001I'd like to call this meeting to order. Verify compliance with open meetings law. Do I have a motion to adopt the agenda as presented? >> So moved. >> Second. >> Any discussion around the agenda? >> Hearing none. All in favor? and I >> opposed >> attendance. Everyone is here this evening. Uh if you are able, please stand for the pledge of >> 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. >> All right, we'll move on to two public comments. Do we have any public comments? >> No comments. >> Okay. Move on to three. Consent agenda. A. Personnel recommendations. B. Wasb district membership 2026 2027. C. SWSA membership 2026 2027. Would anybody like to pull
002an item? >> A. >> Okay. Anyone else like to pull an item? Do I have a motion to approve 3B and C? So moved. Second. >> All in favor? >> I >> opposed. All right. >> Mr. Bill Rogan. Long long long long. How long, Lori? >> 33. I think 33 years. My son's >> and he gra I think he graduated from >> So he didn't leave. >> Yeah. I don't think he ever left. >> God bless him. >> Yeah. >> How many kids went through here with him? Right. >> He's awesome. >> And then maybe even some kids kids. I don't know. but he's been here a long time. Well represented, >> just a cornerstone at at HC. >> Thank you, Mr. Rogan. >> I want to add too, I was going to pull this
003as well. Just yesterday at our Whitnell High School graduation, there was a group of kids talking about Mr. Rogan and his uh candy bars. And >> one of the girls said that her favorite donut was a Boston cream. And Mr. Mr. Rogan said he couldn't get it in the pack, but he bought it special and every other week he'd have that. And she remembered that at graduation. So, um, both my kids had them and wonderful. Best of wishes as he moves on. >> All right. Do I have a motion to approve 3A? >> So move. >> I'll second. >> All in favor? >> I >> opposed. All right. 3A is approved. We move on to four reports and presentations. Superintendent report. >> I agree. Uh Mr. Rogan is is he's great. Uh I enjoy being
004in his classroom anytime I'm over at Hill's Corner. So um congratulations to him and and we'll certainly miss him. Um just a few things. Uh we it's been three weeks since we last uh got together. So we have been heavily involved in the typical end of the year um stuff. Uh especially with this week being probably the end of the last week of school craziness. Uh but we've had uh high school and middle school orchestra concerts, high school and middle school band concerts, high school and middle school choir concerts, and then the jazz band also played music during um the when when kids were coming in or and staff were coming in uh to the building last week. So, uh lots of really great uh musical showcases for our for our students. Uh we've had
005some special days. Uh the middle school had their reading ice cream challenge. So they kids earned a the award if they read for one hour per week for six straight weeks. So they logged a total of about 47,000 minutes. Wow. >> Uh it was pretty neat. Um Mr. D and Mr. Relich got a one of the old district vans and pretended it was an ice cream truck and pulled up. So I I'm Yeah, I'm glad they weren't arrested, but >> the SRO's did turn the vehicle. >> Yeah. Yeah, they did look. Uh, so that was fun. Uh, we got to I got to scoop for one of the class periods. That was great. Uh, eighth grade did their hydro rocket launches where they build hydro rockets. So they're launching them out in the field. Sixth
006grade did their solar cooking where they have to develop a cooking device and then try to cook a hot dog. Uh, so they're out there doing, you know, observations and uh, managing the temperature. I think one kid when I was in there, he he said they had their they had their the interior of the thing up to like 165 degrees or something like that. >> So that was that was neat. But then he was mad cuz he he had it there and he he >> his partner talked him into putting a marshmallow in it too and so they opened it >> and then they could never get it back. So I don't know. Um we had the uh the Hills Corners had their carnival on on Friday. Uh um Mr. receivers class did the their
007probability carnival uh today and they invited 4K students uh up there. So I know uh Mike was really excited about uh being able to invite the 4K students to that and then Edertton uh finally had their field day today. Uh they they canceled it on Friday because of the rain and then the seventh grade had their mud run a couple of weeks ago. Um and I was able to avoid getting too muddy in that. Um on Memorial Day, the middle our middle school was honored by the VFW local VFW post um at their their uh the the war memorial and they were given a the retired flag from the war war memorial. So um Mr. Mr. D gave a really nice speech and you know they they're just appreciative of the work that the middle
008school is doing u with with you know all the veteran stuff that they do. So uh thank you to them. Um last week we had our um celebration for the work of Gizmo and Officer Susie. Um so we celebrated that on June 3rd. The mayor actually uh was able to write a proclamation where we it was officer Susie and Gizmo day in the city of Greenfield on June 3rd the other uh last week. So that was even outside of the walls of here. But thank you to them for their their service. And they also took their their final paw patrol um uh on Friday uh with our graduates. They got to walk around. Gizmo had a uh a graduation outfit on. So, it was it was it was pretty cute. >> Um the high school
009had their WOW awards and then we had Walk of Champions for boys golf. We've got a golfer that was going today. Um boys tennis and then uh girls track. So, we had kids participating in those. The event ceremony happened where we celebrated uh students awards and scholarships. uh t kids got tons of kids got lots of money and scholarships from our local organizations which was really great. Uh and then of course the seniors went and did their graduation walk through all of our elementaryaries and and the middle school. And then finally, you know, obviously yesterday was the focal point, one of the focal points of our year. Uh we got to, you know, congratulate our seniors for for graduating. And um that was a pretty I thought it was a pretty nice ceremony. And um
010yeah, thank you all that that were able to be there uh for being there. So that's what I've got for for this week. So thank you. >> Sounds good. We'll move on to five discussion with future action. A consider high school mathematics resource recommendation. Yeah. >> Good evening. Happy >> Monday. Happy June. Um okay. So, um, just a little bit, uh, brief slideshow tonight about our high school, uh, resource adoption. This one was a little bit off from our arts and accounting. We wanted to take a little bit extra time, uh, to review a few resources. We actually looked through four resources over the course of the year. Um, because we uh, the story goes, we we were going through things and it was like, this just isn't right for our kids. That one's not
011right for our kids. So, we were still reaching out um all the way up to February and early March to get some samples and and do our due diligence and um and run through like a full pilot where our teachers and our students could experience um all of the resources. So, um per usual, I think I've thrown this slide up every time. Um you know, we're really living in that strategic plan in 1.1 1.1 and 1.12. And then our process is really um kind of all about that like asking like what are our are our materials um aligned with our strategic plan and then how do we go about uh reviewing those making sure that they're aligned because if if you didn't know this they make books for every single state like AC like if
012you're Texas or you're Georgia like they get their own version of you know Reveal Math Texas or Big Ideas Math Georgia. Um so we want to make sure that those are aligned with our standards. And then um reviewing our assessment evaluation tools. We have a pretty hefty rubric that we've been going uh and using for the past two years. Um that was I think that was one of Dr. Rankkey's goals last year. Um and then we've have adopted that as we are looking through resources. Um and we're going to ground ourselves in a little bit of data uh around the ACT. So, when looking at that four-year trend, you can see we've kind of have like a a half a point kind of uh variation over those last four years. Um, and we know that
013this is that the ACT is really a health check on the whole system uh coming in that junior year, but we know that um we want to be able to raise that up. So, we want to make sure that we have consistent resources for our students because we are seeing with some of our spring data um that students who have had consistent core adopted resources where teachers are able to collaborate with each other and um and we have those full implementations, those students are really starting to take off. We want to continue that um with our ACT scores in math as well. So our timeline um we started talking about this back in uh almost a year ago to identify our resources um that we were currently using and then I also identify gaps. Um
014so we were looking at like well this might be taught out of sequence. I think that's one of the big things when you get into the algebra geometry algebra 2 conversation. Um things are just covered out of sequence from when the preac happens or when the ACT happens. So you're like, "Oh, well the ACT this year was 17% statistics and probability, but that doesn't come up until coursework until chapter 12." So we look at that. We kind of rearrange some things to make sure that we're um preparing students. Um we might have to, you know, kind of take some things, take a 12, add it after chapter 4, things like that. Um and then we spent um nearly almost all of the first semester in McGraill Reveal. And um then after we kind of had
015some initial conversations in at the end of December and the beginning of January, we decided that that was and interviewing students, we decided that that was not the best for um for moving forward. So we pivoted into a Carnegie learning pilot. Uh we lived there for we did some training with them uh for some in January and then we lived there for January, February and March. Again, after having conversations, filling out the rubric, we're like, "This is um pretty dense." Um, and that's also feedback I've gotten from other districts as I talked to other um directors in the area. Um, the workbooks are like this big for volume one and then continue that for volume two. Um, so we after filling out those rubrics and and meeting as a department, we were like, we need
016to find something else. So um in my network through CISA we have um everybody kind of fills out like this big spreadsheet of what everybody is using. So we started going in there grabbed some other um some other uh materials to pilot. So we we looked at Envision Math from and uh HMH into math. And so as we're sitting here today uh we did that pilot for March and May. um spent about 6 weeks in each one um with different teachers. So then that way they were able to teach out of multiple resources. I think that's one of the biggest things um when we were piloting is um been a part of organizations where it's like okay you guys are all going to pilot one, you guys are going to pilot the other and then
017we're going to talk but you never piloted the other one. So we want to make sure that they had experience in multiple uh multiple resources. And so, um, after meeting with the with the team about two weeks ago, um, it was pretty unanimous that, uh, Envision was was the resource that they wanted to to go with. Um, so we're, uh, you know, calendaring out before I hit some highlights here of the resource. Uh, you know, we're looking forward to, uh, a summer we've already kind of built a plan around, um, some of our unit calendaring, looking at learning outcomes for students. uh what's that scope and sequence and then how are we aligning to standards and then um you know planning for uh early August kind of like a nuts and bolts training um just
018some user functionality things like that and then um some spending a full day in August launch and then we have a October PD day also spending some time with with a trainer. Um so that's kind of our timeline. I'll just go just hit some highlights here of um of the envision resource. So their approach to the instruction is explore, understand and apply practice problem and then assess and differentiate. So one of the things that they use um in terms of explore, they use uh what's called Dan Meyers three-act problems. It's really supposed to grab your attention. Um, so this might be a short video or even a short photo of some situation that's happening and then they're going to ask you to explain it kind of using um, you know, words and then how are
019you going to actually explain that using mathematical terminology and mathematical like maybe it's a formula um that you're looking at um, explain that. So, I think about like, oh, there here's a hose that um, you know, is draining water into a fish tank. And they show a clip of the fish tank for like 5 seconds, and they're like, okay, cut. And they're like, how long is that going to take to fill up that fish tank? And draw like give me the give me the slope of how long that's going to take. So, it's supposed to be more engaging and um, putting kind of that exploratory idea first and then going in and um, kind of explaining the theory behind it. As you can see, this is some of their sample materials. Um, also, uh, we
020do always check on EDA reports just to make sure that, um, they're meeting all the standards. It's an independent reviewer. They are all green. Um, for Envision, um, we typically don't take a look at things that don't deserve or don't score all green. Um, because that's a group of teachers that's nationwide that's looking at those things. >> Is it green and red or what? >> Uh, it's green, yellow, and red. Yeah. So if you don't meet they have um what's called like certain gateways and I think if you're not above 95% you're not green you're more yellow and then um you can get red kind of from there. It's usually um like it's uh they rate uh so it's teachers from all across the country. So um usually it's misalignment to standards or uh you
021know it might be because uh digital platform is confusing things like that. So they have their their own rubric, but it's an outside. It's not like it's just, you know, Wisconsin people or anything like that. Um, so, um, you can kind of see as I include in the slideshow some of the just their like sales materials of of how they're going through that. Uh, we one of the big positives that I'll talk about was this was kind of a a one-stop shop for us in terms of geometry and algebra 2. uh as it's been modeled right now, we have had a different resource and then a different intervention program for our math for success which we have not found to be successful. It's been quite stressful. Um so we wanted to have a solution that
022was integrated into the same platform. So that way that data that is feeding from that um that platform that is uh making adjustments based on their skill development that also is available and can be seen by the classroom teacher and feeds right in there. So as they're capturing those skills that is um all embedded in one platform whereas currently um for the past I believe maybe well we didn't have math for success three years ago that was new last year but for the past two years we've been using a different platform um and it's been uh it's been okay but we knew it could be better so that was a reflection uh when we were talking last uh probably in December of like this needs to be in one space Um so some of the
023feedback this is um came from staff um as we spent that time in there is it's been much higher level of student engagement um you know even as something as simple as like the graphics and the color like that's that's something that I heard feedback from students um the it sounds kind of like it's 2026 everything would be editable um but some platforms didn't have editable worksheets and assessments. It was like this is the chapter 3 test and you can choose version A or you can choose version B. So if you wanted to edit that based on what you what we were really um focusing on. It's just a ton of work to download into a PDF or download into Google and then make your own. Um so this kind of has like a question
024bank where we can go through and say I want you know these questions and it just builds that test right in the assessment maker. Um and then it's also like a oneclick for Spanish. So, um if and they have other languages, but Spanish is is the easiest accessible for everybody, but um I know on the in some of the portal languages, there's like up to 14 different languages or something like that. Um this also had a much higher focus on do and um level three and level four. So, uh, instead of just having I I think about my math experience in elementary, it was like, okay, here's number 1 through 74, and it all looks the same, and then there's two challenge problems at the end. Um, this is totally different. This focuses a lot
025on do uh, levels three and four. So, we're having to site evidence. We're having to compare, develop things, construct a critique, uh, apply, analyze, connect, things like that. Really going above and beyond making that real world connection. um to uh math in the classroom to math outside of the classroom. Again, that's the role of the Dan Meyer three-act problems as well. Um and those are those critical thinking tasks. There's um summitive assessments and performance tasks for each unit. That wasn't in every resource. Again, something we would have had to build ourselves. Um and like I said, there's uh data driven digital assessments. Um there's also a virtual tutor. So, uh, if you're struggling with something, um, in terms of you being a student, they have a little QR code. You can actually scan that or
026click on it and a little tutorial video will show up of a teacher teaching it. In some other programs, it just gives you another practice problem, um, which might not necessarily be effective. That also creates some mathematical stress for a student who's sitting there raising their hand for like 10 minutes because they need a topic explained to them when there's just a little QR code in there for a virtual tutor. There's also um a really nice parent portal that parents have access to um that will help show them some tutorial videos as well. Uh communication letters, things like that are in there. And then um there's also a really really robust Canvas integration. Um which obviously we use Canvas as our LMS. So that has been a positive. Um there's also uh I spent some
027time with uh Greenfield, their department chair. Greenfield is they're just finishing up year one right now in using uh Envision and he had great things to say about it. The only bad thing he said was the integration with Google Classroom, but we don't use Google Classroom. We're using Canvas. So, he's like, "Yeah, you shouldn't have any um any issues." They've had some um some really nice results as well. Other school districts in our area, uh Lake Geneva, Jainsville, Port Washington, um and there's a couple other districts in our area that are piloting and looking to adopt as well. So, um, we have some friends and some colleagues that we can, you know, troubleshoot with and, um, and ask questions. Um, so kind of overall, um, so our GEO and ALG 2, we actually are typically,
028uh, and you'll see in some of the brochures and things like that, it's a AGA, algebra, geometry, algebra 2. We actually already own an algebracurricular resource that was purchased um when the middle school adopted Reveal three years ago, I believe. Um so we're looking to align some of those pieces, but um at at our current moment um I've talked with the high school people and they're like, "Yep, we're they're happy to use algebra because we we are already paying for it. Um it would it would be interesting to pay for another algebra resource and then we'd have different resources across the street." So, but we are working to align those purchases so that way um we're not like off cycle. So, I'll be working on that over the next few years. Um our overall overall
029pieces here is again problem based. Uh we're looking at higher order thinking skills. It's adaptable. Um our cost for a contract length of six years is approximately about a little under $10,000 a year. That includes all of our digital access. That includes um textbooks for the CL like a classroom set of textbooks and including a couple extra in case a student does want to check one out and take one home. We always have extra for that. Teachers editions are print um and then obviously everything that's uh digital as well. Um and that also includes our training costs um for about this is about 12 to 14 hours in the first year. Um and then uh that cost also in Jennifer you go the next one. Um the uh math for success recommendation which is kind
030of the cart the partner uh course uses a program called success maker. Uh it would probably be very similar to Alex just a little bit different. I think one of the different nuances from Alex to Successmaker is um the instructional and tutorial videos. Um whereas there's um that is still being built in Alex. Um this is already comes with the the um success maker and so they get their own personalized pathway. Um there are uh it's really data driven. There's a nice dashboard that teachers can pull up. It's pulled up by standard. So you can see uh much like Alex. So you can see like, oh, this student is really hitting this standard. This student is really struggling with this standard. So I can actually pull uh a lesson right from uh success maker. I
031don't have to go back to the book. It actually when a student is struggling, it just just click here and it gives you that lesson right there. So we can uh work on those small groups. Um there's also a new feature that they have called delayed presentation. So if you are consistently getting questions wrong in those adaptive practices, it will actually delay that and say, you know what, we don't need practice on that right now. We're going to focus on some other skills and bring that back and retach some of the um the predecessing skills. So um this is uh obviously it's online access. um we wanted to try this out, not make the full six-year commitment um because if it doesn't work out for our kids um and we don't show uh growth, obviously
032we wouldn't want to stick with that for six years. So, it's about $20 a student. Um and this is dependent on enrollments in our math for success for 9th graders and for 10th graders. So, this also teaches pre-alggebra skills. Um and they are um also including it's called moment uh momentum momentum math which um also goes down into those pre-alggebra and algebra skills. So all of that is in is in one suite for uh tier 2 and tier three interventions. Um we can go one more and then um so yeah that's kind of our timeline and then full cost is again it's about $50,000 for six years. Um and then our professional development is about 3500 that's for the first year and then that momentum skill development and success maker. So you can see that
033total cost. I know that doesn't add up um because there's shipping and handling costs in there and things like that for um for all of the student and teacher editions. >> Any questions? Yeah. >> Okay. So looking at our ACT results over the years, we certainly see that there is room for improvement um in our performance. And I recall, you know, six or seven years ago, >> the district worked through its math hoping to do better than we were. >> Um, so I appreciate the work on this and I appreciate that we're continuing to look for highquality instructional materials for our students. Um, I don't want to put you on the spot or need this tonight, but I'd like to understand a little bit more about what our evaluation criteria were for choosing this one.
034Um, I mean, I get Ed reports is out there and we did the pilots, but when we were piloting, what specifically were our teachers looking for? >> Yeah. Um and then I would say that we know that you know uh high quality instructional materials are one part of the equation and the other part of the equation is great teachers and great instruction. >> So how you know how are we going to make this work together so um clearly we have some room to grow in mathematics and so I I certainly support us >> um investing in in our program. Um, but I when you say like, well, we looked at this one and it wasn't the right fit for our students and we looked at this one and it wasn't the right fits for our
035students. How do we know that this one >> is the right fit for our students? So, I'd just like a little bit more detail on that to consider. >> Yeah. Yeah. I can share the rubric, too. Um, uh, so I will I will send that along this week. >> And then I guess I'm also wondering a little bit about assessment. How will we know when will we know that this is working? you know, not working, all of that. As our as our teachers uh learn to work with these new new materials, I think there's some great features that you've described really well. Um particularly the customization and the differentiation. So um >> Yeah. Yeah. One of the department goals was um continuing to spiral through topics. Um, and we noticed in some of the resources
036it was like, okay, if this was a geometry book, they never really went back to algebra skills. Um, this book does allow for that with the customization, they we highlighted that probably within the first, you know, week or two of of it's not just a stock like we're going to live here and then this book lives here and they never kind of crossways. Um because we've noticed that um in some of our our data work over this this past year is like you know you if you took algebra in eighth grade you might not have have seen those algebra topics and that is a considerable portion of the ACT. So we want to make sure that we're we are consistently bringing those things back for our students because sometimes you know one day in eighth
037grade and then you're like oh there's this question on the ACT I don't remember how to do that. So bringing those topics and revisiting >> that repeated practice sounds great and interle those skills sound sounds great. So yeah >> 100%. Yeah. >> So um with that customization is there a concern for fidelity? Like obviously it's great to have customization. Kids aren't a box. We have to be able to customize it to kids. But just making sure that we're not customizing so much all the time that it's not truly >> Yeah. >> to fidelity. >> Yeah. Yeah. No, I think that's a great question. Um, one of our our our focus, you know, is is really working that do three and four because the ones and twos where you have to just do wrote problems. Um,
038that's the preceding skills to being able to to apply that. So, there's been, um, I know that, uh, this past year, um, Katherine Lucas and Cindy have spent some time in professional development. I think it was in January, we did a lot of work on DOK and like what does that mean for the student experience? what does that mean for like how do we teach that because it's not you can't just throw that out there and say oh now all of our assessments are focused on DK 3 and four without teaching them the problem solving skills >> and I had one more um obviously we have the front end professional development um obviously we hope all our teachers stay for long periods of time and we don't have to have new people coming in but
039if we do have new staff come in what is the plan for continuing PD past the initial do we have is that a separate charge? Is there some of that included? >> Yeah, I think um in talking because I actually had this conversation with the gentleman from Greenfield. I said, "Hey, would you guys like to partner, you know, like so we can share that cost, especially if it's a virtual session." Um and he was like honestly they did a full day and they weren't necessarily seeing um a need for like another full day. It's a continued thing. um you know if we were to onboard new staff or if we get staff who are switching you know maybe I taught calculab for sections and then I'm down I'm teaching a geometry section or something we
040do um loop all of those staff members together but I want to say that twothirds of the department will be having right four out of six >> yeah so almost everybody will be receiving training um and then we build experts and then we continue to to support that um one of the things also that I forgot not to mention was um our rep is local in um she lives in Tosa. >> I was just going to say that. >> Oh um she lives in Tosa. We like you know we have other platforms where it's like my rep lives in Colorado or not mine but ours. Uh our rep lives in Colorado or like she's been very responsive. She we had samples when you know within hours um when she uh when we requested them. So,
041she's been very responsive and again she said, you know, we can grab webinars. It doesn't have to be like a purchase 2 hours if if we have a quick half an hour question. She'll just find a trainer gratus and and provide that for us. >> Great. >> Yeah. Um, do you have a system in place for just to piggyback off of what Sarah said, um, for continuing training, um, getting together and working through the kinks, but that also includes special education teachers. >> Yes, we do have um our our special education teachers are included in the training. Um I know that um the teachers who are supporting math for success will be involved in that uh platform training as well. Um rather than just relying on the the classroom uh regular education teacher um we'll
042bring those two together as well. Yeah, I think um you know the continued piece of it is when we look at um I had up there year zero and year one. When we look at year two through six in the in the continuous improvement process, we're continuing to go back there looking at our data. You know, ACT is one of those ones again, like I said, it's like the health of the whole system. Um, but we have some markers in um in our dashboard, too, around the passage rate for algebra 2. Um, that we can, you know, that's like a a pretty specific marker um and looking at those pass rates not only in classes, but looking at that those assessments um that are happening for preac uh as well in 9th and 10th grade.
043So, um, taking that data and then looking back and saying, "Ooh, you know, we might have missed the mark here and we need to spend, you know, more time in some of the, um, the lesson structure, the unit structure than we originally spent." I I kind of um, we've kind of modeled it a little bit after and as I've walked them through the different um, pilot process is uh, our wonders adoption. you know, we're in year four now and we're like hitting a really good stride and we're looking for um you know, like small things that we're still um fine-tuning. Um it'd be the same thing working with math >> with teacher input as well. >> Oh, 100%. I am not a math expert. >> Is there going to be a process in place where
044teachers could say we need extra time in the resource on a PD day or Yeah. because I've seen a lot of textbook drift and a lot of times it's because there's not a lot of followup and so >> teachers don't know there's all these >> um avenues to go when there's a resource like especially an online resource. >> So just like continuing to Yeah. >> Yeah. That's why we kind of spaced out some of the timing is like some um you know there's philosophies where it's like oh let's just do the eight hours all right away and it's like well you could be overwhelmed after that first hour. So, um, when I had talked to the team and and Cindy was there, we were like, let's do a kind of like a functionality nuts and
045bolts and then get into after we have some data in some of the platforms as they're answering those adaptive questions, like let's see what that data looks like and then go into a full deep dive where it's like, okay, how would you use real data when we see our students in there to then create our assessments or um, you know, change around some of the Google Slides and things like that, make those changes. Thanks. >> Uh I want to go back to I think you covered this but I just want to confirm I understood. So the algebra >> curriculum or resource that we have is a different publisher. >> Correct. >> But we have confirmed that there's continuity and concepts and the stacking and all of that. And the reason I ask that is I've
046heard this kind of thematically both in meetings and then when we see results and then also some stuff that comes through like I think last year with geometry and algebra and the mastery of algebra concepts that continues to haunt our students if they don't get it. and algebra 2. I'm not a math teacher, but algebra 2 doesn't necessarily go back and retach those basic and then they're >> compounding skills and they don't have the baseline skills. Have we thought through >> how these pieces stack together and looking at like the percentage of kids that take algebra in eighth grade and whether or not they're mastering the skills or then if they're struggling like when they let's say they take algebra with a different resource. >> Yeah. Then they come in in nth grade and do
047geometry with a new publisher. The kid probably doesn't know the difference between publisher. Of course, the interface might feel different or something, but I'm sure the kid doesn't >> isn't conscious of that. >> And I'm just curious about how we're thinking through that piece. And specifically for the students who do eighth grade algebra, go into geometry and ninth grade. And then I know we've had some turmoil with some of that over the years. So, can you just explain how you're going to link the those I guess stacking together using the two different publishers and making sure that they're >> Yeah, we did um this this year we well it was actually at the end of last year after course recommendations were pretty much already done. We started that work in um it was like March
048through May of last year. we created a whole new process um of how students are recommended for geometry at the high school versus maybe it's repeating algebra or you know so we have a whole process on that um we've started to do um like selection meetings as well at the high school um if students need intervention or if they need um just support within the classroom so that's also been an additional process I think one of the um one of the key components too of this uh these students that will be coming through will have also seen a consistent core resource since essentially since kindergarten. Um but really that sixth, seventh and eighth grade where it wasn't like hopping in between things or there was um a course that was squeezed in there. I don't
049know wasn't here the seven eight. No, the >> Yeah, there was one course where it was kind of like um mashed in and it didn't exist for very long. So, um we've also done um we did some transition meetings um in our last PD day to have the eighth grade teachers and the ninth grade teachers sit down and say, "This is what we hit really heavy in eighth grade," whether you know it could be in an algebra class, let's say. And then um you know the ninth grade was able to communicate well this is what we need. So approaching that conversation from a positive aspect of supporting all of our students um and how we transition them across the street. Uh it will be work that we continue to do that is also in our
050strategic plan is to get better at that that that um across you know across the street pathway I guess. Um but also looking at like okay what did we spend our time in in algebra and then skipping that to go to algebra 2 to make sure that they're successful >> and then so think that's helpful. Do we do is it algebra geometry algebra 2 trig is that the sequence here >> algebra geometry algebra 2 >> okay um >> and then usually pre-calc >> pre-calc okay and then last followup is eighth graders who take algebra and eighth grade ninth graders who take algebra and nth grade use the same resource >> yes >> and then they could get mixed together in geometry using this new resource Yes. Which would be new for everybody. Yeah. Everybody would
051get the same algebra experience. >> And then everybody gets the same geometry. >> Correct. Okay. >> Correct. Yeah. We had that conversation a lot. >> Okay. Thanks. >> With the math for success. Um I'm just trying to understand what the criteria is going to be on whether or not we deem this successful since we're only doing a a one year >> on that. Um and then if it is successful, would the goal then be to extend that out beyond a year or >> how would that work? >> Yeah. Um you know, in in our usage of I Ready this year, um looking at some of the data, we just weren't seeing the growth that we expected. You know, we want to be like 1.3 years, 1.4 years because they're getting those classes are designed to
052be small. Um, you know, they're oftentimes I I walk by like Mike Burk's room and he's got all of his kids sitting around one little table. Um, but we want to be able to we're essentially trying to close that gap. Uh, and that was uh the design of that class was different than a homework help or a math study hall. We really wanted to bridge those skills and that's why we we're like we have to find the right resource for that. Um, in terms of the uh the longevity piece, that one's kind of hard because the numbers fluctuate every year and we pay per student. So, we could make the commitment of like we're this is, you know, these are going to be in tandem. Um but you know I think I had her approximate
053we we looked at after we had ISMs we at about 40 students for ninth and tth grade and um you know next year all goes well knock on wood we might only have 30 and we don't want to be paying for those subscriptions. So we would love to be able to say like yes in tandem we're going to have success maker and um and envision and because that kind of settles some things for teachers as well. We don't want to be in and out of programs all the time. We want to be able to say like this is our resource. we're going to develop, we're going to train, we're going to go through that continuous improvement model um to be able to make that, but I just we just weren't comfortable saying that right out
054of the gate. >> Does that answer your question? >> Yeah, pretty much so. It's I mean the cost is fairly low where you can kind of do that. I was just curious as to you know what >> what really defines that as being a success in terms of Okay. >> Yeah, we really just want to close that gap. Um typically they'll have like an average growth year um just like we do in in like in um you know edge climber that we currently have. We want to see that that ROI or like the return on investment be you know 1.3 1.4 years worth of growth. >> Perfect. Thank you. >> Yeah. >> And we're so we are keeping Alec as well. Alec is for like advancement or are we replacing? >> So that'll just be
055like sixth through 9th grade we'll have Alex. Yeah. >> Okay. That's where those licenses Yeah. live. It's very similar the um those pieces. Everybody's kind of has that similarity now. >> All right. If there are no other questions, thank you very much. >> Okay. >> Thank you. We'll move on to 5B. Consider changes to the employee handbook for the 2627 school year with Michelle. Good evening. >> Hello. >> So, I would like to propose the updates for the 2627 employee handbook, which primarily focuses on um clarifying the details for clear communication for staff. Do you have any questions or do you need me to clarify anything? >> Can you clarify the change to the bereavement and funeral time? >> Yes. So currently the it was all under bereavement the total of five days and the
056switch will be um two days of funeral leave and then the remaining coming out of their sick days as bereavements. So it's coming and pulling out of their sick days versus giving them all five days or more of bereavement if you will. So funeral is to attend the wake and the funeral and then bereiement would be to for the bereieving or mourning or planning purposes >> the curriculum uh writing >> that uh we haven't updated those payments or um for a while because some of them are pretty aggressive. Uh yes that is that is true. >> It had been a while there. Um in terms of the amount some of like the feedback that I've got from staff is I want to participate in writing assessments for a semester for $50. >> So are there
057are are we do we know what other districts are we online with other districts or how do we how do we gauge these prices? >> Yeah. So um what we did was uh there are some districts that participate in an hourly and then um but we do project based so like this project is worth x amount of dollars. So what we did is I kind of like took an average of some curricular writing that's been done in the past and said okay this is taken roughly 17 hours at like a comparable rate and then calculated out that >> and did you go to staff and say would would this entice you to do it? Uh, I have a whole group of math teachers who are really excited about being able to >> Okay, thank you.
058>> I have a question um about the leave. How did you um get to the two paid funeral days? Did you look at other districts and see what they offered so that we could be competitive? cuz generally um in the business sector it feels standard that there's three paid funeral days. So I'm curious about just two here. Yeah, I did look at other surrounding districts to compare that. Um we are actually more generous than some districts. So two for funeral and then the gener generous portion is the bereavement portion. Right. Are there any other questions >> just about the difference between ad? I think I understand but I just want to make sure the ad um it's like sometimes under change there's no strikeouts. Sometimes there are strikeouts. when it's changed and there's no strikeouts
059that means that there I'm just want to make sure I understand. >> Yeah. Um so the red U is indicating that's going to be removed and struck out from the paragraph that's in that is just a specific sentence that's being struck out out of a remaining paragraph most likely. >> So is change an ad? uh change is which specific are you looking at? >> Child rearing leave. Um >> okay. So ch in particular with ch child child rearing leave that is a change and so um with that said as you know we we offer FMLA obviously and then Whitnell um historically had offered um child rearing leave as an incentive to um as a recruitment and retaining tool um or offering for uh staff. And essentially what is it's it's not really retaining anybody because
060the individuals who are going on child rearing leave are actually leaving after their leave is completed. So they're not returning in the fall is what we're finding. >> So >> again so it's the policy is changing not the word. >> Okay. >> Yeah. And um additionally, if you think about the overall like the structure for the students, they're not getting their teacher for the whole year and all that, which can impact a student's learning as well. >> Well, that's fair. I was um the wording is changing because the policyy's changing. That's what's different than some of the ads for clarity. That's what I was just about. >> I think most of the ads for clarity are just questions that >> well or questions that Michelle gets a lot in HR. So, she wanted to add
061some of this because >> if we tell people go look at the handbook, >> it should Yeah. >> Let's make it clear of what, you know, we're answering the questions we're getting. >> Yeah. So, for clarity reasons, for example, um a common question like Brady said, I got a lot of questions. So, I just wanted to provide a little bit more clarity. Um in specific um when is our plan year? I wanted to add that's for clarity purpose so employees know and they don't have they they can look in the handbook for that. That would just be one example. But all of the ones that say for clarity that's just providing a little bit more detail um for clarity purposes for employees. >> Okay. >> Thank you. >> Yes. >> Any other questions? Thank you
062very much. >> Okay. Thank you. We'll move on to five. >> Painless. That was your >> 2026 27 co-curricular handbook update. >> How was your daughter's graduation? >> It wasn't wonderful. I'm sorry I missed Whitnells, but that's okay. >> Like I told the kids, I said, I love you all, but I love my daughter just a little bit more. So, I'm going to go to her graduation. Um, it was great. Thank you. >> Good. >> Um, exciting and sad all at the same time, you know, but it was good. Um, so today I have three updates to the co-curricular handbook. This is the middle school handbook and the high school handbook. Um, these we've been working on kind of all year. We vetted them through parents, coaches, kids, uh, to kind of get here today.
063So, the first one is adding a mission statement. We've been doing a lot of mission and vision work in the high school. We've been calling it our northstar. So, the athletic department wrote one. I just wanted to add we just wanted to add it in the quarterly book. Um the second one is currently they do grade checks six times throughout the year and the grade the dates are predetermined. So there's like a chance the date of a grade check falls like in an odd time in the season and wouldn't have an effect on a student athlete because it's either a championship season not playing anymore um or it's at the beginning of the season. So we um went to a rolling kind of a system where grade checks are every 3 weeks and that's what
064a lot of schools do that it helps us monitor kids a lot better and pay attention to when they're kind of teetering and get those interventions in. It helps when we're calling home and saying hey your kid is a varsity football player and they're getting a D and you know help do those kind of interventions. So, we'd like to go to an every 3 weeks just kind of a rolling system to better track. And um the last one is our consequence ladder for code violations. Previously, and none of us were here when it was written, it's a very like complicated, convoluted system that kind of seems to contradict each other. It maybe has been conglomerated over the years. So we just wanted to go to a very systematic clear system for parents and students to
065understand um that follows like our consequence letter that we have in the student handbook as well that kind of just is more of our vision for behavioral expectations in general. So that's all I got. Any questions? >> No question. But I have a comment. I'm really happy about the 3W week rolling because I know I have heard anecdotally it was like catching kids too late. Parents didn't know. It felt overly punitive. I think the one F changed like a year or two ago and people didn't know. >> They didn't read it carefully. And I think um >> so I think this is great and and I know there were some like inconsistencies around who updated their grade books and who didn't. So, I'm glad that we are not only for the students sake, but also
066from a system stake that it'll just drive more support for the kids that they know what they're how they're doing so that they can stay on top of it before it gets too far. So, I appreciate that. >> Exactly. It was like, you know, one time a grade check was right before a championship game and it was, you know, pulling a kid out of it. That's just a really difficult conversation without any kind of warning. Um, we as our admin team meet every Monday and we take a look at all this data right away and we're like, "Okay, what kids do we need to call in and it's just easier to keep track of that when you're pulling grades every 3 weeks and you kind of have your look for." So, >> yeah, maybe. >>
067And also maybe we'll make sure the teachers keep their grade books up. >> It definitely does. There's there's another motivation. >> What's the plan for communicating this if it's passed? So, we will be hosting a um a seasonal parent meeting. Brock and I will be getting in front of all parents at the beginning of each season. So, starting probably in August for the fall season going through all of this. So, we go through the whole handbook. We are also going to be recording it and posting it as for parents who can't meet it make it as well. So, it will be communicated in person and the video posted and sent out and everything too. >> Okay. I don't have the exact I don't know if Brock has that date yet, though. >> Sure. >> Yeah.
068The other thing in those meetings is they're going to emphasize sportsmanship. Yes. >> Uh not only our athletes, but our our parents. We've run into a few issues throughout the course of the season. So, >> really make sure we get that nipped in the bud right away, too. And are there like participation contracts at the beginning of the sport? Um, so and this is spelled out in them too. So there will be a documentation in writing. >> Yes, they when they register for a sport, they are signing off that they read and agree to the handbook. >> Parents have to as well. >> And parents have to as well before they can participate. >> Yeah. If there are no other questions, thank you very much. >> Yeah. Thank you. >> All right. We'll move on
069to 6 action. Uh believe this follows the way things have been going in the past. So I will move to approve 6A as presented. >> I'll second. >> All right. Come on up. Yes. So this um um went to the facil facilities and finance committee on uh June 1st. Um and they were they were supportive of of the recommendation. So, uh, if Quinn wants to talk a little bit about it and then these guys can share a little bit more information about it. >> Well, we went they did a nice presentation. We went through all the the nuts and bolts of all the things that we proposed. Uh, first of all, and most importantly, they all fit within the question of the referendum. That's important. Very important. We're not in that within that question, we
070can't do it. So, they all fit in within the question. We had our um legal uh uh confirm that most of the items are part of our 10-year improvement plan. So, that's really good that we can get these off now. Some of them are the rest of them are more improvements. Some came up as part of um looking at what we're doing and improving what we have. Uh one thing was the um the flooring type. Uh we we had originally bid out as BCT, >> correct? >> And we're upgrading to >> MCT. >> There you go. And uh it makes sense to do it now. Uh we have we have that flooring already in our building. It's working out well. There's advantages to having that. Um, you know, and I want to say that nothing
071is vanity in here, but there's one item that's vanity, and it's the green, teal, aurora, ugly stuff we have. We could leave it, but we're improving the whole building and it's going to it would stick out like crazy and it would it would show it would show that, oh, this is improved. This isn't improved. It would. It's just It's not It's worth the money. We have the money. It's Cassie and I both and I and and Rachel. I mean, this I've been on this board 14 years, 15 years, and this came to me year one. What the hell is that green out there for? What what is that? You know, so here's our time to get rid of it. Um it's it's not that much more. It's well within the budget. It's not going to
072hold anything up. And it's going to look the whole make the whole building look uniform. And that I mean Yeah. And that I mean so aesthetically yes I mean we want to show that you know it's all one not not 1959 1987 whatever you know so uh and there was there was two items that we put that through this process last money that we came up with um uh one of the projects is the ESS the uh the floor at at the at the play area. Um I think Cassie brought up what about Edertton? are we going to have this imbalance here and there? So, that is a that's going to come up possibly as an alternative bid in the next time around. And the other was the walkway and the canopy that you walk
073up to the high school is in dire need of repair. And we're going to have this beautiful building and we're going to have this um this thing hanging out there not looking good. So, that'll that'll come up as another alternative bid. But um everything everything that we discussed and they brought to us is is needed. Uh there's one item the uh high school second gym uh audio is the time to do is now before as they do their uh work in there. The time to do it is now integrated in there now because the work starting in a couple weeks or a month or whatever. So um there that's really the only timesensitive one. Am I correct in saying that? But they all they all are going to keep us are well within our our
074schedule. All three of us read on on all this. Uh the the other information is in there if you want to go through it. I hope uh I don't see any need to go through it. We went through it as a committee. Uh and u we unanimously uh uh not voted but approved uh these plans. >> They have questions. >> Yeah. So for when I look on slide four number seven that includes the painting that you were talking about but it does not when it says replace main entry roof structure and enclosure. Does that not include the canopy or does that include >> that's not going to do their canopy. There's a barrel top there now if you notice that's going to be gone. >> Uh there's going to be a flattened out area. Uh
075the barrel type roof will be gone. That does not include the canopy. There is a picture of it. >> I saw the picture. I just wanted to understand the money. Yeah. >> Yeah. I I see the picture on slide number nine. >> Yeah. So, right there. So, go back one. See the green barrel >> right there in the middle. >> That's gone. >> We're removing that from the roof. >> Mhm. >> Yes. >> Does it have a >> And that's how it's going. Yep. It's gone. And it's going to be flattened out. Okay. >> And then it shows in the corner. >> So, there's no issues with the the one over the library. just that one. >> The one over the library would be painted the gray, the off gray, but it's >> But when
076it comes to getting rid of the barrel, that is a completely different structure in the library. >> Okay. >> That would be much more invasive and not cost prohibitive to to change that roof >> to to Quinn's point >> because like the one in the entryway isn't actually the roof, right? Whereas the one in the library is the actual roof. >> It is actually the roof in the entryway. It's just a simple. It's not surrounded by other roof structure >> where the library is surrounded by other roof structure. >> Okay. >> So, the change is for aesthetics, not not a functional change. It it's to Quinn's point, it's to remove the timestamp from when things were done on the building and make the the overall perspective of the building look more timeless instead of we
077all know that that was done in 1999, I believe it was. It it really does timestamp the whole building. >> We already removed the barrel roof that was on entrance number five, so that one's gone. So, this would just it would it would leave the one in the library. >> Number five being the former sports entrance. Okay. >> Thank you. >> And Jesse, can I add? >> Go ahead. >> To that one thing we talked about in committee about um what we see on slide nine is that that entrance now that'll be like new doors and things too, but because of the way the athletics entrance and the parking is going to be, this is going to be driving a lot more people through there. So the continuity of of um look was important from
078like a branding statement. So that was another thing that um made sense to me was that oh yeah, there's going to be so many more people that aren't students entering through this door than currently do because now people go through the athletic well we well not anymore but before the construction started. So, um, we don't we won't be able to show off that athletics entrance in the same way if this looks to Quinn's point not continuous in terms of like the I don't know what they call that >> streamlining. >> Yeah. >> If you don't mind, I'd like to ask another question about the aesthetics. So when we talk about that canopy that right now is not in the scope of getting replaced, is it your feeling that that also dates our building? >> The
079one above the library. >> No, no, no, no. The one the cement the the the >> we talked about it extensively. >> The walkway covering. Yeah. >> We it needs it needs work and that's why uh it's going to be on another build alternative. Um but I don't think it dates it. I think if you look at that how it is, you know, that's it goes the the line goes nice and smooth. I think it's fine. Um, but it needs some some professional patching and painting and I think it will uh it'll it'll be really good. I I had thought there was uh rust stains coming through, but I and Dave walked it as well. It's not. It's just severe peeling and areas that I don't know cars might have hit. I don't There's some
080areas that are >> look rough >> on the pillars that I Yeah, some of those areas were repaired when we redid the walkway underneath that. >> Um, structurally, I just want to be clear about this. Structurally, the canopy is in good condition. What it needs is maintenance. >> So, that I just want to say that those are two different things. If if the structure itself was falling apart, collapsing or safety hazard, that's one thing. That's that's not the case here. >> I have a question, too. Sorry, this is related to the walkway, too, but I walked in for the event on Friday and it was pouring. Um, and the canopy, it's like odd how the pillars are in the middle of the canopy. And if that's going to also be our main walkway. I was
081thinking if somebody had like accessibility issues or something, they're potentially getting rained on. Like, it's not really a canopy unless you're walking just like a certain way sort of under it. So, I noticed how badly it was peeling and um was just curious about some of those same types of things. >> Gutters on it. So, >> yeah, >> it's it's constantly raining down the sides, right? And so, if you were like in a wheelchair or maybe with a walker or something like either you're navigating those posts or you're getting half rained on. So, it's kind of like if that's our main entrance, I just find that to be interesting, too. >> Yeah. There there are things we could potentially do to modernize it a bit as part of a refresh. you know, add a metal
082fascia or maybe even gutters. Um, you could add a sopet panel to the underside to prevent the paint from peeling because it's a lot of the peeling is on the underside. Yeah. Um, >> and then yeah, there's probably the need for some repair to a couple of the columns. We have a little bit of sping spalding, but overall they're in fairly good shape from a like structural standpoint like Todd. >> But think of it as like this is the entryway to our brand new building and kind of >> Yeah, we talked about that's to Quinn's point like cuz I had the same reaction. I'm like, eh, >> yeah. >> Um, so that's why it would be one that once the financials are looked at, then that would be another one that would be a priority
083for that same reason. But because it's structurally, it wasn't in this first. >> But, um, as Quinn mentioned, I think the visual is really important that we don't want to, you know, what do you do? Cut a ribbon and it looks >> falling apart. People are like worried the paint's going to land on. Yeah, >> that's that's what I think is when I think about the entrance to our building, I think of that structure specifically as the first thing that I see walking up to the building. And I know um I sometimes I wonder, do we need a canopy at all there? Is it serving is it serving our building or does it look like a relic from you know the when it was when it was built in terms of the the modern modernity
084of our building? But I will leave that to you. Right. Are there any other questions or any other discussion? >> What when would you have the uh the uh two alternative bids to us possibly? >> I guess depends a little bit on concepts. Yeah, I think uh for the canopy at least we'd probably need because we we looked at it after the finance committee meeting, but we'd have to look at it in a bit more detail and come up with some solutions to >> months. >> Yeah, I think uh within >> and we we were told that they wouldn't be able to get to it uh painting wise and structural fixing that this summer, right? >> Yeah, it would be next summer's work, >> right? And would the uh if if we did agree to
085the other uh base for the uh children's toy sets over there at Edertton, that would be next summer as well. >> You mean that hill corner? >> Hills corners. I'm sorry. >> That'd be the same. >> We we talked we didn't want an imbalance of one school having this and that school having that. Um, but it wasn't the original plans and now that we have funds available and uh some of the curbing is already in at HC. So, it just makes sense to to get it done. >> And to add to that, part of the reason it is going in at Edertton is because the the stuff has to be and was already partially in scope for the because of the referendum. So, that's why the upgrade is in this package, the bid alternates for
086Edertton because there's already work being done there and part of it was already in scope. So that's some explanation for the difference and why Edertton flooring for the playground um is sort of first in the bid alternates. >> I have a quick question. >> Go ahead. >> Um it's come up at some of our meetings with the PTO and I know it was on the improvement plan. Is there um do we know where like the signage at middle school and Edertton are speaking about like uniformity between schools? especially addressed is extremely outdated um sign um as we're talking about this. >> Yeah, Todd, you can correct me if I'm wrong, but we we have looked at, you know, doing signs and running electrical out to those and things like that. Um one of the things
087that yes, that would be probably in our next, you know, bid alternate discussion. Um, one of the other things that we we we have done some work and have to continue to do some work on is figuring out what the different ordinances are within the v the villages. Um because >> I know even with >> light if you're doing a you know if you're doing electrical sign with the neon lights or whatever not neon I guess but whatever lights um people then tend not to like those across the street from their >> well and I was within our discussion in our PTO which is completely different than here there was discussion about whether there needs to be electrical or just an updated cuz the especially Edertton is very very outdated looking. So, like not necessarily
088saying like it has to be like because I know there's going to be city things, ordinances and all of that, but just in general looking at the signage. >> Yeah. Just so you know. Yeah. So, John Todd and I have have started those conversations. We've had different vendors in looking at it and gathering some of that information. So, that would >> again >> just as we're talking about uniformity. >> Yeah. >> So, to wrap up the financials on this, we're still really in great shape. These are all uh monies are coming from um being under bid. Uh our contingencies for uh everything are are still in place. We haven't touched those. Um so we're really in good place. And then that that's that's the reason why we can do these and it's the time to
089do them is is or to give the approval to get it in the plans so that it keeps running smoothly and we reach our ultimate goal of uh a quality product for our kids uh in a timely fashion. >> Can we what is the number that we still have under budget just for the public? So if they don't open this >> the started or finished number >> um if we approve this these bid alternatives. So, the the total this total uh bid alternates that you're looking at tonight is 2,138,568. Um, currently with the the underbudget from um CG Schmidt and then the owner bid under budget, we're currently at 6,688,94. >> It's on slide four. >> Yep. >> It's probably on slide four. Yeah. And then um yeah, >> three million. >> Yeah, sorry. Three
090million, I'm sorry. Um so when you subtract them, it's about we're still one about a little over 1.5 million to the to the good and that's not including contingencies or other investment type funds. >> Sure. We're in a really good place. >> I have another question. Sorry about slide number nine. When you look at that, there's like brick detail on the entrance. That does that exist on our building now or is that like a new feature that's going to be added? You see like those kind lines cut into the brick. Is that what our building looks like now? The grid in the brick pattern. Do you see on the walls around the there's like three horizontal lines? >> Yeah. >> I I'm pretty sure it does exist. It just this rendering really makes it a
091lot more than I actually >> Yeah. I'm like, yeah. Okay. Thank you. >> Yeah, we aren't we aren't changing anything on the lower portion of the brick. >> Okay. Thank you. >> If there are no other questions or discussion, we have a first, we have a second. All in favor? >> I >> opposed. 6A carries. Thank you very much. We'll move on to seven announcements. Does anyone have anything for announcements? Okay, move on to eight. Meeting debrief. Does anyone have anything for a meeting debrief? I have one thing. The only thing I'll mention is um because we're going to move into nine. Um we are coming towards the end of our contract with WSB for the superintendent performance evaluation. I've had preliminary discussions with Brady as to looking into if that's still a solution that
092we want to pursue or if there's something that's a better fit for us and for him going forward. >> Yeah. So, I uh you know I I told Jesse I' I'd do some exploration on different evaluations that are out there and bring those to you know the board at some point in July before we start the next evaluation process. All right. If there's nothing else for eight, do I have a motion to move into close session for 9A? Board of Education will adjourn into close session pursuant to Wisconsin statute 19.851C, consideration of employment promotion, compensation, or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercise responsibility specifically and to discuss the superintendent evaluation and contract. >> So moved. I'll second. Ask for a roll call vote, please. >>
093Alicia, >> I >> Yes. >> All right. Thank you, everyone. Should I break? Yeah. >> All right. I'll just I'll just leave