through her family consumer ed classes that uh was still there as she was going to retire. wanted approval to be able to use that to start this project out and I know and she can have the floor in a second. um spent a great deal of time and when you stroll by now where it's uh currently hung up by the across the way from the auditorium uh above the above the birds uh you will see a lot of history there and honoring folks who have put in a lot of time and a lot of energy and a lot of expertise in helping this place to be what it is over decades and decades and decades. So scroll
021it's all yours. >> Okay. Um, I did not do this by myself. I only have two of our fantastic seven that got together to do this. Uh, Terry Meyer, Deb Hawinski, and also Cynthia Wallace, Renee Shoff, Tina Halverson, and Robin Le Moy, and myself. um met several times probably since last summer uh trying to put together names of retirees uh because Three Lakes has been known for their longevity of teachers administration staff. Um came up with a whole bunch of names. I don't even know the count. Um over a hundred I believe right now. um did our very best to come up with those and put them on this board and we entitled it the legacy of excellence. Um and it's representative of anybody that has retired 15 plus years in the district. And it
022always fascinated me to hear some of the stories that our seasoned veterans had told throughout the years of the old buildings and the uh connections to the community and just the history. And I just this was just something that came to mind and uh we finally brought it to fruition and again with the help of my great group um we tried our best to get not only the names but then the decades and how do we put them on this board and we came up with uh three boards two and a half but so hopefully we can move it if that's a possibility. I I haven't seen where it is. Um but with construction that it's a possibility to be moved later, but >> Exactly. And and um Terry had shared I had talked with
023Dave um Kirby that it was hopeful that it would be placed right here in this entryway so people would see it, you know, upon entry at, you know, a lower level. Well, in February, we're going to start the demolition process and it's going to get real dirty around here very quickly. So, we decided we wanted to make sure they were protected and a lot of areas are going to be affected. So, we thought what was best to do now is to put them above the birds where there's a nice white background and you can see them, but you can't read it real easily cuz it is higher up. Um, you could take your phone and zoom in and see it, but our thought was after we're done, we could absolutely relocate it and we would
024consult with your team to see where you would think it would be best fit with with the construction complete. But my initial thought in is we are really going to be building this um boardroom, this school district boardroom. And our thoughts are that we're going to highlight history um of the schools, things that are proud and just we really want to put a spotlight on and it almost seems to me a natural fit to have that as a focal point of celebrating the people who've made the district who the district is and we're so proud to be. So, I think that that is probably a really good option, but of course, we would want you to be part of that. I don't want it lost in the sea of a variety of things. So, where
025it is right now, it looks nice, but it's temporary. I Dave and I had a quick talk about, well, perhaps we could put it high and put some plastic over it. And I like, oh, I just I don't trust the construction workers will be great. they probably won't have the same heart attached to something that we might. So, we have to be very careful. But I want to thank you all on behalf of the district. Not to mention all the hundreds and hundreds of years of service, literally thousands that are posted by these employees and it goes way back. You must had quite the history project on your hands. >> Great stories, great discussions. >> So, thank you very much. And if I could say two more things, of course. Um, I appreciate the district
026supporting this because again, like you say, it's a history in itself with this these boards. Um, and then a real quick shout out to Ken um, Cornoff for doing the work um, putting all of this in and putting it together. And so it was a great project. >> Very nice. >> Thank you, ladies. >> Thank you. Yeah, I'm going to go peek at it. >> Yeah. Thank you again. >> Are these doors open? >> We could go right through there. >> Okay. Next, we're going to move into consider approval of the cross country overnight camp. So, we did this uh last summer uh for the first time. We're asking approval to do it again. Um the hopes is that we do our cross country camp uh July 29, 30, and 31, which is the latest
027we can do it based on WIA contact dates. Um and so, uh looking just get approval to do that. Um obviously two nights uh with those dates um we would have our chap rooms and everything there. Um our experience last summer was great. I think it really set us up for a good season. Um so again we'd like to make this an annual thing and so just looking forward to >> Does anyone have any questions or feedback for Mr. Coach? If there is none, is anyone willing to make a motion? >> I'll make a motion to approve the cross country overnight camp. >> Second. >> We have a motion by Stacy, second by Josh. All those in favor of the motion signify by stating I >> I >> opposed. None heard. Thank you, Mr. Coach,
028for coming in. >> Thank you. >> That doesn't mean you have to leave. But I know it's coming. So I >> Mr. Zeus told me what was coming. >> You're not supposed to tell them. >> 84 slides. >> You're not supposed to tell them. >> Okay. Uh next we move into um resolution authorizing a taxable tax and revenue anticipation promisary note for cash flow purposes in an amount not to exceed 750,000. Okay. Yeah. So, uh, come this time of year, we're really running on the fumes of our last August, uh, tax payment. Um, and in order to ensure that we can make payroll in January, we do a short-term borrowing. Um, this will be the fourth year that I've brought this to you. We've only had to use it once, but I do anticipate us
029using it this year. Um, we're going to need to do it. Um but um it's it's identical to the last three years that I've done this. It's just different dates. Um but if you guys had any questions or feedback for Caleb? uh in like what in the interest of trans or to be transparent um so I don't have this conversation kind of behind doors I I think that next year we could there's how can I say there's other um organizations or or businesses that we could get a quote for this from that I think that we could do better and so maybe if we could reach out to one or two local companies to give us a quote to compete against Beimo. I'd appreciate that. >> Nobody any other feedback or questions? >> Um if
030there are none, is anyone willing to make a motion on this resolution? I'll motion to approve the resolution authorizing a taxable tax and revenue anticipation promisary note for cash flow purposes and the amount not to exceed 750,000. >> Second. >> We have a motion by Brian, second by Mitch. All those in favor of the motion signify by stating I. >> I. >> Opposed? None heard. Motion carries. Next, we move to review and discuss the 2024 2025 school report card. >> Yes. Uh, last month I did do a preliminary explanation of what was to be coming. And within your board packet, you saw several resources just to help guide you through. Um, I don't plan on spending hardly any time on the preliminary slides that was there for your reference because I think what we're really
031interested in is getting right into what the district results are and and where they came from. So, with that, see if it comes up. Okay. 84 slides. I was hoping it was going to be like an old school movie reel or something. >> Okay. I don't think we have to spend a lot of time on that. >> Okay. So, background information. Um this the first few slides are really provided by DPI which we added to ours. Um just so you know that it it's done across the statewide Wisconsin public schools um districts and choice schools receive an annual report card. They were released in November and all schools can be seen at that posted um link at that point. Um, report cards are not assessments. They're not tests. They're a combination of several criteria and
032included is attendance, chronic absenteeism, and gener uh graduation. Um, other resources that you hear about in media is they're really looking at C course and program data, third grade reading ski uh results, whe kids are proficient or not. And then now this year they are actually collecting certain state and local law enforcement criteria. Um the data is submitted to DPI from schools, districts and vendors. Um it makes it sound like we give them the information. Actually we take the tests and they draw the information from us. We are not actually handing it to them. They're just pulling it from our results. This is just a basic review of what the report card looks like. You'll be seeing this a lot more as we get into the in individual areas. Um there's priority areas and these
033scores are weighted on the different um data based on primarily economically and um disadvantaged students. That's something to keep in mind because right now there is a move to get away from that in um it's being discussed that it doesn't feel like maybe that is what should be looked at is determining how some of the uh the reporting is shaken out by comparing you're not supposed to compare schools but it does make a big difference. This again is the the just what it looks like. And then in our district um oh I wrote this down but I didn't put it in here. This is what it would be for the report card scoring. So looking at um our disadvantaged students for our district was 34. Somebody have that right in front of them. our um
034yeah 34.1% is our economically disadvantaged students. Therefore, our achievement priority is weighted at um 25.5% and our growth is rated at 24.4%. The other two areas would then be weighted at 25% each. Now, that can vary a lot. And the reason I bring this up just to call your attention to it is you'll see that Three Lakes is really close to almost 25% across the board, but even in our neighborhood schools, um, just to throw it out there, like Rylander is based on achievement scores of 19.3% and their growth is based on 30.7. So that's quite a difference when you start comparing it. Um, Cranon, they're at 18.2 for achievement, 31.8. Um, I brought this one up for many years, so I just want you to see how the dynamics of the um the the
035demographics can make a difference. Lack of Lambo, only 5% of the scores are based on the academic achievement. The rest of it, 45% is based on growth. And you know, even Phelps is at 20 and 29. So, I look at schools that I aspire to be in competition with them like such as Stratford. Um, they're at 31.2 achievement and 18.8. So, they are doing well and they're doing it based on what their their academics are. Again, this was for your information. Um, it just brings back this annual snapshot. School is way more than what the report card features. We like to tell our story much beyond this report. There was changes this year as you hear every year. Things are being changed. There was some significant changes. Updates to the achievementbased scoring were made. Um
036the again there's participation flags on the front page. However, it doesn't mean like in absenteeism, it doesn't mean that it necessarily deducted points as it has done in the past, but it is flagged if you are not meeting at 95%. Again, here's a little bit of a breakdown how many changes have come. It makes it really difficult to do comparisons of your data from year to year. Uh you can see just in this brief 10-year period, there's been some major changes going on within the reporting and there's more to come next year. This year standards were reset. Group of educators work with DPI to reset the standards. Um make sure that there had been thoughts or comments or concerns that perhaps the rigor wasn't there where it had been. Um, a lot of work went
037into it. I don't feel like a whole lot actually changed in from what I can see on the surface except the scoring breakdown did change. Uh, you will see that last time the um 2324 like significantly exceeds expectations went from 83 to 100 up to 84 to 100. And I outlisted for you the plus one or plus two bump up in what it resulted in. Now you might not think that's a big deal but we had one school that miss significantly exceeds by 0.1. So if it was last year's criteria they would have remained the same. So it's please don't think the school has gone down in their efforts or their their progress. It's just again data. Here's some more information on this. Um again you're advised not to compare schools. I'd say it's even
038difficult looking within districts not to compare too quickly. Like if you look at sugar camp and three lakes, you do have different de demographics that make up the student population and that is real based on how scoring is done. Um this is just all reference information that we'll get deeply into on each of the um individual schools. Again, third grade reading is one of the main areas that are looked at. It's been believed, known, um, verified, documented that you have a very strong understanding of how your students are going to do by their reading comprehension at third grade. That seems to be the the point that they're getting it or we have to really be concerned about why aren't we getting it. Remember, a lot of work has gone in on those early years. It's
039almost all literacy all the time along with you know other academics but that is the primary focus and if we're not getting it through regular programming and even interventions that have started at this point we have to dig a little deeper our district report card um actually we did well we exceeded expectations 75.4 before uh little but you could see that's where the breakdown is of the four areas that I had discussed. The other two areas besides the achievement and the growth are the targeted group outcomes and the ontrack to graduation. Here is our breakdown of our demographics by data. Students with disabilities 17.6% 6% economically disadvantaged 34.1 and we've got only 0.2% of English learners in our district. And when you take a look at the breakdown of the overall scores, that's the comparison
040of our district to the state. It helps you see that um we look stronger than the state in areas of um our um academic. But if you look at growth especially in English language arts, our growth is behind that of the state projection and this goes down into how the points are assigned. Certain amount of points are given for each of these categories. I believe as four for significantly exceeds as three meets I I could be wrong. There should be one. And then again we're not supposed to compare but just to give you a quick breakdown of where we are from year to year. This is something that the administrators um live in and work with it. daily business, working with staff to see where where our areas are that we can potentially improve what
041we're doing, >> bring stronger teaching practices and programming to our kids and a change up this year. We're going to dive right into Mr. Bus or Mr. Rosinski is going to take over. That still feels strange to say, Sugar Camp Elementary. All right. Probably hit on some of the same things that Terry talked about here, but um okay, so these are just the demographics. Um pretty much stays the same from year to year. This is a 2 and a half% drop from last year for our students with disabilities. And that is a fivepoint drop on econom economically disadvantaged. I'll hit on that a little bit later. So 24.3% there. Report card score. This is the 0.1 differential. Um exceeds expectations. 84 was significantly exceeds. This is the priority weights. And if you remember from other
042years, sugar camp does not have four weighted areas because you need a you need enough students in that subgroup that you can't identify individuals. So they don't give us a um a target growth area. So we have three areas that are weighted here. Almost 50% of this is now achievement. And Terry did mention this, but this is last year's. So as your uh economically disadvantaged number goes down, this achievement weight goes up. So we're we're rated less on growth than we were. Last year in Sher Camp had some really good good growth numbers both years. Um and you're weighted more just on that straight um proficient and advanced. Okay. So that's one difference in this overall number. I always like to talk about the report card score versus for me I always look at proficient
043and advanced kids. What are we doing? Where are we moving? What direction are we going there? Because this is a public consumption number and it doesn't necessarily tell me enough of what I need to know to to um support teachers and what they're doing. Uh just one graph on achievement here. Um 82.8 eight is the score. Well, this is two years of data if I'm remembering correctly. So, last year and this year, they're kind of weighted together. Different weights on each year. The most recent year is weighted more. Um, but we're in the second to top tier there on that as far as compared to everyone else in the state. Here are the actual numbers. So, ELA pretty close to staying where it was. Uh, it's about a three-point drop. And then in the math,
044we took a big drop from uh 76 76.7 here proficient in advance down to 65.2. And again, that's as your class classes move through there. It's a little bit different each year of of who you're looking at because we're testing third, fourth, fifth, and sixth in elementary school. Um so these are good numbers. Not quite as as nice as they were one year before it, especially in that math area. Good thing on here is um when they give you points for achievement, these all get points. If you have kids in this top category here, they don't get that's zero. So those three three kids that are up there, we don't get any points for that. I think it's a half point, one point, and 1.5 multipliers um based on the category there. Again, growth, we're
045in that second to top tier. Really good growth numbers, especially in math. This is the growth detail for sugar camp. Um, if you're on this axis line, 3.0 is expected growth. That's that's 50%. You're right in the middle. So, if you have a number above that three, you're growing at a higher rate than what is projected or expected. Um, this over here is excellent. These four point and above. I think last year the maths were at five. And again, if you remember back to a couple slides ago, we're being rated less on growth now for that overall score than we were a year ago. Okay. Uh we do not get again here, I think when marks up three lakes elementary will have an economically disadvantaged score here too. We don't get that because again subgroups
046not big enough. Uh on track to graduation, this is a good number. There are three things that go into this in uh sugar camp. Again, in three lakes, there's four, but we don't have that target group. This is a really good number. The chronic absenteeism has been a concern. Uh this actually went up 1.5 in share camp for this year from last year. And I think that's that's the first year in a while that we've had an upward trend instead of the downward trend. So, I'm happy with that number. Um schoolwide attendance is also up by a little bit 0.2. So, attendance numbers are bouncing back in this building. Um, third grade ELA scores 75.2 versus the state 64.7. Uh, that is a little drop from last year. I think it's about a four-point drop
047from where Sher camp was a year ago. Historical. Um, this orange line is the report card score. It's stayed between 82 and 87. And again, These two are scored the same way. These were different, but they're still in the same ballpark. Um, so the blue line is SH Camp's ELA proficient and advanced number. This one, so down, up, and then a little bit down this year. Both of the This was weird. Both of these math and ELA numbers ended up at 65.2, which I don't know how that happens, but um, again, the math the math numbers came down quite a bit from the prior year. Red and green are the state uh green is state math. Red is uh state ELA and you can see we're significantly above those as in most of these years
048we have been going kind of fast today. Any questions so far? Making sense? All right. This is a this is math. Uh this is grades three through eight. This is actually a a piece of data that we or data sets that we used in our um data dig and our planning meetings with teachers. We're looking for this is a breakdown by grades and I do have three lakes and share camp on here. TL third, share camp third, fourth for each and fifth and so on into the junior high. um you're looking for if you're if you're at that 80 number that that tells us that our universal is working, our tiered support, our EMLSS systems are working. It means that when you take that bell curve of students, you're always going to have 10% on
049this end, 10% or five and five that are always going to need those extra supports or that acceleration. But the if we're at 80, we're we're in really really good shape. It tells us our core programming is working pretty well. uh across this in all these grade levels with the exception of right in here. Um these are all near or above that 80 mark. So we feel like our math program is doing what we want it to do. We're continuing to work on um improvements for that. We've added um Dreamwork uh Dream >> Dreambox. Thank you. We've added Dreambox as kind of a um a universal tier 2. We don't have math interventionists, so the teachers do their own interventions in the classroom. This is a way to hit kids that are struggling to kind
050of push push them forward. Um, if that works really well, we might use that for acceleration as well. Other classrooms are using Alex math for acceleration. So, we're we're starting to get into some of this math work with our teaching staff that we focused a lot on ELA the last few years, but these conversations have been really interesting. Um, but it's it's a good starting point. Okay, this is back to the report cards. Um, three things I wanted to highlight after we were told not to make comparisons, but I just this it's just interesting and I have a lot of data up here and I just kind of picked and these are elementary specific. They're not district scores or elementary schools. Uh, point one I want to make here is this economically disadvantaged number in
051all of these share camps is the lowest that's out there. Um, so usually better achievement comes with, you know, having fewer kids in that area. It's just an interesting point. The next one on there was uh MHLT right here in North Lakeland 32 and 34. Um, the green circles that are up here, Three Lakes and Share Camp. Now, if you look at the overall report card, this is what I was saying before. We've got a a sevenpoint gap here between the schools. These numbers are actually better proficient and advanced numbers. There's more proficient and advanced math in three lakes last year than sugar camp. And yet this score is here. So that's just I want to illustrate that to kind of hammer home that point of that public consumption number. It it tells you some
052things. It doesn't tell you the whole picture. Um, if you went by straight advanced and or proficient and advanced, North Lakeland would have the best scores on there, but they don't have quite as high of a um a rating there on the report card. Um, again, focus on proficiency at least in trying to determine your programming. Any questions on this one? Okay. I always look at male, female. Um this is just share camp on this one. Um math proficiency here, boys, girls, ELA proficiency, girls, boys. This follows national trend lines. Girls usually score higher in ELA. Boys usually score higher. Now, that's not universally true. Um but kind of follows that pattern. So our job in the classroom is to figure out how do we close those gaps? How do we get more boys to
053proficiency here, more girls to proficiency here? That's something I've talked about the last few years. I'm obviously in a different building this year, so it's it's kind of starting over for me. This is a little concerning. Um, however, so science and social studies, we're only at 50% proficient in advance, which you usually don't see that. I think I got to wait. I have to wait another year because this is one. We only test fourth grade in science and social studies. Everyone gets tested in ELA math but only that one class. So this is a reflection of one class in sugar camp for this year. And these numbers from previous years were were higher than this. Okay. This is the same thing but it has blueish air camp three uh red is three lakes and then
054um the the yellow line is junior high. If you look at just for for what I was saying before about male versus female, the three lakes elementary ones don't follow that same pattern. So, it's just just another piece of data. It's interesting. And that is all of mine, I think. Any questions? That's easy. Okay. All right. So, I'm going to start this evening with the elementary side and then I'll switch gears into the junior high. The area that I want to focus on the most tonight is that growth metric that we've been talking about. I'll spend a couple slides breaking it down. And if you guys really want to get into the weeds, I have some printed copies here that we can go through just to understand that growth score just a little bit more
055and and why it's a really good indicator of what teachers and staff members and administrators are doing to raise that that growth for our students. So, I will jump in here. Very similar format to Steve. Here is our elementary again that overall score. So 77.1 this was a a little bit over a twopoint uh jump from the prior year. Again we have four areas unlike sugar camp where we have that target group outcome added back into the mix because we have a large enough subgroup for that metric to come into consideration. achievement. I'll dig into this a little bit as we as we go through that growth score. But again, here is our elementary achievement again at uh same or higher of 74% of K5 schools across the state. Here's that breakdown. And again, looking
056at 2324 to 2425, closing some gaps across the board here for English language arts and also for mathematics. The one that I really want to point out here is this jump here from 2324 to 2425 on that math piece. Again, closing that top down and bringing more of those students to that proficient and that or that meeting, excuse me, and that advanced area. So, I'm going to spend a few minutes on on this metric here in particular and just talk about some of the things that we've been looking at going through the elementary into the junior high. So, again, growth score here. We'll talk about that number. We'll break it down. So, as Steve said, anything that is a blue past the right hand side of that middle line there is is good, right? That's
057our goal. Our goal is to get to a three and higher. So, as we look at this breakdown right across the elementary, our staff members are growing kids at a higher rate um than other other schools. And I'll talk about how that's being done and what those metrics are here. So, here is the breakdown of our growth. So the first item that I want to talk about is just the waiting of that growth score. So it does go back three years. The waiting increases as we get closer to that current year that we're comparing. What growth is is it measures our school's impact on growing a kiddo while they progress through our school. What's great about this is we can compare a senor kiddo to across the state from a demographic standpoint and we actually
058isolate that. We take it out of the fold and then we can really look at truly how are we growing students on basically an applesto apples basis with other kiddos from across the state that have similar demographic information. Here's that demographic information. So this is the these are the factors that are taken into consideration when we're looking at comparing students. So what the state does is they take all this information. They identify similar students and then we compare those students with how we're growing them from a score standpoint. Again, at the student level and then it's averaged across that school and those districts. This was a um image that we took that we got from CISA from this past summer. If we look here, what we're looking at over here on the left is let's
059just say this student is Johnny, right? We expect Johnny to grow from prior year to this year uh an average amount where we get that additional growth percentage and again past that three on that scale is if we can grow that student score a little bit faster than what's anticipated than what the average is. And on the contrary, right, if that student is not growing as fast, right, Johnny is not progressing at that same rate, then that score dips to the other side of that three and we're not growing that student as fast as we should or could. So, as Steve said, I I'll show you guys an image here on the next slide, but our growth score goes from a zero to a six. Again, our goal is to be at a three or
060above. What's really cool on on some data on this is if we can get a kiddo to a four from a three, right? If we can grow that kid just a little bit more, that corresponds to roughly 1/5 of an additional year of learning. So that equates to about 36 more days of learning comparison to a student in a different building who's not growing as quickly. So again, some some some really cool data there on that piece. Here's that range. Again, our goal is a three and above, right? When we look at those numbers, our goal is to get to that blue and to push over to the right hand side. So again, just to show you guys that that graph again, now that you have that information, that you have that background. If we
061look at the Three Lakes Elementary data, it's sitting right at and in some cases a little bit farther on the ELA side. And then as Steve pointed out to on that mathematics side, our math programming is working really, really well even though that we don't have that intervention piece as built out as we do at the English language arts side. So again, this is looking from a growth standpoint, our teachers are putting in the work. They're doing a fantastic job of growing our kids where they're supposed to be. Combining those two. So we had that achievement score that we talked about a little bit earlier. This is kind of that that full complete picture. Achievement is a one-day snapshot of a student, right? A standardized test on a given day. Growth is over multiple years.
062Achievement does not factor out demographic information, right? growth does factor that and we can compare apples to apples. So again, just getting that full picture here as we look at achievement and growth together. Jumping into that target group outcome, again, pretty pretty solid number here at 71.1. Again, we're looking at 20 or more students in a target group here. Break down just a little bit further on that target group outcome piece. on track to graduation. As Steve mentioned, that attendance piece has been beneficial. We've we've seen those numbers go down, right, which is good. Elementary side, are there any questions or items? I know that was pretty quick. Okay, I'll jump into to the junior high. What's unique about our report card is we do segment our 4K or our K6 from our 78. We've
063had a lot of discussions about this. Do we bring that school report card? Do we bring that programming for uh 4K K8 across the board? That would then allow us a little bit broader of a snapshot. Um but currently we do segment the the two report cards across the the 4K 6 and then the 78. So here is our overall breakdown across our junior high. So again, overall score 72.6. This was roughly a uh just under a twopoint drop from the prior year in terms of that overall score. There are our priority weight areas. Again, we have that target group outcome because we do have that that subgroup there that's available for us to look at. Achievement wise, I just want to talk just really briefly, right? Again, overall is a 78.7 and then breaking
064down English language arts and our math, right? 74.2 for ELA. But then you look at that math piece and it jumps all the way to an 83.2, right? Which really, really good sign there from that achievement piece on that one day snapshot. performance levels again comparing year-toear looking at that ELA piece again going from a fewer kids right across the board in ELA and then same thing for math right trying to decrease those top items and push more of those students into that meeting and advanced category for both areas there growth score again we have a little bit more context on this now overall growth score uh 69.8, right? Breaking down a little further, ELA is a 71.7 and then math is a 67.9. So, little bit less than our elementary side. What I wanted
065to show tonight and just talk a little bit about is what we have on the screen is that elementary slide from a little bit ago comparing our ELA and math growth. We then look over to that junior high. So, as kids progress up, you'll notice that we're going from scores to being on that right hand side, that blue shade that we'd like. They're going the other direction. And we've been working at this. We've been looking at why this is. And we haven't yet figured out the exact piece to the puzzle. Our number one item that we're looking at right now is that tier one universal instruction, right? What are kids getting? Why is it differentiating? Why is it different from, you know, four, five, and six? and then starting to decrease a little bit into
066that junior high. We haven't yet pinpointed why that is. We've also been looking at some unique ways to approach intervention at the junior high level that we have not done previously. So, we're hoping that as we go through this school year that we can really nail into and drill down why this is occurring. But unfortunately, I don't have a a concrete why is this happening just yet tonight. But our goal throughout the year is to figure it out, to identify it, and then to address it throughout this year and then of course going into next school year. But we do have a lot of really good things in place that I think are going to allow those scores to push back into that blue side which we which we are going for from a growth
067standpoint. Target group outcome again overall is a 65.6. Breaking down just a little bit further, right? looking at those different component scores. Same thing on the elementary side. Our chronic absenteeism and attendance pieces are improving, right? Which is good. We want that number to go higher, right? We want that that to be a really good number on track to graduation, right? Overall, 88.1. So, we had a very very strong score on that piece. And as I mentioned, we are spending a lot of time right now, myself and the the junior high team really trying to identify some some items. Our overall goal, right, is that continuous school improvement that that our focus is across the entire district for K12. breaking down some of the items that we're currently doing. We currently have our eighth grade
068teachers together teaming on ELA, which we think is is is effective, and we're trying to figure out a little bit more on that piece of having essentially a team or a co-eing model. This year, we built interventions into the schedule for our seventh grade students, which we've really, I think, found a model that's really effective and now taking it across both grade levels for next school year. We do allow for that math acceleration piece to happen in seventh grade. So those seventh graders progressing a lot quicker through math and being able to take additional courses when they get up to the high school level. And then we're going to really start to utilize wind time in a different structure for semester 2. I've gotten a lot of feedback on this from staff members, not only
069wanting teachers to request specific kiddos, not just in their grade, but also allowing students to go into elective wins to have a time where they can work on a different type of project, a a different item compared to just their standard um English, math, social studies, or science. So, that is going to open up here in semester 2. We also are going to do some unique programming around a student mentorship program that Miss Peters is going to help help us with in terms of identifying some students to work on some social emotional and some study skills across the board. So, the middle school team is really excited about rolling out win uh to that level where it's at the high school where kids can opt into a win or staff members can pick them um
070and use some of that time to be a little bit more targeted in what they're doing. We are looking up and down our system from a grade level standpoint and what's being taught. So starting to have conversations with fifth grade, sixth grade into seventh and eighth and then also 9th grade down into eighth and seventh and sixth grade as well. So staff members are able to get that full piece and that full picture of what's happening across different grade levels to improve that overall programming and what students are getting. And then our big focus right now, right, is that junior high schedule. As I said, my goal for next school year is to have the seventh and eighth grade schedule be relatively integrated, to be relatively the same to allow for our interventions to happen
071during the school day and for us to not have to pull student out of a block class to receive a targeted tier 2 or a tier three intervention. So, that's where where we are and that's where we're going on the junior high side. Questions on junior high? Okay. Thank you. Thank you. So, high school wise, uh, in general, happy news in that we are better or have a better score than last year. That's happy news. not so happy news. And what makes me crabby is being the ugly duck of report card scores of the district. Like it doesn't doesn't sit too well with me. And and so um >> really work to improve. >> Yeah. Right. I know. I know. I know. Um so this is our score last year at the high school level
072specifically. Uh this is this year. So as you can see, pretty significant jump over last year. Uh largely that could be attributed to before we get too much into the weeds, it can be attributed to achievement. Our achievement scores are up. Um you see over there the uh uh the way things are weighted for our building. Um, and yes, like Mark reported with the junior high and the elementary, we do have uh target group outcomes reported or or or weighed in here because our target group has enough uh students in to allow for that to occur. Um, and there's some happy news there. So I too went to the route of comparing um a a little bit just because like like literally for my own peace of mind I wanted to spend some time some
073quality time and say okay I see our high school score is less than our elementary scores and um but where does that stack against other high schools in our in our world and I and I very informally selected about the same 20 so 20 20ish schools that uh Miss Manny had shown for the overall district scores. Uh, and here's here's where we sit on the overall report card report C card score. Um, highest being Pines over here at 771, lowest Mel down here at 549. You can see kind of where we stack up against our neighbors. This is not our CISA. Some of these folks are in a different CISA. A lot of them are CISA 9 schools that we collaborate with quite often. Um you you'll see in a moment the range of these
074schools achievement scores are way bigger than the range of report card scores. Um by and large we're doing okay. Nothing terribly like um alarming although sure we'd like to be over here. Um this next uh comparison slide shows us this is just achievement in where we score on our achievement. the kids who are an advanced uh proficient well we don't use that word anymore I guess but um and ACT and all the the testing that we do with our kids uh where where we're at is a much happier place than in the overall school report card if we are only looking at and focusing on how our kids are doing in academic achievement. Okay, so this gives me some peace of mind like okay yeah I I I I can go with this now. uh
075Leyona Pines and us are in a virtual dead heat tie all within the uh within one point of each other. Okay. Our range goes from 741 Stratford all the way to 49 anigo. Um if any of you who interact with Mr. Pulson over and Ryan Lender ever need a uh opportunity to make him stop talking cuz he likes to yak about academic or excuse me athletic successes uh from time to time all you need to do is say ACT. That's all you need to do. Um and that will shut him up. Um and I I joke Mr. Pulse and I go back to about 2010 in the ACT races at the various schools we've been at and um thankfully for him and a goal has now taken over the basement. Um but that there there's
076what what really matters is this this achievement like this is this is good stuff and we are in a very good spot. So I'm going to dig into the weeds a little bit about why our score is where it's at. But um generally speaking folks, I think we can all be happy about where our kids are achieving relative to a lot of neighbors. Some of them look a lot like us. Some of them are much bigger, few smaller. It's a pretty wide This is our neighborhood, right? Like these are so some of these folks here. I'm pretty proud that we are uh above in terms of achievement of our kids. So that's happy news. Um, this shows uh the the the differences between uh this this year on top and or last year, excuse me,
077uh versus versus this year. You can see that in most places um we we either gained uh ground or were the same. Uh, I thought at first that this the growth area was a typo or maybe the DPI forgot about it or maybe they they plugged in because it's exactly dead on the same as it was last year. Like you can't like you can't make the stuff up. It's so exactly the same like it I thought it was a typo but we did a check with it and no that's accurate is exactly the same as last year. So that's not just oh I forgot to cut and paste the wrong slide. that's exactly um the same and the growth um in achievement we we obviously went up a bit. Um really love this when you
078look at uh 23 24 versus this year in both ELA and math. Uh you can see the the the right colors grew, right? Happy. Yay. This is this is this is why our achievement score went up so significantly. Like you look at the number of kids that shifted into the purple into the light blue uh in ELA especially. I mean this went from 30 kids to 48. Yay. Right. That's a huge that's a huge jump in a school our size. Uh in math we're moving the needle. Good stuff. target group outcomes. Um, I don't know and I don't want to steal any Mrs. Vulks thunder as I because I I I don't know how how she's going to if she's going to get into this stuff, but target group outcomes, folks, is the achievement or
079the h how is the lowest performing whatever your lowest performing group of students is at your school. That's what uh this reflects. and the fact that our target group outcome has increased 55 to a 62. Uh I you you can't see this and not give a tip of the hat to what we've been doing lately. And and and and quite frankly, this wasn't maybe the most popular move at the time when we we we changed how we do special education here a few years back. Um and I think it's it's working pretty darn well. Uh and and this is evidence of that. like our kids uh kids who have uh special needs are getting the the universal curriculum from the content area expert and they're getting support from our special ed department and it seems
080to be working pretty well. Um again, that's a happy joy joy. Yay. Um I I I think I mentioned this kind of in passing at an earlier board meeting where when principles get their ACT scores uh the for for everyone I shouldn't say everyone they they get their regular ACT scores and then you get your ACT scores at a later date that show uh the ACT scores with kids who have accommodations for taking the ACT and usually your your overall cumulative takes a hit after the second pile of scores comes in. And this last year, that wasn't the case. It was it was the lowest the the the smallest hit I've ever seen in my my career of regular ACT plus ACT with kids with accommodations. So again, that points to the fact we're doing
081a nice job with kids who have special needs. And um anyway, that's that's just good stuff. Um, so this shows you a little bit of the progression over a longer period of time. There's three years worth of target group uh scores on here. Um and and and and this also illustrates something that's very very important I think uh when you put in a universal or you you work on a universal program that works for kids and and and whether it's kids with special needs or kids who don't have special needs. Quality universal helps everybody, right? Uh this is a non-target non-target group. Look at that. Bam. They're benefiting from it, too, is what I'm trying to say. Um, that is why I put all three years up here because, as you see, uh, all of
082them, all of the different spots, target group, non-target group, math, and ELA is is growing in the right direction. That needle's getting moved. Um, it benefits all the learners in the room when it's done well. chronic absenteeism. Uh we we in our target group, we got better. Non-target group, we did not. I don't want to beat a dead horse. Um there are things we could do if we wanted uh to to to amp up our attendance intervention a little bit or or switch up our language a little bit. We could. Um it's it's that balancing act is do do we do we do that? and and risk not being the familyfriendly family vacation friendly district. It would it help here? Maybe. Maybe. Um but this is this is where we lose some points, right? Um
083if the state report card is something we're deeply concerned about. Um this is as you know uh where we are at in in the high school in terms of our professional development. the the big three uh question that has to drive what we do academically all the time. We're and in fact just earlier this afternoon this evening we had a after school PD session where we're uh on on an ongoing basis of examining how our assessments are doing in terms of are are we measuring what we need our students need to know. We we figured out what they need to know. uh we got to make sure we can measure that we know that they know it and uh in the future as we move forward and we're working on this of course ongoing in
084our uh student support department but that those are the three big questions and right here is where we're kind of living at right now in our professional development plan. Um existing programs that I I I feel are are helping and we need to keep the um keep the gas on. Uh it was mentioned before uh wind time in in in most cases is pretty helpful. Uh always looking for tweaks to make it better. Uh horizontal team meetings those happen very regularly where we discuss if we see red flags coming up in terms of student performance uh academically, socially, emotionally, behaviorally, all those things. Um ongoing professional development, that's a no-brainer. We we we do it. We are doing it. We're constantly as as an admin team planning what the next step is moving forward. Uh
085SISA helps us with that to some degree. Um teacher peer observations have been in place for a while. We're continuing with that. Special ed programming I mentioned it's it's the the the way we're doing things now and continue to to evolve in a good way. Um in the future and and achieving kids are always engaged kids. And I I mentioned this earlier today about more more math for our high achieving math students that we can offer in house. all those little things uh together and we offer so many things um f for different uh groups or different individual stu even to the individual level uh student wise but these are some of the things that uh if you have this you will get engagement that's almost an absolute guaranteed certainty right if if if kids
086can see how what they're doing when they come here or go to wherever they're going to to get their educational experience. If they see relevance, they're going to be engaged in it. And here's just a short list of some of the things we do. Uh the ACP uh stuff that Mr. Bach heads up with our ACP committee of teachers, careers in the classroom, systematic regular use of of Zello, that's amped up a little bit. Um there there's a lot of kids in past years who and maybe they still do feel this way. uh Zello, you know, but um we've really amped up the it's way more systematic now where we we're we're delivering Zello, which is now uh side note uh recently approved as the state's um uh academic career planning vendor. And that's a
087a huge for us because that's what we're using and we have been using. the state chose what what we've been using already for that service or for that as a vendor of that uh a warehouse of all that information. So that's good. uh school to work sometimes, in full disclosure, sometimes uh there there is school to work is a tough one for some of our staff for real because if they're going school to work, you know where they're not? They're not in the classroom, right? So, that's that's at times a challenge for us. Uh however, the school to work is something that we need to continue to look at um and offer because not every not every kid in our in our school is going to a four-year college. And if they're going to meet
088the graduation requirements and they're going to get some skills and some training that's going to help them next year or two years down the line when they enter the world of work, they're engaged. It's relevant to them. So um school to work job shadows uh dual credit courses huge deal and that's growing every year. Um one thing that we are doing now at the high school level that again we need to keep doing and maybe continue expanding is uh and I think this year Mr. box started with the sophomores uh scheduling sitdown meetings with parents and students to really map out what the next couple of years of high school looks like because there are some choices kids uh can make and when you look at our course description book and we want to have
089those be informed decisions and informed choices with parents involved in that. Um we need to keep on keeping on with that. So that's kind of the general sense of what we're doing. Come on. Why is it not going? >> That's high school in a nutshell. Questions, comments, concerns, >> you're up. >> I think Justin covered everything for me. So, you did great. No, we have some good stuff to talk about here. Just general over um view of the demographics. Very similar percentage of students with disabilities identified as last year. So, like Justin said, I I didn't forget to put that demographic in there. It's it's a very similar number. Um important to note again, the state average is around 13 to 14% of students identified with disabilities. Um, and the national average is about 15%.
090So, we're we're getting there. We're making some progress. Um, I always like to do a breakdown of where students are at with disabilities according to the ELA testing results and the math testing results. Um, so you can see and I did add the year prior too here. I guess the important thing to note is the shifting, right? We're shifting from less students at the developing and approach and approaching level to meeting in advance. So, this this is really cool for me to see. Two years ago, we didn't have any students in that advanced level for ELA. So, some nice nice growth there overall. Um this is just a breakdown of where um students with disabilities are at um with either meeting or not meeting and it gives a breakdown of the different disability categories in
091comparison um to the state where we are. So you can see we're definitely higher than the state in the category disability category of autism and also specific learning disabilities. Speech and language is is also very close. So that's always always good to see. And then as far as math goes, again, um data is shifting in that right direction with the less number of kids at that approaching and developing level and then shifting more to that meeting in advance, you know, and a nice nice big jump for both in that advanced and that meeting level, which is really cool to see as well. And then there is a breakdown again by disability category. In this one we have um students with autism, students with learning disabilities and students with other health impairments that are above the
092state in that meeting proficiency range. Just some nice nice things to highlight there. Definitely. As you can note on on both the math and the ELA that we're we're still compared to students without disabilities, we are still there's still a gap there, which we know. However, when you look at that growth rate, the little the boxes with the threes and the fours and five, six, students with disabilities had higher growth rates in both ELA, well, it was higher in ELA and very close in math. So, they are growing at a more significant rate than our students without disabilities, which is it's pretty cool to see, too. So, as Justin alluded to, we're doing some really good things and we're doing the right things for the students. And again, I just I talked about, let's celebrate
093that growth where it's, you know, it's small growth, but it's heading in the right direction. Um, and we're continuing to meet the needs of students with disabilities right in the classroom. layering supports, having them all have access to that general curriculum with the expert learn expert teachers and then layering those supports with um the special ed paras and teachers. Um and then a big thing that we worked on this year too was our student support team. Those um looking at evidence-based practices for both prevention and intervention and working our way up to the junior high which Mr. Besco talked about um and looking at interventions for kids. What can we do for them to meet their needs? Um and we've we've created schedules. Um this is the second year I think Steve is that right
094that we've done that where we've incorporated time into the day for especially at the elementary level for paras and um special ed case managers to get together. Yeah. year or two of this which we've had really good feedback about. We're able to collaborate on student needs, talk about what's coming up, you know, different professional development opportunities for paraprofessional staff working alongside the um special ed case managers. And then in addition to that, we're providing personalized professional development for paraprofessionals um not only throughout the school year um but on our inservice days as well, which has been really good feedback from them. So, it's nice to incorporate them into our learning as well. I think that's all I have for those special ed end of things. Does anybody have any questions with that? Okay. Thank you.
095>> Thank you. >> Do we need this anyway? Let me turn it off. And just to wrap it up, it's um reflective of what everybody is doing. It's happening every day. It's it's the students working hard and developing themselves, but it's the teachers, the paraprofessionals, it's the all the staff coming together and really trying to make that cognizant effort to take us always a step further. >> Yeah. So a lot of work. >> Um just to thank you to all of our staff and administrators um for the presentation is in itself but the data is confusing to the lay person looking at it. Right. So going through and having additional data and resources for us to kind of really look at the nitty-gritty of what the scores actually mean and are we truly improving or
096is some lower scores based on another factor. So I appreciate you taking the time to explain those processes. um not only to us as a board but also to the community so that they can review. Obviously, this is something people compare when they're looking at coming to a new district, right? People look at a score and just assume the higher score, the better the school. Um which may not be reflective of the truth. So, >> that is true. >> Appreciate the work and effort and um we we see what we're doing. It's not it's not a matter of a score. So, any other feedback from the board or questions? Okay. Anything else from you, Terry? >> No, I think we're set. >> All right. Next, we move to consider approval of public participation in board
097and committee meetings policy for adoption into the school district of three lakes policy book. We do have policy, but it was really general and vague. Um, if you recall last month, we went through and completed the 100 section of board governance, and this one wasn't there. We were waiting for a little bit more clarification because one thing our district really values is to take the state law, but also to have local control. We didn't really do anything that I would call as a change other than our past practice for many years including like the length of time that we have designated for speakers to speak um has been a practice. It's been a protocol, but it has not been a policy. And in the sake of, as Brian said before, of being completely transparent, really
098want to make sure that when we have citizens and delegations who would like to speak, we want it to be fair and equitable. Um, we do realize that in the times we live in that sometimes certain topics can take over a board meeting and that has not been necessarily a case here. Um, but there have been groups that have actually even traveled to districts that aren't their own to to share their points. So, we wanted to go ahead and really clarify what our policy is. So, that brings us to um policy 187 and you had the opportunity to to read it and study it, but I'm going to give you a few headlights or headlights head you know >> highlights highlights. It's been a long day and um give you the opportunity to ask questions
099and clarify. So basically what we have outlined here is what we have done. Um when there is a board uh agenda item, we always ask for our our citizens if they want to speak to an agenda item. The board president recognizes all speakers. We do not pick and choose who gets to speak. We recognize all. um we have a limitation of three minutes. However, if there's several people that want to speak on the same topic, we can share they can share like if Mr. Coach wanted to talk about something that Mr. Bolman or another parent or wanted to they could say, "Okay, we're going to take 9 minutes and collectively do that." The board president has the discretion though of saying this one topic we can go ahead and wrap it up after 30 minutes
100because um what has happened postco I'll just put it that way and a lot of the political unrest in the state as well as the nation um certain topics that may not even be agended have kind of um derailed what the focus of what a meeting is for. Now I would want to also put out there that what is not written in policy but what we do what we do is if there is an agenda item that we haven't put before our our community and it has a lot of interest we do bring that forward that's a different procedure it's on the board agenda the board addresses it they speak to it we gather information and then there can be more in-depth discussion about that topic so I want you to not see this as
101a limiting but other than more so let's take the proper lanes to do it properly. Um again I wanted to make sure that you all realize that it's about equity. If there would be a situation where the um individual who is participating in a board meeting would be crossing a line, making a threat or getting out of again their lane or doing something that would not be within the guidelines, then the board can um the board president can disrupt and say, "This is enough. We're going to end this topic." That has rarely happened. Well, it's never happened here that I know of, but it is not something that's common in our area, but I hope that's for a couple of reasons. First of all, I hope it's because we are addressing things as they come
102up. When citizens call or have concerns, we try to always address what we can. If it's a bigger agenda item and they make a formal request to bring it to the board, then the board president considers it with me. We look at it and I would say I can't say every time but I would think it's not going on the stretch that I can't think of a time when we've said no. We we bring it to our community because we are a board a board representing the community of citizens and we want to make sure that those voices are heard. Um, like I said, we just wanted to make sure that we had this really clearly stated and in the future, should there be a situation that we would have to refer to, we have
103the policy in place that we can refer to it in black and white, whether it be, well, they're talking for seven minutes or they got to talk to for only one and they were cut off. No, we have the procedures in place. Now, I guess with that, I'll let you all ask me questions specific to this one. >> Brian, did that answer some of the questions we had talked about in the past? >> 100%. >> Very good. All right. >> So, if there are no questions, is anyone willing to make a motion regarding this policy? I'll make a motion to approve policy 187 public participation of board and committee meeting for adoption into the school district of Free Lakes policy. >> Second. >> We have a motion by Mitch, second by Josh. All those in
104favor of the motion signify by stating I. >> I. I. Opposed. None heard. Motion carries. Thank you, Terry, for the work on that. And then we move into consider approval of full-time public school open enrollment policy for adoption into the school district of three lakes policy book. Very good. We also have open enrollment um policy, but as you recall, every January we set the seats as to what availability we have. And with our resources sometimes being limited, especially like in the special uh ed world of what we can offer or can't offer, we have to always be cognizant of being able to meet what the needs are of our resident students. You know, we are a very welcoming district and we want to have as many students come to us open enrolled as possible, but
105we also have to have the personnel and the funding within our budgeted plan to meet those needs. Sometimes we get surprises with people who move in and they might move into district with a lot of unexpected um needs as far as financial implications, but that is just part of what we do as public education. So, we always want to keep that in mind as well. Um, just to outline for you, uh, this is basically a seven-page policy, which is sounds more impressive than it really is, but it goes into some of the whatif situations. In our district, we do establish um what is considered open seats by space availability, by the classroom um student needs, by the disability needs, and by our personnel that we staff. Because, as you may recall, 85% or more of
106our budgeted costs are tied to our professional staff and providing those resources for students. that is common statewide, but it is on a smaller budget. It is a big consideration. We also don't want there to be a false perception that we're establishing waiting lists and you're going to get called that now you can come. Some districts do have established waiting lists, which is um more so in a bigger district where there are a lot more students. Our goal is always if we can honor a request, we're going to honor that request. Um if there would be several in the future like say that want to come in and there would be a limited amount of seats that's where we go into the next part of this policy it would be well what would we do?
107A random selection process is used and this again is determined by state law. There's a couple of different ways that you can do it, but we would never want it to be under the impression that we're picking and choosing because to us all students are welcome and we want them to be in our district if we can meet those needs. We do have though what's called preferential access and I'd like to explain that a little bit more. So let's say we have an openen enrolled student who is currently with us and they may have they may be special needs or they may have a sibling and they're already attending in a different school district but they would like to petition to come to open enrollment to our school district. Say it's at a class level
108that we have real big numbers and we don't have a lot of flexibility. that student would be given preferential consideration because a family member is already coming here and we're working with the needs of that student. Um so that is the one I would say like the caveat exception. This is by state law. It's not that we're making this up, but it would be that okay, if you have 40 random students and we have already members of that family attending and sometimes it's not one, it's like this year we had a family which had I think three or four kids come in if I'm not mistaken. Um, you want to make sure the family can stay together if they want to stay together. So that would be a determining factor. Questions on that? because it
109has never come up for us but it is one that in as I share with you public education is now a world of consumers who are shopping that would be a con that would be a consideration that I think families would make and again when three lakes agrees to a student coming in it's not for just the year we're making a commitment that we expect their education to be with us long term questions to this point on the polic policy. Okay. Another point that I'd like to point out to you just because it's it is relevant is um we do have restrictions on accepting students who have been expelled from other districts. Again, this falls within state statute, but districts have the ability to and a little discretion as to how strict or how lenient
110they are with this. Um, we do find ourselves sometimes being approached by families where their students have been expelled for various reasons, um, and they're looking for a fresh start or a different placement. We do have this policy in place and have for some time, but we do stick with if there has been an expulsion by that student from a different district within the past two years or if that expulsion would come to be after they were accepted as a regular ed student. We would not accept them. We hold our own students to a very high accountability factor. It is a right to get your public education, but it is a privilege to be within the school district and we want to maintain, you know, a a sense of discipline and focus on educational programming
111and we just don't want to become that place that people choose to come because they're going to accept you because there's dollars attached. We have to look at the overall educational programming of all of our students and our staff. So I call that to your attention because there has been more of a a um shift statewide with with this practice questions on that one truency related criteria. If we accept an open enrollment student from another district um again we're about let's meet the student where they're at. We will accept them. But if they are not meeting our truency criteria, which is state criteria and district local policy, they will be advised by our principles uh as to their written notification. There will be warnings. It could result in um trundency citations, but if they are
112not in seat in house, which is an requirement of open enrolled students, then they will lose their placement. That would happen for sure. the following year. So, I want that to be something that's clear to you. Um, we try to commit to the long term, but we believe that the students have to be in the building and getting the education to be make sure it's successful. Questions on that one? And then another uh I didn't call this one out, but I'll just bring attention to it. Many times when we get requests for open enrollment or alternate open enrollment, it's because parents have cited from another district that they feel their child's being bullied or there's issues that maybe are not necessarily as identifiable as some things. We as a district always do our due diligence
113to investigate why they're making that qu that um request, meet with the family, discuss it with them, um get more information if necessary. Sometimes the requests that the parents are looking at are not pertinent to or what our programming can offer or um the student has had a situation that is behavioral or has not been successful elsewhere and it does not appear that we with our programming would be able to meet those needs. So that's all weighed individually very seriously um before a decision is made. Uh a lot of people are consulted on that. Ultimately it comes to me um for that final decision. Um parents can always petition DPI for an appeal to have a reconsideration if they feel that they're not being given just answers or clarification. Um but we wouldn't go down
114that path unless we truly believe that there was not a sufficient support system in place for that student. We have not had this happen but we do have the policy in place. Sometimes again questions on that portion of it. Sometimes parents from other school districts are looking to start their students early, like before the um start of school date in four-year-old kindergarten or 5-year-old kindergarten. Um we would not accept students for early admission in either one of these programs as an open enrollment st student. Our own policy right now in-house has the September 1st dates with a 30-day grace period with individual consideration, but over reflection and um more to come next month. um we have actually looked at shoring that up and saying is it in the best interest to make early admissions because
115in our I would say in our results in what's best for the kids it hasn't necessarily come to be what is best for kids. So that's something we want to really have taken at a very you know in district level very seriously before we would even expand into the open enrollment level. Questions on that one and of course students can of families within district can petition to open and roll out. I have not in my time here denied somebody from open enrolling out. I do like to know why. I've had conversations with what is the reason. Usually it's not anything that it sounds like it' be a very dramatic reason and it's not. It's usually because of um being closer to employment in another district, child care needs, um family has a history of attending
116one of our neighborhood districts. um that that a lot of the time is the case. It's not very often that it's because of dissatisfaction within the district with programming. There are some of those times and parents have the right. They're taking care of their children, their best interest as they see it. So, I tried to honor what they want to see done, but I always want to have that conversation and keep communication and lines open between the district and their family. And that wraps up where our former policy had been kind of smattered within different areas of our policy book depending what we were talking about. This is more one comprehensive um place to go to on open enrollment. Are there questions on this policy? If there are none, is anyone willing to make a
117motion on this? >> I'll make a motion to approve policy 423, full-time public student open enrollment for adoption into school district of three legs policy. >> Second. >> We have a motion on the floor by Josh, second by Stacy. All those in favor of the motion signify by stating I >> I opposed. None heard. Motion carries. Uh, thank you Terry for the hard work getting those up to date and matching legal standards. >> Thank you. Next, um, believe Mr. Zeus, we have the school safety report. Very good. Thank you. Um, I'll make this as quick and painless as possible. Um, this is the annual requirement uh that all schools, school districts in the state of Wisconsin um must uh hold drills, safety um safety drills um and providing you you have a uh I believe
118in your board packet there is a digital copy of the summary of the drill um that we did earlier this school November 18th was the date. Um you will see a basic description of what we do in the drill uh drills I should say. Uh we we do them in both schools. Uh it focuses on the hold and the lockdown phase of our standard response protocol. Uh grateful for all of the helpers and the supervisors we have for that because it's you don't have to uh unless you're living under a rock. you know why we have to do these things every year. Uh and and it's more than a once a year thing uh here and that's great. Um but also we're able to do these things with for example sugar camp. Um we had
119six uh grateful for the six supervisors that helped out with this both internal and external uh folks were able to do both drills inside of six minutes in a place inside the sher camp. um Three Lakes building, it took us 19 minutes for both drills. So, uh in some places when you do these it it's a half of a school day shot uh in terms of academics. Um we're able to to balance it and get it done fairly quickly. Um overall uh both drills in both buildings uh were good. Uh maybe even great. Uh we have compiled all the notes from all the drill supervisors. uh Onidita County was represented uh relays police and and of course internal staff uh as well. Um I I won't go into specifics nor should we in public format
120as far as what some of the specific suggestions were and are from the drill supervisors. Uh but please be assured that uh every one of the suggestions are being followed up on uh both from a staff and and uh student standpoint uh how we can do better uh in the future. I also want to take this opportunity to publicly thank Alicia who comes in uh came in again this year as a it's not doesn't show in this but um she did some preschool year inservice sessions for our entire staff on building safety protocols. um Kim Manny uh and Rich Martin uh especially Kim Manny has already been doing some some training out of the building uh to help uh lead the charge in terms of safety updates with some big items on the agenda like
121constant updating of our safety handbooks and protocols. And yes, this drill has to do with like active intruder stuff, but when we talk about the handbook, it's fire, it's it's gas leaks, it's the whole enchelot of potential uh problems that could cause safety concerns for our staff and students. Uh anyway, Kim, Manny, and Rich uh Martin both are have stepped forward to be kind of leaders in the building and we're building a little emergency response team for us internally. Obviously, we have external help always and that's we're very blessed with that here. Um, but uh want want to thank and and Terry is uh from a district level supporting that training and allowing for our internal staff to go and and because there's a lot to know and a lot to when you get to
122spec specific nature of uh schools and and places like us in terms of keeping keeping everybody safe. uh also ongoing uh very um promising or or maybe uh reassuring as we do our nexus upgrades with the referendum. Um some some very well needed and maybe over uh overdue safety upgrades happening from from a physical standpoint in the facilities. So anyway, um all is good on the safety front. There's a lot of uh moving parts and a lot of uh things going in the right direction. Um but this is the opportunity for us to uh affirm with you and I I circulated the signature sheet to uh make sure that box is checked from the DOJ and DPI's standpoint. So, uh do you have questions about this specific or the summary um of the November drills?
123Uh at the high school we're it's different of course uh at every level but at the high school we are now implementing a we're urging teachers to after every monthly fire drill when kids come back into the building to touch base with that group of kids as to what active intruder protocol looks like uh in their classroom because it's different in the shop than it is in the FIAD than it is in the classroom. Um, and as the kids move throughout the building and we stagger the times of the fire drills, we hope most kids are getting uh in every classroom what they would be doing or what the protocol is in that particular space. That's a that's a new change this year to this safety protocol that I think is beneficial because it happens
124every month. It's not just a one time deal. Thank you, Mr. Zeus. >> Any questions for him? >> Okay, next we move to fall sports report. >> Get pumped up. I'm awake. >> Fall sports summary. Here it goes. First one, uh, I'm going to break the leg here. Football, cross country, volleyball, soccer. Um just I'm a numbers girl at heart so I always like to understand about where we're going or who participated in this. So it's about half actually of our student body from grades 6 to 12 that participated in one of these fall sports. Um off we're going to start off with football coached by Justin Zeus. We've finished the regular season with a six and five record five and two for conference. Next year we'll change conference uh conferences which is just a
125football change for the conference. Um this will lead to more consistent competition which is a good thing for us. Overall was challenging um season with uh four games that were against us. Some of the biggest in the state are top ranked top 10 ranked in the state teams. Um however with our very young and inexperienced team um it was a very good year and did exceed expectations. some of our big wins including um against Florence and Wasaki which were wonderfully homecoming and senior nights. Um last season we lost both those schools and the season results um presented the combination of 128 point swing from last year. So it's a huge difference year-over-year. Um team qualified for WIA playoffs for the fifth time in 10 years. um a lot of positive things um on the at
126the player level. Six players received all conference awards. One player received conference defensive player of the year. He additionally received many of the Wisconsin football coaches association awards which also included an all state honorable mention which is a pretty darn big deal. That's football in a nutshell. Cross country uh coached by Lori Lewandowski. different situation, right? This is participating in meets. So, 29 runners, 13 of which are um new this year. So, pretty cool. And a lot of those are middle school athletes. So, our middle school program is growing, which is feeding that varsity program. Total of 67 medals earned, 47 of which were varsity, 20 of which were for middle school students. Um highlights for this year, many of these runners received all conference awards. um because there's individuals a little different than these
127other team sports but specific call outs of Becca Coach and Nolan Waltz as individual runners were conference champs and they both were um they both won that award for the Northern Lakes Conference Runners of the Year. So we held both of those for a conference whoop whoop pause for effect we whooped everyone. Oh, okay. The varsity girls um team won conference. So, this was a huge deal. This is the first time in 16 years that they qualified also for state. So, they won conference. Woo for us again. And that the girls team qualified to go to state. Um Nolan Waltz was at state again individually this year, placing second and he was second away from first place. So, as a junior, we hopefully have a good year supporting him next year. Um he was named
128Wisconsin cross country coaches association all state for boys. On the volleyball coach Betsy Grizzinski um there is quite a program for volleyball. Um we knew in this position Holy Hannah 43 students are part of our um middle school high school program. Uh the varsity team had a outstanding year ending 31 and 11 uh losing at regionals a regional championship. Um we did we they the girls swept the conference 12-0. Pause for effect. Whoop 12-0 in our conference which is the first time since 2021. Um the team attributes a lot of this success to skill development, hosting camps, utilizing support of alumni coaches. Um as well as another toot to the huddle subscription used for live streaming. Um coaches use it also for statistics analysis which is a great benefit. Um like I mentioned um with
129cross country, there's a very healthy middle school program. a lot of girls in this varsity or in this volleyball program, but the with the middle school and JV programs next year, it's looking like there should be additional levels to be added so that we can hopefully have a JB and a JB2 team. Much like the others, there was many awards this year for those girls. Four all conference, three academic allconerence, one making an all state um honorable mention, which that's the first time for Three Lakes since 2021 as well. Last but not least, boy soccer coached by Brad Bulman. Regular season record of 10 five and one. Um reached Whoop whoop sectional finals which is the furthest as Stacy mentioned in Three Lakes soccer history. Um Brad and team um attribute their success to a
130great culture supporting each other. So everything that Stacy said I have heard from Brad from coaches uh other coaches and players. um many of the players that didn't see very much time in the field um felt a very strong sense of belonging and importance on the team which uh was a great benefit. Um without a conference, soccer does not have we are not part of a conference for soccer. We do not have um any awards or recognitions in that area. But one of the highlights here is a fun call out is first game of the season was against Pines and we lost three to two. Three of the players had zero high school experience um let alone any varsity experience. Uh we played pines again at the end of the season and beat them with
131a mercy roll of 8 to 0. So with five graduating seniors this year is going to be a hard one to top. Um there is a special call out to Miss Manny for her support and encouragement to the team including their ride and style um in a coach bus two sectional finals. So, thank you from the soccer team. That is my summary of fall sports. Um, it's my first of hopefully many falls. Um, it went well and we are well underway um to the winter season. So, go Blue Jays. >> Thank you, Miss. >> Congrats to all. >> Yes. >> Any questions, additions? Okay, we'll go into school forest camp 3 update. >> I don't have anything to update you with on the legal front. Um still waiting to hear on um the decision that
132is being made at the the court level now. The um judge reviewing um that can take any amount of time. So on a brighter note, what I want to share is that thanks to Mr. Zeus and student council. Our Christmas trees came from our school forest property and I think they're the prettiest I've ever seen. They're just absolutely be beautiful. And so thank you for you and wrestling that with uh Mr. Bowman. And >> I was going to say the SRO came picking up the pickup truck so I had to dig the trailer out of snow bank. That was awesome. And >> that's what I wanted there. >> Perfect. Okay. Um, so next we move to review and discuss WASB resolutions for the 2026 delegate assembly. Um, Terry sent us an email on this. Um,
133I hope everyone had a chance to review the delegate packet. Um, if you recall last month, um, I'm serving as the delegate um, for um, the state education conference. Um if you're not familiar with what that looks like um each member board provides a delegate um at the state education conference essentially three lakes has a vote in that delegation um which I'm serving in that role. Um so the delegate packet that comes to us that was sent to all of you for review has the WSAB approved resolutions. So, at the beginning of the packet, it has the resolutions that have been pushed forward um by the WB board, and it also includes um those that were not pushed forward by the board. Um so, unless someone is opposed to it or would like me to
134go into further detail, um my intent was to review each um of the resolutions. If you have any questions, concerns, considerations, or emotion about the vote on each one of those um resolutions, um you can provide it here. Um outside of here, if you have some connection to one of these resolutions outside of the board meeting, you are also more than welcome to get in touch with me and have that conversation leading up to the state education conference. Is anyone opposed to this process and would like me to review the uh 37page document verbatim? Okay. >> Um >> you don't let anybody think about it. >> Oh, sorry. >> I'm good. >> Okay, perfect. Just in case. Um so the first is opposing the removal of caps. Um, and Caleb, are you sticking around through
135this? Because I have a question then that you may be able to answer for decoupling. Okay. Um, first is opposing the removal of caps from Wisconsin Parental Choice Program. So the resolution that has been pushed forward by the WSB is the WASB supports maintaining an enrollment cap of 10% in an income cap of 220% of the federal poverty level on participation in the Wisconsin Parental Choice Program. Any questions, concerns, or considerations reference this resolution? I was just curious on Terry's thought on that. I mean, does that all seem to fit? >> It does fit and we want to make sure that this is supported because um already the uh the lack of the voice of the public schools compared to where we're looking at with these um parental choice programs. I'm not saying that they're
136good or bad. That's not what it's about. But it does come directly out of the funds that would be supporting the public education schools. And if there's a big shift from 10% to 20% or who knows what, that would be a tremendous impact on the local dollars that would make it to our district. Any further feedback on that resolution? Um, number two is revisions to the school district and school report card process. Obviously, that's something that comes up in the delegation every year. Um, the resolution move forward is to create the WSB calls on the state superintendent of public instruction and legislature to collaborate and amend the school district and school report card process and relevant state statutes to reflect the following considerations. Student achievement and growth should be valued equally. Eliminate the practice of
137weighing student proficiency based on free and reduced lunch population sizes. Take into account schools with a high degree of advanced placement, international bachelorette, dual credit, career and technical education, and extracurricular offerings. Include fiscal efficiency in report card scoring. And finally, any changes to the report card scoring and/or relevant statutes should be considered with input from school leaders from all CISAs in the state. Any questions, concerns, consideration? Is there anything um on your level um from administrators as far as um if there's already plans in place to make adjustments to the report card, is it something that we're would look like it did this year that there may be additional adjustments? >> Our our results are the way we're figured at three lakes is so close to what this proposal would be, you would not see
138a reflection of any significance. What it would definitely impact is schools that have um like I pointed out the one school that only a very small portion 5% or so is based on achievement and the rest of it is based on on growth but it's also because that economically disadvantaged factor does come in. Um there can be a case made for all sides around. But I think that this goes back also to we want to stick true to some of the data and achievement is achievement, growth is growth. Let's not let other factors that aren't necessarily controllable by a district influence the report cards. >> Is there something they could suggest because I'm sure they're going to get fight back on that. Is there something they could suggest as you know alternative results in a
139separate test in a separate report that could be suggested? >> I don't know the answer to that. I mean it just just a thought >> and I guess more Alicia that's more for you I guess to if somebody needs >> similar to like you're talking about the chronic absenteeism in yes >> I mean those like you say those those shouldn't necessarily affect they shouldn't affect the results of the achievement >> right >> they shouldn't affect the results of growth while they might be pertinent data shouldn't shouldn't affect Close. >> Anything else on that one? >> No. >> Number three, amendment to resol resolution 5.22 funds distribution. Um, this is an amendment for resolution. Uh, the WASB recommends that the state education agency be assigned the jurisdiction to supervise the distribution of all funds intended for
140educational programs serving youths of elementary and high school age in any school system receiving public funds in Wisconsin. Additionally, WASB supports state educational agency supervision and distribution of all federal education funds if federal funding from the US Department of Education is changed to be federal block grants or other funding sent directly to states from federal agencies. Caleb, if there's something that's in the in the business world like this that you have input on, feel free. >> Okay. >> Any feedback on this? Uh, next number four, amendment to resolution 1.26, authority to schedule referenda. Um, this is an amendment. The WSB opposes limits on scheduling referenda. Further, the WSB opposes any limitation on the duration, scope, frequency, or effect of school referenda. Um there is a couple amendments um and resolutions that really focus on local
141control as Terry already mentioned is is clearing up the language to ensure um that that timing and proposals are at the local board of control level versus at the state level. Any feedback on this one? Okay. Five. Substance abuse disorder and treatment. This is to create a resolution. The WASB supports legislation to establish a categorical aid to fund and support school-based substance use disorder prevention and treatment related services. This aid should be comprehensive in order to fully fund necessary resources and staffing that districts may need. Special provision should be included for small schools to address issues with economies of scale. Use of these funds should be identified and prioritized at the local level. Such uses may include, but are not limited to, contracting with service providers, employment of specialists or other professionals, training for staff,
142and any other additional resources as needed. >> Any feedback on this? This one actually does take into account the small and the rural schools, which is beneficial and uh it still doesn't address the problem of there not being enough professionals to actually fill these places. But when I read into it a little deeper and checked out the funding, it could potentially be allowing some of the money to be used for what our already contracted people or staff people are doing, which frees up from our general fund, putting more dollars in the programming for kids. So, I see this one as a benefit. Any further feedback? Siri trucking page 16 number six vocational transition for students with disabilities. This is again an amendment to the existing uh 2.31F funding for children with disabilities. The WASB supports
143the use of federal, state, and local resources in a collaborative manner with the Department of Vocational Rehabilitation to support transition programs for students with disabilities to achieve better employment and post-secary opportunities for these students. Any consideration on this? Number seven, universal state covered meals. This is a create. The WB supports state legislation to establish and fund a universal school meal program to cover the cost of all student meals not covered by federal grants. I guess my concerns on this is just making sure that if if this is something that they do push that it doesn't pull from current funding. >> I mean it needs to be needs to be something in addition. This is actually better language than we've seen in the past because it says that you can continue with the federal program, which
144is what our cost concerns have always been, and that which is not federally covered would then be the um the funds that would be looked at for for making that coverage. Um they have good reasons, good rationale. Um it is a huge issue even within our district. You never make money on food service. We know that. that's never going to be a win just by the cost of the food, having people to prepare it, you know, staff and all. Um, I don't know how far this will get, but it was actually, it looked like it had some good reasoning behind it and maybe will gain a little bit of traction where the others the past few years have not had enough to back that up. >> And they really narrowed they really narrowed the language.
145>> They did. >> It holds the potential to pass. But yes, >> you know, is there my other thought too is, you know, will some schools try and go too exorbitant maybe on their food service if there is funding? You know, is there is there talk that there would be a cap or is everybody going to be kind of standardized a bit? >> I don't think so because I can't see that it's going to be a profit type of situation. Most of the schools, the majority of the schools even around us have gone to funding locally if they don't have full coverage because it's that important. But like I said, that is a big cost item, you know. >> Mhm. >> Any further feedback? >> Uh we'll move to number eight, public education endowment fund.
146Um, this is a create the WASB supports legislation that creates a public education endowment fund to be invested on behalf of Wisconsinites to fully and equitably fund public education across the state. Josh, you're about to say something. >> Yeah. >> Equitably. The word equitably >> scares me. >> Yeah. >> I I feel like that's a way for people to twist it. I don't like that word. because they I think they think it's equitable now >> and yeah, >> we get host our taxpayers. >> Yeah. Any other feedback on this? >> I think the discussion is going to be very interesting surrounding it. Um, I don't have a feel for where the state as a whole is going to kind of land on this. It might be one of those very polarizing topics. >> Um, I
147would be surprised if this isn't one that doesn't have some deep thought and maybe is tabled, doesn't go very far until there's more more information. Okay. Number nine. Um, amendment to resolution 3.241, early childhood education funding and public private partnerships. This is an amendment. Again, the WSB supports state funded public school 3K and full day 4K for all Wisconsin children. The WASB also supports collaboration between public schools and other public agencies and programs, private private child care providers in Wisconsin institutions of higher learning. The WASB further supports district discretionary use of expanded uh title one dollars to earlier grade levels by districts meeting the benchmarks for national school lunch program direct and categorical participation and 3K and 4K student households meeting income eligibility for NSLP. Um this was another one that came last year and
148was was not approved. Um there are there are school districts across the state who have locally approved um 3K and 4K programming. Um >> what were the big arguments last year? >> Um really it was funding in in need. I think the main focus was on the the purpose of 3K and 4K education would be taking disadvantaged children out of concerning homes and putting them into school to provide a safe right environment. I think that's the biggest emotional argument. >> Yeah, that's probably the emotional. I think um the language is a little bit more clarified. Um, again, you've got to think about the funds are going to come from somewhere. And where 3K and 4K programs, um, there's accountability. We don't have a 3K. We have early childhood, which is specific special ed needs, but
149we have accountability even for our 4K students. Some of the community programs, they do not have certified teachers. They do not have an accountability that we would have. So, if you're working within a partnership, like if we were going to this kind of provider, we're bringing a certified teacher and those funds would be then shared in the community. Um, what has happened is that there was a real strong push and they even mentioned the get kids ready initiative here where daycarees were tapping into this money, but they didn't have the same accountability that the public schools did. And that is where a big push back has come and rightly so because the money is coming from somewhere and it's not like it's a new pot of money. It's coming from already existing funds. So the
150language is better. Um I think that it's also going to see a lot of push back for us. It's not as relevant issue as it is in other areas. We don't have a lot of outside child care to offer that would be drawing from these resources. Anything that mentions a voucher program makes me extremely nervous. I don't think we should be on that. I think that we're one big private school away from really ripping our funding away from this. So, >> yeah. >> Yes. >> Which goes right into the next resolution. >> Is there anything further on that? >> Um the next one. So 10 >> this is really interesting >> 10 and 11 again um the the first is support and the second is in opposition. I will read them. Um, number 10, supporting
151decoupling of public and private school funding. Uh, to create, the WASB supports legislation separating funding for parental choice and independent charter schools from the public school equalization aid formula and instead supports the state taking full responsibility to fund payments to these schools. Brian, did you have anything further you just mentioned? >> I mean, I don't know that this is going to get a, you know, the support that it's needed. I think it's a step in the right direction, but I don't know that this bill is that this, you know, is going to get passed. >> Caleb, anything from the business manager end? >> I I would prefer to see it because it's obviously not funny. I mean, we're we're sending money out of this district for private schools, $20,000 this year for a couple students.
152>> We don't know where or who, but um I I can only imagine, especially if that cap gets removed, um that it's going to be even more of a issue for us. We're kind of a little bit shielded where we are geographically, but that that doesn't need to stay stay how it is. Um, so yeah, I would didn't I see like the Andigo school district is like it's absurd amount of voucher program that they're >> Yeah, with where they're at. Yeah. >> Yeah. I mean, all it takes is one one school to move into the area. >> So number 11 is the the opposition. So opposing decoupling of public and private school funding. This is to create the WASB opposes legislation legislation separating funding um for parental choice and independent charter schools from the public
153school equalization aid formula and instead supports all publicly funded schools being funded by a combination of state and local tax dollars. any feedback on this >> other than being in disagreement with them. Again, there's two very distinct polarized sides and there will be a lot of discussion and probably fighting about this one more than than a lot of other issues. Um we're in new territory the last few years where public education even though it looks like and they are receiving more money but that doesn't mean the districts have increased their programming or have increased services and it's being drawn from and again as we witness and experience here who is paying for it are local property tax holders. and we do not have say to the degree that you would think we do. Um we
154can have our operational referendums, we can have our capital referendums which we bring to our citizens to vote on to approve or not approve. Um but some of these things are getting into the we don't have a say. We don't have hands in these decisions being made and it's very scary with the voucher system especially that we are very close to funding a twotrack school system in our state. We've got the private track with the voucher system and then we've got the public track and the accountability is not the same. The requirements are not the same but the dollars being drawn are coming from the same pot. I probably put that way too simplistically, but that weighs heavily on my mind, especially when they keep uh referring to, well, you know, it's it goes to
155the tax base. Yeah, it does. And it that's that's a hard one to swallow, but then we're told you're getting general aid. I remind you three Lakes general aid this year from the state of Wisconsin, $5,35. That's the aid we get from the state. That is why we rely on local referendum to operate a school district and our neighbors to the north and south of us. It you you can't say there's a rhyme or reason. I think Northland Pines gets right around 15,000. Um Rhylanders around 600,000. >> I think it was even higher last year. >> Uhhuh. and um same kids, same community, same you would think basic value um very much what I would call inequitable funding >> that we are facing. So that's my soap box on that one. >> Yeah, the the
156the same standards is is the big part of this that needs to be I I mean looked at. they they can't be allowed to have different standards than correct >> than public schools. If you're going to be if you're going to be pulling the same money, you should be under the same standards. >> It became very um heavy in the world of administration and schools this year, too, because the voucher schools when their money is requested, and I'm not going to say this exactly correctly, so I would ask you to look it up, they're receiving 90% of requested funds. Now, even with districts looking at the the hope we were going to be getting the 42% reimbursement for special ed, the push was for 60%. With the general budget as it's coming in, we're now
157looking at about 35%. For a district our size, that's a loss of $60,000. As I spoke with our legislators last week, I pointed out that is a full FTE. that is a full teacher with benefits that we have to make the decision now. And I know three legs is small in the whole scheme of things, but do you have a classroom of 30 students or do you replace the special ed teacher who is retiring? If you don't, their case load goes up. So, everything has an impact on the budget. whether it's special ed, general aid, um any of the funds, you have to be pulling the money from one limited pot to make it spread throughout what the needs are. >> Well, you know, if you look at from a business standpoint, I mean, private
158businesses don't get government funding. I mean, they just you don't, >> right? >> They're they're not on the same they're not on the same field. Private businesses are privately funded. they they have to make their own money. Should be the same way here. Any other feedback? Um that um number 12 um this is to repeal and recreate um encouraging schools to participate in WA policym. Um, the WASB encourages its members schools to participate and engage in the WIAA policy process when necessary and appropriate. Um, so the existing resolution on this uh was with regard to performance-enhancing drugs. Um, it narrowed the language um as already stated. Any feedback on this one? what they're I don't know what they're trying to recreate is not at all saying what they're trying to replace. I mean, they're just
159saying be involved, but where there's actually actually some limitations and some specific language before I get their rationale and them wanting to not tell WIA what to do, but I mean, we're talking about we're talking about unsafe training and and drugs. I mean, there's enough injuries and and questionable stuff happening around sports. We don't need to be letting that stuff leak through. I I mean cuz with pulling that language out that's essentially what you're you're opening a door in my opinion. Any other feedback on this one? Justin as a coach any from a a principal hat we get several survey recent years you get a lot of they ask for input a lot >> right and I don't know the specific language what it shows there but um I I I imagine and that they're
160seeing a ton of schools that don't raise a voice in those input because we we always get hey if you haven't filled out the survey reminder you know I mean so I'm guessing that there is a problem that people aren't or schools aren't piling into the processes when they have them for rule changes and u I I I'm not familiar with what's going on with performance enhancing >> I think that the intent behind it based on the rationale was to withdraw the resolution because these resolutions are already in our policy book. So I think the the board went back and said why are we attempting to to dictate policy for the WIAA, right? So let's let's narrow the language and just recommend that people follow the policy process. But what is how does the WB
161dictate or govern what rules? It's not saying that the WIA is going to allow that or we're promoting the use of these performance-enhancing drugs. It's simply that WSB is saying we're taking a stance that we're going to rid all of our resolutions of language that would dictate on another organization. That's really kind of what I got through digging in it. >> That's how I read it, too. Yeah. I mean, I I'm supporting I support that. I mean, >> I don't I don't think there's any there is any reason for us to have resolutions as school boards that that dictate >> what the WIA does >> other than it's our kids and and those and those are the two things that really could >> but the the WIA is to regulate the WIA, the WASBY is
162to regulate school districts. >> You know the WIA as well as anybody. They what they do is questionable many times. >> But we also have a system in place here in local control that right that protects our children from those type of things. >> So, >> well, it would it would impose a little bit more regulation on on our policy book and our staff to to enforce some of that stuff if that's the case. Any other feedback on this one? Okay. Uh I'm just going to go through the few that were turned down. Um if anyone has um again, if you uh dig further and and have a connection to one of these. Um so the ones that were turned down um what happens in the delegation is um a motion to consider approved by
163a twothirds majority of the delegation can bring these resolutions back to the floor for approval um even though that they were denied by the WASB board in in bringing them forward to the delegation. So, one is fine arts education. Um, this is to create the WASB encourages all school districts to develop and implement a comprehensive fine arts curriculum that spans from early childhood through high school, recognizing the vital role the arts play in fostering creativity, critical thinking, cultural awareness, a sense of belonging, and overall student success. No feedback. I'll move to number two which is supports beyond punitive student discipline. This is to create the WB supports moving beyond exclusionary and punitive discipline practices such as suspensions and expulsions by investing in proactive prevent or preventive measures. This includes implementing restorative practices and community-based wraparound
164supports that address the root causes of behavior, promote equity, and keep students connected to their education and support systems. any feedback on that one? >> I think this is close to an unfunded mandate. So, I appreciate that it's not going forward and it does take away the priority of local control, which is it could be best practice. It's probably what many school districts are doing already, but um it doesn't need to be >> similar to number one. >> Exactly. >> Yes. >> Um three is fairly similar. This one is diversity, diversity, equity, inclusion, access. Um I'm not going to read this entire um resolution, but uh this is the Wawaossa School District recognizes that ensuring diversity, equity, inclusion, and access is both a moral obligation and the defining civil rights challenge of the 21st century
165as an educational institution entrusted with shaping the lives of young people. The district affirms that it has a responsibility not only to teach but also to act in dismantling inequities and advancing justice for all students, families, and staff. Um the reason this again this was turned down all of these when they're turned down have reasonings based on current resolutions. WSB um believed that it was already covered in other existing resolutions. Any feedback on that? First hearing n number four urging WIAA hate speech procedures updates. Again, this is a long resolution, but this is that the board of the WIAA is urged to develop a two-hour training module for coaches and officials to address potential hate speech use during competition and um additional uh requirements regarding hate speech incidents. um as well as uh additional language
166with diversity, equity, and inclusion um with changing demographics um and uh requesting that the WIAA uh develop a task force of member schools to address these issues. Any feedback on this one? >> Want to stay out of WA's IAA's business. It's a contradiction to above. Correct. Um, number five, school safety spending outside revenue limits. Um, this was also submitted by Wawaossa and denied. Let it be resolved that the Wawaossa Board of Education fully endorses legislative advocacy in seeking relief from the state legislature to expend school district funding outside of the revenue limit to invest in facility projects that address security and safety. Uh again adding in hiring of school security personnel for schools um with school district funding that is deemed outside of the revenue limit and as such does not adversely affect the overall
167budget. Uh this again was focused on existing resolutions. Any feedback on that one? Okay, I think this is Oh, no. Two. Um, local control of educational programming. Um, let it be resolved that the Wawaossa school board is opposed to the continued erosion of the local sorry of the locally elected school boards to manage and determine the academic program of their community schools. any feedback on this one >> other than contradicting everything that they've submitted. Well, >> just as bad a thousand. >> I will tell you that if you ever get an opportunity to do this and you haven't like people start standing up and throwing baseballs in the middle of this thing. Um, so it does get quite entertaining. Any more on six? Okay, last but not least out of South Milwaukee, number seven, civics's
168education. WASB shall support a strategy of ensuring a comprehensive and cohesive K through2 civics education curriculum with the stated goal of supporting excellence in civic literacy and civic engagement so all students can learn to become both engaged citizens and critical consumers of information. any feedback on this or any feedback overall? I mean I can just based on on the feedback um and comments right a major focus of ours has been in maintaining local control. Um not right like equity as far as us getting additional state aid. So, anything that would uh take away from that by voucher programming or other issues with decoupling? Um, is there any other general comments, concerns or feedback regarding the resolutions um from the board or administration? >> Just a look. >> Okay. Um if there is anything uh again
169between now and the state education conference feel free to reach out. Sorry that was so painful for everyone in attendance. >> My computer even kicked me out because it was so okay. Next, if we didn't get enough WB WSB correspondents and updates, >> we don't have anything beyond what you've just covered except our school news um magazine is here. >> Okay. Last but not least, is anyone willing to make a motion to adjurnn? >> I'll make a motion. >> So weird when there's a delay. Okay, we have a motion on the floor to adjurnn by Brian, second by Stacy. Um, all those in favor of the motion signify by stating I. >> I. Opposed. None heard. Motion carries. Thank you everyone for coming tonight. Uh, merry Christmas and happy new year. We'll see you in
170January.