001Mhm. >> Mhm. >> in compliance with open meetings law. Do I have a motion to adopt the agenda as presented? So moved. I'll second. Any discussion around the agenda? Seeing none, all in favor? I. I. Opposed? All right, agenda is adopted. Uh attendance, everyone is here. Quinn is virtual this evening. Uh if you are able, please stand for the Pledge of Allegiance to the flag. 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. All right. Move on to two. Do we have any public comments? Okay. Move on to three, consent agenda A, gifts and donations, B, approval of the April 27th, 2026 meeting minutes, C, approval of the May 4th, 2026 meeting minutes,
002D, personnel recommendations, E, school safety drills, and F, vouchers, vouchers payable. Would anyone like to remove an item? I would. Okay, which one? A and D. A and D? Okay. Do I have a motion to approve B, C, E, and F? Uh actually, sorry, I was Can I um pull C? C? Okay. All right. Do I have a motion to approve B, E, and F? So moved. I'll second. All right. All in favor? I. Opposed? Okay. We'll start with A. Go ahead, Quinn. >> like to acknowledge the efforts of the PTO for the very generous donation of over $3,000 for transportation to all for all students to the John Glenn School. So, thank you very much. That's all I have for that one. All right. Do I have a motion to approve 3A? So moved.
003I'll second. I'll give that to Yancy. All right. All in favor? Aye. Opposed? All right. And then we'll move on to 3C. Uh I was virtual, but I am abstaining because I didn't I wasn't here for closed for that one. Okay. I will move to approve 3C. I'll second. All in favor? Aye. Opposed? And one abstain. And then we'll move on to 3D. Yeah, I think I would like to wish Ms. D Schrader all the best in her retirement. She's been a long time educator at Edgemont. I've known her the whole time I've been here. I've had the pleasure to work with her with the school forest. She is such wonderful such a wonderful ambassador for our our district and she'll be well missed. D, enjoy your retirement. Thank you. That's all. All right. Do
004I have a motion to approve 3D? So moved. So moved. Second. Give it to Quinn. All right. You got that, Jennifer? She's going to give it to Quinn. >> Yeah. So Cath Quinn made the motion and Rachel seconded. >> [snorts] >> All in favor? Aye. Opposed? Okay. We will move on to four, reports and presentations, 4A, Middle School Student Council Report. Well, you will have the good fortune to listen to a couple of presentations from the middle school. The first will be student council. We're going to let Mr. Seaver uh start that off. Uh I don't think that they're going to be talking anything about broken down equipment this time. Hopefully, but you never know. >> [laughter] >> Welcome. All right, good evening everyone. Thank you for having us. We are the Whitnall Middle School
005Student Council. I think I know everyone on the board, but I am Mike Seaver. I am a sixth grade teacher at the middle school and also the advisor for our student council. And so we were here I believe right before the holidays to give you an update on what we've accomplished during the fall and early winter and now we're back to let you know what we've been working on since. I'm actually going to turn it over to some of my student council officers and we have a couple of class reps here tonight who will go through each of the slides. They'll introduce themselves and tell you all the good things that we have been doing. So, I think Cohen you're going first, right? Hi, I'm Cohen Wyck. I'm the student council treasurer and I'm first
006off I'm going to talk about our school dances. We had our fall dance on October 31st, Halloween. It was a great way to kick off our student council school year with pretty average profit but still very good. Keeping things traditionally the same as past years. Then on February 13th we had our Valentine's Day dance. Instead of our traditional hallways, uh, we decided that we would do a bowling alley with uh, plastic thing, uh, pins and things like that. Um, which was also a huge success. On May 8th, we had our spring dance with a beach theme. Uh, it had many of the same characteristics, but also some new ones such as, um, snow cones and photo booths. Um, it was, I think, our break biggest profit of the year bringing in about, uh, $1,000 for
007us. So, worked very well. Hi, I'm Patrick. I'm the student council president and I'm going to talk about the teacher appreciation. So, uh, this year we had two teacher appreciation days during the holidays. We had the staff appreciation breakfast where the entire student council came to school early and cooked a multitude of different things for our teachers and staff. Um, oh, no, just teachers. On May 5th, we also had our Cinco de Mayo lunch for our teachers and staff. The students helped serve a taco nacho bar and, um, we served all the staff different types of toppings and treats. Uh, me and Cohen stayed there the whole time through all periods, all three lunch periods, and then we also had reps that would come in for their lunch period for shifts and they'd help us
008out. Um, we got it from Qdoba and I think we did some of it from Festival Foods. And that's kind of it. Hi, my name is Gavin Bradley. I'm the student council secretary. I'm going to be talking about the student engagement survey. So, as a request from the our administration, we were asked to analyze the data from the Windsor student engagement survey as a whole the whole entire student council. And then, to like see where can improve like for our students and like make kind of like new rules for all of our class or like school. And like hopefully just help with our school. All right. >> [clears throat] >> I'm Bella Apollo, sixth grade representative. Um for March Madness this year, we had a PBIS board party for that and we had a small
009concession stand. We sold popcorn with five different topping flavors and Arizona iced tea. We made just under $200. Hi, my name is Chandler Thompson and I'm a eighth grade school council representative. And I'm going to be talking about Earth Day community service. On Earth Day this year, our student council decided to clean up the court not court. We split into multiple groups and picked up more than five bags of trash all together. Um hi, my name is Ivy Craig. I'm an eighth grade student council representative and um for the other of your spirit days instead of doing the things that we normally usually do, we decided to do little buckets partly because um it was low pricey, there wasn't enough student engagement and it was also just like really hard. So, if you see on
010the boards around here, um there are certain different types of eating that So, for example, on the 27th, have a bed day, pajama day. Um uh let's go. For the fourth day, we did a sleeping bag day. It was a pretty creative idea. And um we're starting on May 20th. So, yeah, that's about it. Um I'm also going to talk a little bit about the eighth grade promotion. Um so as the student council school year closes, the seventh grade uh students can now start running for a position for an officer like treasurer, secretary, vice president, and president. Um also the eighth graders will have their promotion. Um all the officers are going to be making speeches on um a particular year. So um just for example, I'll be speaking about my seventh grade year, so
011last year. Um what it meant to me and how it really improved me and my peers as people. And um yeah, that's about it. Uh do you guys have any questions? Actually before uh we get to questions, I just want to um just to kind of elaborate on on a couple of these. So these guys it's [clears throat] we've spent a lot of hours uh putting together a lot of activities this year uh for our student body. Um one one question that I do have for our officers, just to kind of put you on the spot a little bit here, but what have you learned this year being in one of our top leaderships positions? What did you learn about leadership overall? It's a lot more responsibility. Um personally, this is my first year in
012student council. I wasn't a representative before. So it was a very big change for me, especially in schedule. Um having to learn a lot of different planning uh techniques and overall how to get people to listen to you. But um I think a lot of it comes from community building and just trying to be friends with most of your peers in the best way you can. Um so yeah, I guess that would I would say that for my part. Um yeah, it's my first year in student council, but I got the officer position. And it's like kind of like it's a fun thing cuz get to talk to like all new people, kids younger than you. So, learn like how it's going. It's yeah, it's hard to like keep the class like Well, not class.
013Sometimes it's like be like more responsible and stuff. It's hard to like 30 kids. Um I've been on this What? I thought I thought you want I thought you wanted it. >> Um I've been on the student council for 3 years since 6th grade and I think it's a very fulfilling experience to do to kind of organize things for your for the community and some of my peers. Some of my peers were on the student council as well. So, that's my experience. So, how many of you want to continue um student council in high school? I probably will have student >> I will. Um I just wanted to point out that I really liked that you guys responded to feedback. You're really responsive like over the regular year. It's a tradition. You do the the
014alphabet countdown every year. But then you noticed that it wasn't as popular. You took some feedback and then you changed it and that's really good. That's [clears throat] cool. Not a lot of people can do that, even adults. Like feedback is hard and but you learn from it and you made a new decision and I hope this goes really well. They look really fun. I wanted to say one more thing, too. Um so, not only are you representing representing your school here, but out in the community. I met a couple of you at Chets Park. I took my youngest fishing and there was a couple boys there that are sitting up here and you were so helpful, so respectful. You didn't think I was lame with all my questions. You were so patient. You were
015just I I really actually was going to call the school to say how impressed I was. There's was six of six young men out there and it was probably about a good hour and a half that you entertained me and my son. So, kudos to that that you're not only examples in your school, but also in your community. So, thank you. Um I just want to say thanks for coming today. It's been really fun watching you all year and seeing you guys grow. Um and I'll echo what Rachel said. You are my neighbor and I've seen you guys in the community and you guys are just always so kind to my children and my child who has a disability and um I you guys are really responsible and I really appreciate hearing about all the
016things you're doing in your school and I am excited to see what you do in high school for the eighth graders and I'm excited for you the younger members to see how you continue to work in student council and improve it if you choose to do that. I'm just curious, what is one piece of advice that you would give the new officers that are coming in uh for next year? Do you want to start? Mhm. I'll start. Okay. Um I would definitely say that um especially for if there are any incoming officers who haven't been on the student council before like me, um it's a big responsibility, but I would definitely try to make the most of it. I believe well, when I started running, I was very nervous on how the position would go
017for me. Um I'd been the treasurer before in other different groups, but this was obviously much bigger and much more responsibility. Um but I think trying to blend how much you learn and how much fun you have is the biggest tip that I could give anybody. Yeah, I'd just say don't be scared to even if you're trying to run for an officer position you don't want to. I mean, don't be scared. A lot of people are nervous to put out their video. I wouldn't be cuz I mean, I know a lot of people watch it and they like they do really take in what you say. And I guess I guess just use that cuz I feel like like you shouldn't be nervous to put your your your thoughts out there. And when you do
018put it out there, I think it benefits you more than just not. So, yeah. Yeah, same thing about like making sure like not be scared about making your video because I mean like I uh Yeah, just that. Right. Thank you guys all for everything that you're doing and I think it's just really like inspiring to hear all of the ways that you're involved and how much you care and just how much this means to you as well and um how much you're giving back to your classmates and the community. Um it's just really great to see and just hope you all feel really proud of yourselves cuz we're definitely proud of what you're doing. So, thank you. I'll just add um that it's great that you're helping make school fun. Do you know what I
019mean? It's because of the work that you're doing that your classmates and yourselves get to have some fun at school. So, it's not just you know um all of your classes but that you're coming together as a community as well and it takes leaders to do that because you know more than anyone that this doesn't happen without people to organize and plan and and work on it. So, thank you for helping make your school community a more fun and memorable place especially in middle school because middle school, you know, has its ups and downs but you're really helping make the community a strong place. I was just going to say thank you guys too cuz you guys do a lot for the district. You guys do really help out. Well, it it's very impressive everything
020that you've done. It takes a lot to be a leader and not only that, but to take in all the ideas that come from an entire school and try and make the most out of all the ideas and represent everybody as best as you can. So, uh very encouraging that uh you're looking to see leadership beyond middle school and I for those of you that are leaving, I wish you the best of luck and the ones that are sticking around, you got some responsibilities that you can pick up going forward. So, thank you very much. Yes, what? I do have a just a couple more things to add. Um if you go back one slide, so part of my role as an advisor is to help coach these kids in developing them into being leaders
021and even challenging them to you know, think outside the box sometimes. So, when I brought up the idea with you know, maybe we need to do something different with the ABC countdown, they thought of this all on their own. So, I don't know how many of you caught that every letter in or in the order spells out Witnall Falcons. We did that's all thought we'd do something different, ABC countdown that's you know, an elementary school thing and so we thought we'd try something different and actually starts this Wednesday. So, we'll see how it goes. And then for the student engagement survey, this is something we've never done before with a student group like student council and actually the idea came up from our middle school staff meeting when the staff was analyzing the data and
022I had a colleague turn to me and say, I wonder what our student leadership group would think about all this data and I'm like, you know what? We're going to make it an agenda item and we're going to have them analyze the data. So, they they sat did it. they provided some very good feedback. I also did it with my um sixth grade advanced math class since we're we do a lot of data analytics in there, too. And very interesting and some of them were very honest with their feedback and, you know, things that are going well in the school, things that they would like to see changes or some improvements. And the sixth graders especially were very well spoken about how they thought their transition to middle school went. So, very very very helpful
023feedback from, you know, one of our main customers here cuz they're they're important stakeholders as well. So, thank you again for for having us tonight. Great job. Thank you, Mike. Thanks, everybody. [applause] >> [applause] >> All right. We will move along to 4B, eighth grade Washington, D.C. trip report. Okay, this is an equally great group of students uh that you're going to hear from and I'm going to turn this over to Mrs. Kepp, who is one of our main organizers for the trip to get them started. I can do this. Yeah, this is right. Okay. Switch to there. I guess. Can I start singing? Okay. Are you guys ready? Okay, so this is our Washington, D.C. group from this year who have an amazing accomplishment that no group ever has done before in 34 years,
024at least of my being here in Mexico and Washington, D.C. and New York. No one in our group was ever late ever for any time meeting. So, we were all on time every day, which is huge. Anybody that's traveled with children know that's a a big feat. Actually, they were early, so it was even better. Um I am Amy Cap, I'm one of the organizers for the Washington, D.C. trip. Um also Sarah Sandel and Julie Granberg, who's not here, Sarah Jackson, and Julie Nope, Julie Granberg, Kelly Campen, Sarah Jackson, who are not able to be here this evening. And we would also like to acknowledge our parent chaperones for making our trip possible. Jesse joined us as well. And Chris Hare and David Getzko, which was great and one of the reasons that we were
025able to do our trip. So, we would like to thank you for your continued support of our trip and providing an opportunity for the kids to have a chance to have a front row seat to our history and to the government. And no one can tell you better about our trip and what the impact was and our highlights were our lovely trip leaders that we invited to share with us. So, I'm going to hand it over to Adam because he's first. So, I made this word poem is it's a representation of the words that people use to describe the trip that we went on. Some words that I like to point out are memorable as this trip was something that you can never forget. Powerful as like the Holocaust Museum was very impactful on on
026a person's life. The and I'd say somber as it was very somber experience, very impactful. Okay, I did top five advice from like all of us. Um I'd say the second most important is having water. Um so, bring a water bottle and make sure it's filled up in most of the places that we go have water bottle stations. Um the second one is bring good and comfortable walking shoes cuz we walk a lot and go from monument to monument to museum and it's a lot of walking. So, having good and comfortable shoes is good for like your feet and not getting tired of them really. Also getting good sleep. There's so much going on every single day. It's important that you get good sleep so that you can be energized and like ready for the
027stuff that comes on the next day. Also taking photos. These will help you remember each part about the trip and each photo is a memory and I know I have so many photos and I look back to them to this day and I just think about all the memories that come with each photo. And my personal favorite and the most important is do not take this trip for granted because this is the best trip I've ever been on and I loved every second of it. Hi, I'm Anya. Um so on the first day we went to the Jefferson Memorial, the Senate Building, the National Archives, the MLK Memorial, the FDR Memorial, and Yard House. Um my favorite part of this day was probably the Jefferson Memorial. It was really cool to see how like they
028are able to build all this and then um ending the night with dinner cuz you get to enjoy the company of all your friends and that was really fun. Um so on day two, uh Wednesday, April 29th, we went to the Smithsonian National History Museum and there we got to see uh cool artifacts from our nation's history. And one of the cool artifacts I liked was the Hope Diamond. Uh next we went to the People's House. It was basically a uh recreation of the inside of the White House and all the history behind it. And some of our students got to sit in the Oval Office and in the main chair. Next we went to Ford's Theater and the Lincoln Memorial where we got to see uh the artifacts from Ford's Theater and uh the
029gun that killed Lincoln. And then after we went to the Lincoln Memorial where our students got to walk around and see uh different parts of it. And lastly, we went to the Vietnam and Korean War Memorials, where we got to see the impact of all the soldiers, the statues, and the names of the people who were in the war. Uh I'm Owen, and on day three, uh we went to George Washington's Mount Vernon estate, uh the World War II Memorial, International Spy Museum. Uh we went on a ghost tour, we went to the Washington Monument, uh the Holocaust Museum, and for dinner, we don't have picture of it, uh California Pizza Kitchen. And uh my favorite part of the day was probably the ghost tour or the California Pizza Kitchen, cuz the the pizza was
030really good. >> [laughter] >> Hi, I'm Belle. Um Friday, day four, we went to the Pentagon Memorial, the Arlington National Cemetery where the laying of the wreath ceremony happened. And we went to the US Capital tour, and the US Marine Corps War Memorial. The end of day, we went to the United States Botanic Garden, and we went home. My favorite part was the Pentagon Memorial. Uh one thing I learned was that there were so many people involved in the Holocaust, and like it was just like I could like cool, or like it's not really cool, but it's just like interesting to find out how many people were involved. Um I learned that at the unknowns like soldiers tomb, there was a body that was found and identified in the Tent Home. I learned that the
031Washington Monument is 555 ft and 5 and 1/8 in. I learned that Abraham Lincoln was assassinated his senior One thing I learned was that they used drum patterns to talk to the army and tell the soldiers what they needed to do during the Civil War. Uh one thing I learned was that George Washington and his extended family was buried at Mount Vernon. Uh favorite memory or experience from the trip. Uh my favorite memory was eating and visiting all the stores at the different malls and places we went to. And uh the Holocaust Museum was like it was just like breathtaking of like all the different artifacts and stuff that they had. Um my favorite memory was when we got back to the hotel after our long day. And the hotel had this like little snack
032place and me and my roommates would go down in our socks and our pajamas and we would go get food. And we would go back to our room and we would talk about the whole day and just make jokes and laugh. It just made it more memorable and like I talked to girls and like guys of course that I don't think I would talk to on a normal day and just created more friendships and stable friendships. My favorite experience was learning about the Holocaust Museum. It was very powerful, impactful, and really put things into perspective. My favorite experience were all the monuments and memorials. They were really sentimental and I really enjoyed them. My favorite memory was the Holocaust Museum and the other thing was playing the drum with the drum major at Mount Vernon.
033Uh in my opinion, the best experience on the trip I getting to look at artifacts at the different museums. My favorite uh museum was the Smithsonian Museum and my favorite artifact from there was the Hope Diamond which was stolen from India in 1673 and all the owners past has either died in a horrible or obscene way or committed suicide. It's cursed. That's what you're saying? They picked some of their favorite pictures for you guys to look at and then Ashley and Keno put together our a movie for us so if you get a chance to watch it it's only about an hour and a half long but it's fantastic and has lots of clips of the highlights from the trip from England else. I'll put the video in this week's update for the board to
034watch. It's fantastic. And any questions? That is Adam playing the drums which was a very fun part of the [clears throat] trip. Between eating at the food mall and that that was a really big highlight [laughter] of our trip. You can see if you were there. Very important. Okay, I have to know about the food. Did you try something new that like really that you liked or was it just the food overall you liked? Um the food overall is like the California Pizza Kitchen was really good cuz [laughter] cuz the pizza was like the bread was like it was good and they had really good noodles. Like my table we got like three different bowls of noodles. And they had some brownies at the end. Oh, what? That sounds good. >> we have a California
035Pizza Kitchen in Milwaukee. I just wanted to add on to what he said and like I think I ate Subway twice and McDonald's [laughter] twice but I still really liked the food and like the kitchen like the pizza kitchen and the other restaurant I think I don't remember what it's called but there was like cookies and brownies and it was really good. >> [laughter] >> Does anybody count steps? No. Uh I got about like I think it was I got like 20,000 steps today. Wow. Makes sense why the food was so good, too. >> [laughter] >> And the sleep was so important. Yeah. Have any of you been there before? Was this your first time? I have never been there. It was my first flight going there. >> How was that? It was My ears
036hurt. >> [laughter] >> But it was a surprise to you. Yeah. So, I thank you guys. You did so much. It seems like your days were action packed, and so I'm really delighted for you that you had this trip. And I guess the question is, would you recommend this to other middle schoolers? And um would you be interested in continuing to travel when you go into high school? Um at the start of the trip, I didn't really want to go cuz I didn't Well, my best friend wasn't going at the time, so I was like, there's no point in going. But then, I got to the trip and I was like, I I'm so glad that I went, and I would have regretted not going cuz it was genuinely one of the best trips of
037my life. And I would love to travel after that if my experiences are the same. And I already recommended it to some seventh graders, so I'll continue on recommending it. I would recommend it as well. It was really fun, and it was nice to see [clears throat] everything. And especially because they have so much that you're going to do, so I feel like it's kind of different if you were just going on your own. It's like you get to see everything, and then also you're there with like people that are your peers, and you get to just meet new kids. Were there other school groups there at the same time as you guys? Yes, there was a lot. >> Oh, neat. There was one in our hotel, too. Oh, that's cool. Did you get to
038like interact with them? Neat. I made friends from New York. Very cool. So, you got have meet people from all over, too. >> [clears throat] >> So, it's pretty busy out there. We went in May last year and April this year. It was a little less busy, but it was still pretty congested. Um they got lots of compliments from tour guides and from our individual tour guide. Cuz we said, "Well, how are kids ranked in comparison?" But they were really well-behaved and represented the district with integrity, for sure. >> I think it's really impressive you were all on time, by the way. I'm not somebody who can get my kids on time. So, everybody, good job. >> time zones, so hey. Like you guys had to adjust. They did a really good job of you
039know, they'd say what time it was that we needed to meet back at whatever spot it was, and I didn't see any chaperones having to be like, "Where's this person?" And if it was the case, it was like, "Oh, they're in the restroom." Or they're finishing up at the gift shop. It wasn't like anybody really wandered off where it's like, "Okay, now we have to hold things up." So, everybody was very responsible. Well, thank you for your great behavior and for representing Whitnall so well. Really quickly, um when we visited the Capitol, we were told by our tour guide, we thought she was maybe not telling us the truth, but she told us that the flag that day that was flying at the Capitol was in honor of Whitnall Middle School. So, I'm going to
040have Carter read something that we got in the mail recently. So, this is the flag. It's not correctly folded yet, but this is the one that was flown over our nation's capital. Uh it was commemorating the 250th year anniversary of our country. Uh this is the certified the uncom- uncompanying flag that was flown over United States Capitol on April 28th, 2026. Uh at the request of the Honorable Scott Fitzgerald, member of Congress, this flag was flown in recognition of Whitnall Middle School's Washington, D.C. trip. Wow. So neat. >> So cool. So, we're going to actually get that golden correction, and um then I'll ask That's amazing. Did you have something, Quinn? I'm sorry. I heard something and I didn't know if you had something for them. I do. I have a comment and a question.
041Sure. Uh about the favorite memories and experiences and and the one student said that about going down to each snack and then you know to what their roommates in their room. I thought that was really what it's all about. But when I heard them say that Uh-huh, I don't know. I I'm sorry. I don't want to confuse her. I can't hear that well. But when they stated that um with uh some kids that she may not have known or didn't know that I don't know what the thought. I I I I think that's what it's all about is you know going on trips about these and we do things. So, I thought that was really good. And my question is to uh Mrs. Amy Kim. Uh I understand you had to reprimand our board president
042a couple of times actually. >> [laughter] >> He had his own chaperone. We assigned somebody to him. >> [laughter] >> We tried to talk him into going next year with April. We'll see if he comes back. I think I think Mom Mom might do that. >> [laughter] >> Well, there are no other questions. Thank you very much for all the information. >> [applause] >> All right, we will move on to 4C, family survey results with Dr. Ryan. Well, Dana's walking up here. I'm sure she'll cover this, but I'll cover the brief moment of silence here. Uh we as as you know, we started a new strategic plan this year. One of our strategic plans is around, you know, community and communication, and and one of the the aspects of of that goal that we're working
043on uh this year is really figuring out uh parent feedback. And the district hasn't done a consistent uh family survey. Uh so this year Dana designed a um family survey and uh she's here now to talk a little bit about it. Again, this is a direct um strategic plan aspect that we did. So, I'll turn it over to Dana. Don't know how to follow that act and Brady stole my first sentence, so um we'll just go go right into the survey overview. So, our family survey this year was deployed in April from the 4th through the 30th. We did a little bit of an extra long window um to give people enough time to do their responses right after spring break. Um we did ask families to enter their student ID number to complete the
044survey. This is aligned with the student information on the back end including what building your student goes to um and that is to help with the validity of the survey. That's a very common practice for family engagement surveys. And we also asked families to complete the survey once per student um because they might have multiple students who go to different buildings. We had 31 items on a Likert scale, which is that five-point scale from strongly disagree to strongly agree with an option for um sometimes in the middle. Um we had two net promoter items, which I'll talk about in a few minutes. Those are on a scale of zero to 10 and those are regarding satisfaction with the school or the district. One asked them to rate their school and one asked them to rate
045their district. And then we had one open-ended item at the end, which I always like to end with, which is there anything else that you'd like us to know. Um some respondents used that to give feedback on previous questions and some just used it as a way to share some feedback or other information with the district. Um I was a little sad that we didn't have a greater response rate, but it's our first time, so we'll use this as our baseline. We had about 10% response rate for the district and across the buildings. And that was about 12 to 23 responses per grade level. So, the lowest grade level had 12 responses, the highest had 23. And then with the size of our sample and the number of students in our district, that gives us
046about a 90% confidence level. So, um if we conducted the survey 100 times, we would expect 90% of those times to yield the same results, which is a pretty high confidence level um and decent for a survey. So, while we'd like to see more families next year, we can generalize the results based on the information that we received. Um we had six different categories or themes that we kind of clumped the questions into for the survey. Um and I'm going to go over each of those and then talk about our highest scoring item, the greatest percentage of respondents who strongly agreed or agreed. And then we're going to look at the bottom item, which has the lowest percent of respondents who strongly agreed or somewhat agreed. Um in the theme of belonging, the our top
047item with almost 96% of respondents agreeing was school staff treat me with respect, which was excellent to see. Um our lowest item, our bottom item in that, even with 85% of respondents, was my child feels that students at their school get along well with each other. Um for some of these items, we tried to mirror items from our student engagement survey so we could see kind of how students are feeling and are those feelings mirrored by parents. We did have pretty close um results for our third through 12th grade parents for each of those items, um except for ones that talked about student respect. Clearly, the parents feel a little bit differently about student respect than students do. Um but overall, the responses were very similar. Moving on to communication, our top item in that
048theme was my child's school newsletter is a useful source of information, which was excellent. We had over 95% of respondents agree with that item. And our bottom item, which thankfully we're already at hard at work on amending is the district website is a useful sort of source of information. We had 73% of our survey participants who strongly or somewhat agreed with that item. Brenda is already hard at work updating our district website and was at that time. So we'll see that item go up in the future. In the theme of family engagement, we had about 86% of respondents agree with the item I feel that staff will communicate with with me when concerns arise about my child. We had about 78% of respondents agree with school staff collaborate with families to support student learning. That's
049a little bit lower than we'd like to see and so that's an area where we'll continue to dig in taking this is just a baseline and an initial source of information and place to ask questions from. So that's one area that we can continue to dig into and try and get some more information to make improvements in that theme. Going on to our last three themes, our theme of district operations, our top item was that the district keeps me informed on important issues with just a little over 86% of respondents strongly or somewhat agreeing. The bottom item was the district has effective financial management with about 60% of respondents strongly agree or somewhat agreeing. However, you'll see the little asterisk cuz we're going to dig into that a little bit more in just a minute.
050So hold that one. In our theme of learning, my child's school is a positive environment for learning had about 87% of respondents agreeing. That was our top item in that category. And my child the school challenges my child to reach his or her full potential had about 80% of respondents strongly or somewhat agreeing. Again, we know that that's an area we've talked about even in the last few board meetings. It's part of our strategic plan also is to you know help with increasing our rigor in our classes and especially for all of our learners to make sure that everyone is challenged in an appropriate way. And then finally our final theme was responsiveness social um, and safety, excuse me. Our top item was I feel that my child is safe at their school with about
05195% of respondents strongly or somewhat agreeing. And then our bottom item in that category was that my child's school administrators, specifically principal and assistant principal, are responsive to my concerns with about 75% of respondents strongly or somewhat agreeing in that area. Um, we have broken these up also across buildings and those responses will be made available to our building administrators so we're able [clears throat] to see areas where we can make improvement in that category as well. I was curious, is it like that for the family engagement one as well? Excuse me? On the previous slide, I was curious if it is it um, for the family engagement. I was just wondering is it different at different schools for the um, the way it was uh, phrased for collaboration >> with families. Yes, definitely. Um,
052we see just as kind of we see in our student engagement survey things start out really strong in third grade and then as students get older their satisfaction and engagement decline. Similarly, we saw in our 4K and kindergarten K5 families like there was a lot of very positive responses and then as students get older there tends to be a little more dissatisfaction. Um, can we go back one slide, please, Dr. Ford? Thank you. Perfect. Um, so when we're looking at our items specifically of the district has effective financial management, when you look at that 60% um, strongly or somewhat agree number, that is a little concerning when you look at it just on face level. But when we dug down into the responses, the reason for that is that 30% a full 30% of respondents
053chose that middle option, neither agree nor disagree. Um, and for us that's another jumping off point to dig into. Is it that people are very iffy on whether or not, like, I don't really feel great about their financial management, but I don't really feel terrible, or is it that they just don't know whether or not the district is they know nothing about the district's financial management. So that's another opportunity for us to dig in further um, to find out is it that we need to have better communication, um, or that people are truly just ambivalent about the management. Our two net promoter items, um, were about recommending your child's school or recommending the district to someone else. So, net promoter score, um, is used to measure customer loyalty. So, in this case we used it
054to measure the loyalty of families to the school and to the district. Um, it gauges their willingness to recommend the school or the district to other people. So, it's that scale of zero to 10. Um, included the averages on here, our averages for school and district were very close. Um, our average recommendation for school on that scale of zero to 10 was an 8.36 and our average for the district was 8.4, um, which was very strong. The net promoter score itself is the percentage of nines and 10s minus the percentage of zero to sixes. And then, so the possible scale is minus 100, you could have all zero to sixes [clears throat] and no nines and 10s, or positive 100, which would be all nines and 10s and no zeros to sixes. Um, a score
055above 50 is considered excellent, a score above 30 is considered strong, and you can see that we're very close to that score of 50, um, for the district and a little bit lower for school, but still, um, right between that 30 and 50 range, which is a very good net promoter score. Then when we had, um, the question I'm satisfied with my child's school, we had 61% of our respondents who strongly agreed that they're satisfied with their child's school and overall 91% of families responding who said that they were either strongly or somewhat agree with that statement that they're satisfied with their child's school. Finally, we looked at that last item, is there anything else you'd like us to know? And I pulled some key comment themes. Um, some of our key positive themes were
056people like our high quality of our staff in the district, which is great to see and call out to our staff. They feel a positive sense of community in the district and that um, they have good relationships with building leadership overall. Um, some of our more negative themes were around communication and technology. Um, people specifically mentioned the website and um, some other comments were focused around over communicating. Um, a lot of people mentioned, "When I report my child absent, then I get a phone call or an email to tell me that my child is absent, but I just reported it and it's kind of obnoxious." Um, so that's something that we can continue to look at. Um, we also had some comments again about academic rigor and grading as well as classroom management and discipline
057and those the classroom management is an area that we know um, people will always have opinions on and academic rigor and grading is a key part of the strategic plan. So, I hope our community knows that we're going to continue to look at that over the next couple of years. And we had a couple of recommendations. Um, again the desire for more rigorous coursework and challenges for some of our advanced students. And then also desire for more specialized classes and clubs. Um, so computer science, robotics, um, were some of the things that were mentioned. Um, when I brought that up, I don't remember who it was, but someone said, "Well, we already have a robotics club." People would like to just see some more um, support and sponsorship of some of those specialized clubs. Um,
058we must have had a lot of robotics parents do the survey because it was mentioned several times. So, appreciate that. Um, but overall we were really pleased with how this survey turned out. It showed us that we're heading in the right direction and some of the things that we're already starting to work on as a district and make top priorities for us are things that the community really wants to see from us, as well. Any questions? Um, I have a couple questions. Um, one, thinking about the number of survey results, I think that's definitely an opportunity to increase that number. Um, have we thought about maybe next year combining it with other nights, other activity nights, parent-teacher conferences, maybe having a a survey station, maybe having some sort of um uh give to give out
059if you complete the survey, or is there any like talk of that? Those are all really excellent ideas, and Brenda and I haven't really had a chance to get back together and talk about how can we promote it a little more next year, but I will bring all of those to her. So, thank you. Okay. Combine, you know, do a couple things one time. All right. Um, next thing I'm curious about what about um this data? What would be some next steps? Like, is there an action plan attached this, especially when I see um school staff collaborate with families to support student learning at only 77%. So, did that like anything 80% and below immediately took this data and moved it into an action plan, um especially cuz this one is tied toward a pillar
060of our strategic plan. [clears throat] Like, that's what I'm curious about, the next steps with this data. To be honest, we've had this for about 2 weeks, and we haven't had a chance to really dig into it yet. Um, so definitely looking at some next steps, especially as it's associated with what we're already doing and things that are already in the works behind the scenes. We'll definitely be doing >> a system, like whenever we get a a this data from a survey this is what happens automatically. Like, we take 2 weeks, we review it, we analyze it, we look for themes, and then we create an action plan, and from there we contact people, and then we Is there like a systems through line with that? So, next steps is it will the board building-level
061results will get shared out with our building administration, um and then they typically will use the data that they're given to do some other summer work with their building leadership committees as they're developing goals and action steps for next year. Especially because we noticed that a lot of the results, um, on some of those more actionable items were very disparate by building. Um, so something that might be appropriate for the high school to work on in terms of family engagement might be something that the elementary schools are already doing. So I think I That was one of my other questions is, um, I love to see like in different areas, different grade levels, different buildings, what's their themes that are coming out. So that we can also support, um, opportunities to improve specific to those
062buildings. So like this is all the large themes, but I'm curious, like do we see in middle school communication is an issue, but in elementary it's not. So what are we doing differently there? Not saying that it is, that was just an example. I think that it's something we can talk to our building administrators about also is how to work with PTOs and the booster club to help maybe share some of these building level results and see what opportunities come next based on what some of the parents would even recommend. So that's a good idea. Thanks. Sarah. So, um, not necessarily looking for an answer now, but just especially as we move into next year thinking about how can we as board members and the liaisons to PTOs help support survey participation, especially with it
063being so low. Just seeing how we can also support this effort as well cuz I think that is another piece that is there. Um, and I'm not like that'll be next year's as we wind up. And then I'm just but the specialized clubs doesn't come up very often in our discussions on the board. So I'm just curious, how do we promote those and make sure that people are aware of the more specialized small ones because we hear a lot about some some the bigger ones, but there are if there's a and I and I don't know how many of the little ones we have. Cindy, I don't want to put you on the spot, but can you help with that one? How do we best promote our smaller or more specialized clubs? Well, I mean,
064I think working with the community. So, like we just started HOSA this year, which is a brand new very specialized club that's Health Occupation Student Association, and we partnered with a lot of people in the community to bring guest speakers in and work with them. So, I think um you know, and even our robotics is pretty a popular thing, and they do really well at competitions, but if people don't know about it, um but that goes too with the the new track of the computer science and building in those kind of STEM tracks moving forward will help promote those, too. Well, yeah, I'm just kind of wondering, too, cuz like we have a course catalog, but like is there a place to see the list of all and just make sure that we're getting that
065out there. Yeah, our we have a whole co-curricular handbook and website that has everything listed, and at our freshman orientation, the freshman tailgate, we go through every single one with the freshman coming and then give them a clue. Like, some of the like mock trial, for example, eighth graders coming up might not know what that is. So, we go through that all with them as well. Thank you. I was curious with the number, I was just trying to roughly calculate how many responses [clears throat] per grade. It'd be really great to see like the different schools. I was just curious, do we even have like a statistically significant amount of responses per grade to be able to like make those bigger conclusions or decisions from? Yes, so each building had about 10% and 12 to
06623 responses per grade level is roughly 7 to 15% of each grade level. Yeah. I was I was pleased at least to see an equal distribution. >> Yeah, okay. I was just curious. Or at least they're like all represented from certain grades or, you know. Yeah. I have a question. I'll follow onto that. Do you You probably I don't know if you want this detailed into it, but the fact that like I have two kids, so it was giving me the option to do it twice with two of their codes. Did you notice that representation was like families did it once or conversely the representation came from some families with multiple kids doing it for all their kids or did you see a When I I just looked at it very briefly, um but I
067seemed to be more families doing it once per family. Okay. Which honestly tracks with my own personal experience having two kids. I just did it once. Yeah. Sorry to my kids' school district. Especially if they're in the same building. >> to do the same survey multiple times is We want to give that opportunity because >> ask. It is, but even when you have two kids in the same building, they could have had very different experiences with friends or teachers and we want to give people that opportunity. >> to give it and people don't take it. They've been given it. Yeah, I like that. When it talks about um their child's school administrators are responsive to their concerns, did anybody elaborate on what medium of communication they were using for a response? I think it was
068in the comments that I can recall. It seemed to be more people who didn't like the answer that they were given. Okay. Um maybe there was a discipline issue involving their child and another child and information that they were they wanted more information than were able to provide um were a couple of examples. Yeah. >> It was less like I emailed them and they didn't email me back and more like they told me something that I didn't like to hear. Yeah, and I think that's where my thought was around like the email part just cuz I know all of us get emails sent to spam. And I've had that sometimes where communicating with somebody and from my my personal account and it went to their spam and it's like, okay, I understand that cuz I've
069had that happen to me and I just just curious if that was a common theme or not, but it seems like it you elaborated on what that was, so. All right. I have one more comment or question. Would there be any plan to dig a little deeper into this? Possibly have a focus group of parents and families with strategic questions again, but interview them in person to get more of the story. Just thinking about that. Um welcoming belonging environment that we want families to have. Maybe we can really pinpoint and narrow down um strategically like what does it all entail? And we don't know what we don't know unless we find out from people in person. Exactly. This is a really good baseline and starting point for us to just get that general information, but
070next steps definitely need to be digging in a little bit more whether that's through focus groups, through follow-ups with specific people, through enlisting our PTOs to help us reach out to multiple types of families because we also want to get good representation from those groups as well and not just people who have spare time in the evenings and no child care needs. Like we know that a lot of our families have those needs and so we want to make sure that we're reaching as many people as we can. Yeah. I just also again, sorry. I just think this is so valuable and really important work when we think about declining enrollment and we think about families going to open enrollment, [clears throat] finding out some of these sticking points, especially with communication, is just so
071important. Such a great opportunity, so I appreciate this work and I continue to expand on it. We know that we're declining here, so how do we keep everybody? And it's not just about making people happy, but it's really giving them voice and value. Um and improving as as the um student council did, take feedback and then make some changes. And I think this is really valuable to do that here. So, thanks. Yoshi. Go ahead, Quinn. So, uh this is my 15th year on the board and I believe my 18th year in the district. And uh I I take the financial management piece very serious and very personal. Uh as long as I've been on this board, this is why that this district is one of the top performers in financial management. It's proven. This is
072not my words. Look at the data. John, you can come up with it. It's a communication problem. We do a very great job of of financial management. And and it was passed it on to me. It's being passed on all the way through this year and the years coming. We need to get a consistent message out there. We do these messages about big one drop one time drops in our in our realities. I think we need to be more consistent with it. And agree I'd be happy to help and help I have some ideas. We'll talk later. But uh this district is well managed financially. So, that's all I've got to say. Thank you. All right. Yeah, I'll second both of those things. I think um you know, Rachel makes a great point about going
073out and finding people who don't necessarily get the survey done and like and Quinn makes a great point to you about not everybody necessarily reads that quarterly email or that comes out. Not everybody has time to read that. So, there's a very possibly other communication channels and ways to insert some of that financial messaging into some of our other communication avenues. So, yeah. And I appreciate I appreciate the information. I think that family communication and services really essential to us achieving our goals. I was just going to add on to what Karen was saying with the financial messaging and Quinn and maybe understanding how families understand the financial The language is kind of different, right? In the way that we talk about it and where the money even comes from and just the way the
074whole budgeting works just overall for schools is just very unique, right? Yeah, so maybe also identifying is it is it how what we're saying, how we're saying it? Do you know, like how we're saying it in terms of the format, but also like the wording or the messaging or how we're showing it or explaining it so people can understand what what we're doing and the reality of we are in a good financial um we do have good financial management and kind of explaining what that looks like and what that means. People who don't know much about finances and then also on top of it maybe don't know much about school finances. It's just the labyrinth is a new language almost. Yeah, and I I agree. Thank you, Quinn. I'll definitely follow up. We can have
075a little more conversation, but um Yeah, I think we've been talking about that a lot with our staff as well. You know, uh John and I are actually doing a a presentation for our staff on Friday uh to kind of talk about this is this is actually what it it all looks like and goes into it and actually we're we're in a really good place. Uh even if you know, we we don't have everything you want, but it Um, so it's a very, yeah, it's a it's a point well taken that we we know that's a something we really have to get much better at communicating to everybody cuz you know, in a world where every other newspaper headline is we're laying off staff or we're uh, you know, this that or they're going on
076operational referendum or whatever. >> Right. Uh, that's every headline. There's nobody out there that's telling the good stories of people that are balancing their budget and living within, you know, so it it's it's something that is kind of set um we've looked at it and said, yeah, we need to to Quinn's point, we do need to do a better job of that cuz we do a really good job of it. Yeah, cuz I mean, I feel like you do hear it when it's deficit or you do hear it when something we don't have enough or we need more of. So, how do we speak about the positives and highlight like the things that are going well? I think to add to that, also be creative in how we send the message out and where, utilizing
077social media, um not everybody reads the email, not everybody reads the window, not everybody where else might they be looking? Probably social media is very easy to access. Thinking about maybe putting out some more positive things on social media about that, about the health of the district financially, things like that. Okay, and then So, um, I'm really excited that we have this data and that this is the start of a new like digging in and I realize that we're early in this process and I think all of us are very interested and care a lot about this because obviously our a lot of our parents or have been parents, all of us have been parents if not are currently and um, just if we maybe think about if there's a way to update us on
078the next steps and how we're using this information and how we keep working on this particular process just because I think we're all saying like there's a lot of things here that are really are places we can jump off from and make it even better. We can definitely revisit that. Kieran. So, from a communication lens, I would be really interested in knowing among our families who replied to this and even more families if we can talk to them, how do they get information about our schools and what are their main channels for receiving information because I would also wonder if it is changing over the years um to embrace different um channels and formats, you know, um just from how people got their news 20-30 years ago to how people get their news today. It's
079changing and I think that it would be very interesting for us to make sure we're really keeping up with young parents, especially coming in at the elementary level, and um connecting strongly with them throughout their child's career. That's an excellent point. We did do a communication survey probably 3 years ago um the before right before Brenda came on board. Um that was mostly around like social media, but I think that you're exactly right that it's maybe time to revisit that as well, especially after we launched the new website. See how that people like it. You're here. Yeah, I would say too, another thought and it might mess up the baseline so maybe we don't want to go down this route, but the wording of the question around like we know for a fact we are
080well managed so maybe we reword the question to get is the intent of the question to see if people know that we're well managed or is the intent of the question to see where people would prefer more resources. So, that's another way to cuz I agree if you put the question on there, people might think it's up for debate and we can say objectively we are well managed so maybe it's a a changing of the way the question's worded thinking about what we want to get out of it. Do we want to know if they know we're well managed or do we want to know something else. That's another thought. Go ahead. Um this isn't related to the financial side, but just in terms of um how are we communicating to the people who did
081complete the survey that we are number one appreciative that they completed it, and then number two like that they were they're they're able to see what we're doing in response to it cuz like I'm sure they're not necessarily turning tuning into the school board meeting right now to see us all talking about it. So I mean I'd love it if they were. >> [laughter] >> But um but realistically um I guess you know cuz people do a survey and they're like, "Okay, yay." But then they maybe sometimes feel like they didn't see what came from it. And then that has an effect on their willingness to participate again and or just their overall feeling in general of like, "Oh, I did feel really good about it, but now I'm not." Or So I'm just curious
082how we're how we're going to in our action steps we're moving forward to also like show people, "Hey, we did hear you and we are doing these things." Definitely show the results in the um I believe the summer edition of the Whitnell Window, and at that point I think that would be late enough that we can share some of the action steps that are being developed over the summer um in response to this as well. So Great. It's a good point. Thank you. I guess my other piece of it is if I'm somebody who doesn't view this as a holistic thing and my kid is in some sort of sports or clubs and they're not receiving the funds that I think that they should, is that where my mind goes in terms of the district
083has effective financial management. >> Yeah, that's true. That's where I think [clears throat] where Cassie was trying to drive at, at least from what I heard, um is is that skewed because of that reason? Like it's not looking at as a whole, it's looking at how this affects my child specifically and whether they're getting the financial support they need in whatever thing they might be a part of. But I think that this this probably is a good opportunity for those buildings to look at that and then put together another gallery walk at some point to say, "Hey, we looked at this survey. Here's what we found and here's what we did about it." And that way we can actually see those those results after they look into it. Go ahead. Um because I'm competitive about
084when I put a survey out at work, like I want people to answer it, but maybe there's ways we can like incentivize people. Like you're entered into a raffle and you can pick a free athletic ticket or a free front seat at a concert or you know what I mean to like incentivize more people. It might not drive up the Well, let's just keep in mind that we need to be good financial I'm just kidding. But [laughter] we can give them free things as well. No. Have the schools compete. Put a little sticker for your car. Front row at the concert costs [laughter] us nothing, but it could be a valuable incentive for a family. Or Or pit the schools against each other. A good old school-to-school competition always works well. Yeah, I I recall
085school competitions and I recall, you know, the superintendent making some videos about, you know, getting rallying the employee engagement. So maybe we can think of creatively about that as well. >> Brenda loves it when I come up with video ideas. >> [laughter] >> I also just want to from that make it very clear that this I we did have a couple of comments about people about who felt uncomfortable um and Brenda got an email or two about putting in their student ID number. Um this is all kept extremely confidential. Um there's one person who has access to the back end of the survey. It's me and I don't look at it. Um I try to keep myself as far away from that as possible because I do want people to feel comfortable responding to the
086survey and like their thoughts and feelings are kept as as private and anonymous as we can. So, we do the best. >> To that point, if there is something like um that is asking about like if you're there having an issue, like if there's a way do we add in like what they can do if they're putting a negative score? Because if you're not looking at that back end and they're doing the survey and then they're like, "Oh, nobody's following up with me." Like maybe to remind people that there's ways to reach out to resolve issues if there's something in Yes, I've already thought what to do on the next um edition is to add just at the end if you'd like someone to contact you, please enter your preferred email address. We do that
087sometimes for anonymous staff surveys um and that just gives people the ability to be contacted if they want. >> Well, and I think then that will also drive home the fact that this is anonymous, but if you want, then we'll see your Is there a way to make it more anonymous where they could just put in the school and their kids' grade or something like that? Uh in that case, we could have anybody doing it for anything and not figure >> identifier. Yeah, yes. To keep it secure. It's a challenge, but I just try to keep it as confidential as possible. Yep. I appreciate this. I know this is a new endeavor and homegrown and which helps with fiscal responsibility when it's homegrown. Yep. Thank you. All right, thank you very much. We'll move on
088to 4D school board liaison reports. Uh I will start it off. There's not a whole lot from the middle school standpoint. They um locked in their officers for next year after an extensive search for an open position. Um if that's any indication of what next year looks like, uh it's a warning. Incoming parents, please show up to the PTO meetings. They are going to need your help. Um it's a common theme all the time, but keep that in the back of your mind for the next school year. Um their eat and learns I think are done for the year, so that's really all I have. We'll go on to Edgerton. So, I haven't had a chance to check on final numbers cuz it's just Friday, but we had a very successful color run. According to
089the host website, which there's going to be fees subtracted and there might be some outside donations. Um, but with that number just being there, we raised over $23,000 for the PTO. So, very successful fundraiser. Um, and uh, some of the incentives for the kids were really cool this year. They got some special Falcon gear. And then we're also going to have mini golf at Edgerton on June 2nd. That's a new incentive that they're doing. So, it'll be really interesting to see how that goes. In years past, we've done a petting zoo. So, mini golf. Should be very fun. They're also going to have Pete's Pops at field day on June 5th. So, that's really exciting as well. And then just a huge thank you to everyone who organizes and volunteers. It's a big undertaking. There's
090volunteers on Friday, there's volunteers or Thursday night and Friday. And it's just a very big thing and it really is a core memory for a lot of our students. So, it's a very fun event. And I I was there running with my kids and I just think it's fabulous event. I know Meg, you get worried and stressed about some little things and I will say that for me, I it was a perfect event. And luckily great weather. We don't always get great weather, but great weather. All right, we'll move on to HCE. All right. So, the final meeting of the year is tomorrow. And that will be officer elections. There are at least one Well, at least one officer position that has no nominations right now. So, um, it is someone's chance to come take
091on an officer position. Uh, other couple things, the Al Judain, I think I gave an update briefly on our last update meeting. Took place a couple weeks ago. Um, most of the money has been raised. If we have it If you haven't turned in your money, please turn that in. Um, we are fundraising for new playground equipment and other things for field day. Um, and the uh HCE Carnival, which is one of the final things that the PTO puts on for the year, is June 5th. And that generally corresponds with the grad walk. I don't know if that does again this year. Yeah, it corresponds there. So, PTO puts that on. It's a time for the kids to redeem their falcon feathers and get little prizes and have some fun playing games. Um, so yes,
092and lots of opportunities to get involved if you'd like. So, last meeting of the year is tomorrow. All right. We'll move on to music boosters. All right, can I echo that? There's a music boosters meeting tomorrow night as well. So, >> [clears throat] >> split your time between the two, I guess. Um, they're also doing officer elections and there's two officers who are graduating. Um, so there are going to be two positions that they're um doing the voting for. So, come to music boosters on May 19th at 6:00 in the choir room at the high school. Sounds good. SWSA? Yeah, so I was able to listen in on the last SWSA call while I was in my car and the big topic was of course this bipartisan agreement to increase school funding, um which unfortunately
093did not pass um in the Senate. And so, there was quite a bit of discussion on that call on if the SWSA would take a position on it. Um, you know, bipartisan things are I think there was some hesitation as to what the group should do. However, the consensus was, you know, we've been asking for more funding and this is an opportunity to have more funding. Um, WASB came out in support, DPI came out in support. So, that was the main thrust of the call in addition to a few other things like setting up dues and offices for next year. Brady, I know you were also on that call. Would you like to add anything? Yeah, I know that was that was a kind of the gist of the most of the stuff that happened
094a lot a lot a lot on the big topic there and then just some kind of technical membership type stuff. Okay, we'll move on to Greenfield Park and Rec. Yeah, the director of Park and Rec, Scott Japes, is returning. He's been in the Park and Rec business for 40 years and 30 years with the uh Greenfield Park and Rec and I know he's what he's managed he's worked with our with our uh administrators for many years. And they've always got along well and he's a well-deserved place for him. Uh and Jensen has a mile on the weekend. All of this is on our website. And that kicks off all of the summer events going on throughout the Greenfield Park and Rec. So, if you're looking for something to do, there's a lot going on. Uh
095check it out. That's it. Move on to Hales Corners Park and Rec. Um I have nothing specific. I would just like to add with Hales Corners Park and Rec, uh July 4th will be a big event. Um and there's always room to volunteer and get involved with that. Sounds good. We'll move on to 4E Superintendent's Report. Yes, we've had a lot going on. Um the eighth grade choir went to the Fireside Dinner Theater uh a while ago to watch Hairspray. Uh they also had a an opportunity to do a uh or meet with one of the Hairspray actors uh beforehand. So, that so that was pretty neat for those kids. We had the prom. Uh it was at the the zoo, uh which was I mean, it wasn't in the zoo. It was in the
096primate area. There it was It was pretty cool. Um couple things uh just as a an old man watching, you know, at a prom making observations. Couple neat things for me. Uh watching Gizmo was there. Watching the interaction between Gizmo and the gorilla one of the gorillas was He like came up and started beating on the glass. It was really I kind of makes you think, "I wonder what they're talking about?" you know. Uh and then the other interesting thing that I watched uh was very interested There was a like a buffet line and one of the things on the buffet was spaghetti. So, I was really interested to see the the few kids that had like white um suits on or white ties or what they or white shirts like in white, you know,
097dresses like what What are we going to do? So, it was For all the parents watching, most of your children that had a lot of white stuff on did not take spaghetti. So, [laughter] you know, so we we have raised our kids to be conscious of some of that. Um the Greenfield Public Works uh came the eighth grade class and planted a tree uh fifth time uh at the in the middle school uh along the pathway uh to celebrate Arbor Day. Um so, that was a neat opportunity. We had a couple great opportunities where our kids got to learn from um people about their careers. So, we had a uh journeyman electrician from Next Electric who happens to be working on our uh project here. Uh visit Mr. Pogorellic and Mr. Lukaszewicz's uh personal finance
098classes to share kind of about her career story. Uh so, it was a neat experience. And then um our the Greenfield city planner um Jean of Lock came and talked to the our AP Human Geography class last week. Uh so they got to learn a little bit more about about uh her planning. Um of course Sarah mentioned that the Edgerton Color Run that happened. Uh of course um it was a great event. It wonderful. However the Village of Hales Corners also decided to blacktop the street in front of Hales Corners or in front of Edgerton that day. So that was that was an interesting added twist. I said it would be interesting if it ended up being colorful. Yeah. Yeah, right. Right. For the rest of its for the rest of its life. Um just
099uh wanted to just keep the board informed and I I let you know. I'm sorry there are a few emails last week. It was a busy week. Um ACT uh let us know that um there were some across the whole state there were some scoring irregularities. Not sure what that all means. Uh but they yanked back. We kids had gotten their individual scores. They yanked every kid in the state's uh ACT tests back. So not sure we we heard that no scores are going to go down. They'll only go up. So not sure what's what's going on there. Like just to just to be clear it was this isn't like a DPI issue. It was an ACT issue. Uh so yeah, Karen. >> Is there any update on like when those scores are going to
100come back to Uh they told us by June June 2nd. So hopefully within I mean for our kids who are graduating >> Right. college and going to scholarships and things like that it's >> Yeah. So you know uh it was interesting I was on the WASDA call and Tom McCarthy from the DPI was let us know about it and he was very he's very clear. He's like, "Just you guys know, we get a lot of you know uh attention for changing things but this wasn't us." So it was it you know it's interesting. >> Is there anything we need to do to help support those students It it if they end up like having a problem with their colleges. >> No, I colleges have been made aware. So, ACT is you know, obviously the frontrunner
101on this whole thing. So, yeah, they're going to do it. And then the the Whitnall Middle School theater performed the high their their performance of High School Musical this weekend. So, it was a it was a great show. And then just just to you know, give the board an update. Yeah, as Karen mentioned, you know, there was a and I sent [snorts] a few emails to y'all last week on the on the you know, the the bill that was out there. You know, I we we we joined kind of DPI and um you know, several of the different organizations were in to be a little bit disappointed in in how that that turned out. Obviously, it wasn't it wasn't a perfect bill and school funding obviously, you know, in the next several biennial budgets needs
102to be looked at and addressed and what the formula looks like. But, you know, just just so we're you know, everybody's clear. Um yeah. The current budget from the state put special ed reimbursement at 42% for this year. We're projecting only getting 38% Um and then for next year it's 45% is what we were told we to get. We're only sitting at 39% projected. So, again, you know, John John you know, as Quinn mentioned earlier, John John and I work really hard to to to do that work. But, you know, it's it's hard when you know, I think we we plan you know, we we hear 42% and we we say we're not going to get that. So, we budget for 40% and then we get the projection that it's going to be at 38%.
103So, those little things you know, it adds up, you know. Just you know, for for everybody's reference, you know, we we were if if the if the bill would have passed, we would have been on deck to get about $250,000, $250,931 in special ed reimbursement for this year in addition to what we you know we were scheduled to get. And then for next year we're scheduled to get $678,989. And then there was also a good amount of money that would have um It it it it wouldn't be spendable dollars like the special education dollars. It would be more general aid dollars that would just help with the tax levy for next year. You know as we all know our tax levies our tax all our tax bills went up and that would have really helped
104to knock it down. So you know it's it's something that we were optimistic about on Monday when we heard that there was a bipartisan thing coming out and then by the end of the week it was kind of like oh man. But you know we'll we'll still we'll work through it and we'll we'll do what we can and we've let our legislators know of whatever support they need if they need to have further conversations we're happy to to help with those things. So I just wanted to kind of give an update on that. So that's what I've got for for for you guys for this week. All right. Move on to five action items. Five A. Do I have a motion to approve five A as presented? So moved. I'll second. Any discussion around five
105A? Nothing has changed. All right. There is no other discussion. All in favor? Aye. Opposed? All right. We'll move on to five B. Do I have a motion to approve five B arts and accounting curriculum materials adoption for the 2026-2027 school year? So moved. >> Second? All right. Any discussion around 5B? All right. All in favor? I. >> I. Opposed? All right. We'll move on to 5C. Do you have a motion to approve 5C as presented? So moved. Second. Any discussion around the 2027-2028 new course proposals? Yeah, I just uh I know there was quite a quite a bit of um questions uh for the board from the board around this. I know uh Adam worked with Chris to kind of send out a little bit more of a an outline of what it was
106what it would look like. So, I know Adam and Chris are here, so they can answer more questions. I do I just do want to reiterate um to the board that these aren't courses that are going to start next year. Uh these are we're we're saying this is what we'd like to start in the following school year. So, what is it? 20 next year is 20 six Yeah, 20 It'd be the 27-28 school year. So, it it the reason we've done that um we we're switching kind of our process because it used to be, if you guys remember, it was like we're going to propose this in September or October and put it in the course guide in December, you know, uh and have that little amount of time. This this way we're doing it
107so a lot of the front end things like assessment uh a lot of the questions that have come up like assessment, what is the curriculum going to look like? Those are all part of us planning the the planning that's going to take place over the course of the next 6 months to a year before we do that. So. But, I you know, Adam and Chris can certainly answer questions. >> I just wanted to say I had some questions last time. Um I really appreciate the extra work that was put into this. My questions have been resolved. Um I think it's very strong proposal with a lot of really interesting pieces for students. So, thank you for everybody who put in extra work to give us more information. I have a couple questions. >> Go ahead.
108So, I'm as I look at the um the overview and then the as also thank you for sharing that one for the culture cultural explorations, I think it's called, right? Exploring world culture. Um the process or like the steps that it looks like it'll be taken to develop the courses feels a little different and I don't know if that's because it's high school versus middle school, but I notice for the computer science courses, there will be like a textbook which theoretically sort of prescribes more or less a curriculum, whereas for the um explore world cultures class, it doesn't look like it'll at least right now in this early phasing of the development that there would be um a maybe formalized curriculum on the radar. Can Can you confirm or elaborate a little bit about that?
109Yeah, I think um that's a great question. I think um one of the pieces um to kind of be cautious of for us is trying to find a textbook that's going to fit, you know, the global culture piece. Um that's where as as we've had conversations of the approval of the course and then trying to find resources, we do have a number of resources too in terms of our current ELA and our current social studies text that we're hoping to draw from um as they're also from the same publisher. So, um there will be pieces in there uh that we're hoping to grab that, you know, maybe we don't get that far or don't go as in-depth in. So, that way it stays in line as really kind of like a a social studies ELA
110extension where we can give kids opportunity to kind of live in um like that pre-AP human geography world because we do get a lot of um you know, we get some feedback even from from our Spanish teachers at the high school about like I know that we we kind of laid out some things other than just Spanish cultures, but um like just global positioning of like where where are certain countries on the map? Where are certain other countries? What are their cultural representations? Things like that. So, increasing that as well. Okay, that um so, follow [clears throat] on to that. You mentioned something that was going to be one of my next directions of question is So, back when I was teaching, I taught AP. There was like pre-AP recommended prep. I don't know enough
111about AP human geography, but that was going to be a question. Is there guidance from the college board around how to not necessarily name it a pre-AP, but to give it some foundational front-loading so that when they get there, they're more prepared? >> Yeah, a lot of the um a lot of the pieces that um and like the suggested topics that were laid out are things that come from some of the AP human geography sections. Okay. Um and and that work that they they lay out in the syllabus. Okay, thanks for that. And then last question is just the overall process. So, Randy, you said it a little bit. When it gets to the point I'm interested in um assessments. So, for the computer science pathway, my guess is that if we're adopting a textbook,
112likely there will be built-in gates [clears throat] from an assessment standpoint. How does something when we're sort of building this course this way, what is the process? Is it like at the curriculum director level these things are laid out? Is it at the individual teacher level? Like how do we go about when we're building something from scratch without a textbook? >> Yeah, so when we're looking at those like the standards that I we identified it as I laid out the the heavier standards in the secondary document. Um we want to make sure that we're we're assessing those standards and we're using different kind of avenues whether it's you know Mayan culture or Russian culture or Nigerian culture to kind of address and get to those standards. So our our assessments will be written based on
113that. When like I said we've been using um Seesaw one in the assessment project we've been involved over the past 3 years to kind of create our our formative assessments, our interims, and our summatives. And those are built as a team. It's never just one person sitting in a room and creating those. Um there's a system of checks and balances. So Amy was you know here before. She's been working already with some of our with our middle school ELA coach or middle school instructional coach and our high school coach to talk about like, "Okay, what would an assessment look like, you know, based on um like studying linguistics and heritage? Would that be best, you know, in an essay? Would it be best in an exam? Would it be a demonstration of learning?" So a
114number of those different opportunities. But that's never one person that's sitting in a room. Okay. And then this would be something that would have potentially a variety of types of assessment. >> Mhm. Um and where I'm going with this is it's not just only art projects >> Correct. Correct. Correct. >> it does kind of prepare them >> Yes. for some of those higher stakes >> 100%. We are looking for um rigorous assessment. Um skills-based rubrics. Um all of the components that you would you know would be confident in that this would be a rigorous coursework. You know, a lot like Adam said, a lot of these are leading towards AP pathways. Um and everything we're looking to if from an elective perspective at the middle school, you know, we want to make sure that there's
115a strong pathway to the high school. I like that vertical. >> Yeah. Always always looking at the vertical piece. All right. Thank you. Yeah. And you know, in this process, if we have or we may look at and evaluate some core resources. So, we're not saying that that's not a possibility, um but that is part of our process. >> Yeah. Okay. Mhm. Fair. Thank you. Go ahead. The Have we done this process before where we've kind of designed a course that isn't necessarily from a textbook and then prescribed? Um we Do we have other courses in our catalog like that? Yeah. >> Yes. Yeah. So, this process has happened before. So, we're we know that we can do this and we have the checks and balances in place. Were you able to and I'm sorry
116if I missed this find an answer on um whether you have to take Oh, coding as a prerequisite for cybersecurity? I did not, but I can email that out to everybody. Yeah, I can get that. Okay. [snorts] Quinn, do you have anything? No, I'm good. Thank you. All right. We have a Oh, go ahead. I'll say to build on Sarah's point, I'm appreciative of the fact that we're doing this or not this upcoming school year because uh couple years ago, prior to a lot of the folks here, there was a course that was approved in the spring and then they offered it right away and it wasn't built till the very last minute and it potentially put the staff member in a lurch a little bit. Like they got the final curriculum in the end
117of August and then had to start teaching it right away in September. So, I'm really glad to hear that we're being more >> Yeah. um proactive, that we have time we can really assess what's the right resource. Can we Do we already have the right things and we can piece them together without a lot of spend, but that they're still rigorous? So, I appreciate that. Yeah, I think that's um that's one of like my goals that I've been working on with Brady is to make sure that our processes are far enough for so we have a really nice on-ramp um for pieces like that, like just how we um when we approve new courses, you know, it's 18 months out. When we're approving um you know, the course catalog, it still doesn't even go to
118print for another 6 months before a student or parent sees it. So, that way we can get everything in a line, get plenty of eyes on it, and um you know, have those necessary people looking at it. So, it's not like "Oh, well, we approved this course in December and it's got to go in the course catalog by Tuesday when the juniors come to their you know, their junior summit meetings." Yeah, I appreciate that. All right. I'll have a first and a second. Uh all in favor? I. >> I. Opposed? Okay, we'll move on to 5D. I will motion to approve 5D as presented. I'll give it a second. Yeah, uh can I Go ahead. Yeah, so just a little bit about this one. Um you know, we watch these numbers um from mid well,
119from from the beginning of the year all the way through cuz we're always projecting what next year what next year is going to look like. Um you know, when we we have to open up our seat offerings in January. So, we don't we we don't have the greatest I mean, we we do have pretty good projections, but um you know, when we've recently looked um we we looked at you know, a projection cuz we're in registration right now and we're you know, uh some of that kind of stuff and and we're seeing that our um our freshman class for next year is is is going to be a little bit smaller. I mean than than we typically like. We like to keep about 200 have about 200 kids uh per class at Woodlawn um High
120School. We also noticed um that we have Actually, it's interesting uh of all of the courses or of all the grade levels, the freshman year is the the one where we had the most applicants even though we didn't open any seats, which is which is interesting, right? Um we also know that, you know, within our system we have some kids that have moved out or that they've moved out of being a resident, but they've been in our system forever. Uh we have a fair amount of those kids in eighth grade that are coming into their freshman year. We, you know, we also have um some some students that um are open enrollment kids at younger grades that have an older sibling um that's going to be a um freshman next year, and so they've put
121in uh for that. And we also have some students that got in through open enrollment at our our younger grades, and they have a they have a a student uh a brother or sister who's a freshman. And all those kids, those kind of you like those kids get like a priority um in the how how when the draw. You know, we draw for our open seats, but but those kids I'm automatically get priority So, we have eight or nine kids that fall into that basket, and it's like, "Well, do we really want to be the people that are separating a family?" Uh or do we we we know some kids have been with us for a good chunk of their school year, do we want to say, "No, you can't come back" even though they
122want to? Um so, that's why in order to balance out the class to keep it at about 200, and then also you know, be um have a little bit of a customer service type thing to our families. Uh we we just we would recommend that we we approve uh you know, adding 10 seats uh uh for that freshman class. So, I don't know if anybody has any questions about that. Uh and the only reason I I I would have I know the board prefers me to do it once and then uh give it a couple weeks and then approve it. Um just because of the way the numbers work out and the way we have to communicate to families, uh we're kind of in a a little bit of a time crunch where we don't
123want to say "Hey freshman parent, you're on a wait list." And then three, you know, 3 weeks later say, "Oh, by the way, you got in cuz we opened more seats." So, we just want to, you know, we we we thought from a customer service standpoint this would be doing it now would be would be really helpful. So. Any discussion or additional questions for Grady? Seeing none. Uh all in favor? Aye. Opposed? Great. Move on to six, announcements. Does anybody have anything for announcements? Okay. Move on to seven. Does anyone [laughter] have anything for meeting debrief? Go ahead, Sarah. >> I just wanted to say that High School Musical Junior was really fabulous and the kids did a really good job. And I think it's really cool that you had two casts, um especially middle
124school, to give so many people the opportunity to try out theater. Just going to say it is great to see all of the students here and every single one of them being excited about what they're presenting and just the amount of preparation that they put into presenting in front of us is quite evident and I'm hopeful for the future of our incoming high school students because uh it's going to be bright. All right. Do I hear a motion to adjourn to close session, uh, consider for consideration of employment promotion compensation or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility specifically to discuss the superintendent evaluation. So moved. Second. All right. I ask for a roll call vote, please. Uh, Quinn? Aye. Cassie? Aye. Alicia? Aye. Jesse?
125Yes. Sarah? Yes. Rachel? Aye. Karen? Aye. All right. Thank you, everyone. You guys need, uh, Yeah. quick break before we start? All right. >> Take a break. I'll [snorts] be waiting down here.