001I'd like to call this meeting to order. Verify compliance with open meetings law. >> Do I have a motion to adopt the agenda as presented? >> So moved. I'll second. >> We're in session. Jackie, [clears throat] >> any discussion around the agenda? >> Seeing none, all in favor? I oppose. All right, go to attendance. Everyone is here. Rachel and Cassie are virtual. Uh, if you are able, please stand for the pledge of >> allegiance. To the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Move on to two public comments. Are there any public comments? >> No comments. >> All right, we'll move on to consent agenda 3A, personnel recommendations. I have a motion to approve 3A.
002>> So moved. I'll second. >> All in favor? >> I >> oppose. All right, we'll move on to four reports and presentations. Annual gifted and talented report with Adam and Katherine. All right. Good evening. Uh you're going to see a lot of me tonight. I apologize. I'm on like four agenda items tonight. Um uh I have Katherine Zimple with uh me tonight. She is uh as you know, she's our um high school instructional coach, one of them. And um she also serves as our gifted and talented coordinator. So, she works with uh all four of our schools to ensure that we're meeting all of our programming needs and um and providing opportunities for our students. So, she's going to kind of take it away with our annual update. >> So, thank you for having me
003here today to provide [clears throat] the update on gifted and talented education at Whitnull. Our update today is going to cover a brief overview of what gifted and talented education is. It will be very familiar. an update on identification in our district, an update on programming in our district, and then some thoughts on where we are headed. I don't know which direction I'm supposed to look at advance those, but it's working. All right. So, to ground us are uh in our definition of what gifted and talented is. The National Association of Gifted Children, the NAGC, defines gifted individuals as those who demonstrate outstanding levels of aptitude or competence in one or more domains. The federal definition of giftedness stresses that this aptitude or competence is remarkably high when compared with others of the same age
004um experience or environment. And then the goal of gifted education is to alleviate an otherwise unmet advanced academic need. There are five areas of giftedness. They are general intellectual, specific academic, creativity, leadership, and visual and performing arts. All right. This infographic helps to illustrate equitable multiple systems of support or ELMSS. I think it's probably a little bit familiar to you guys at this point. Um, as we consider the needs of students, the majority of our students will exist within the center of this diamond or that tier one curriculum. From there, some students require extra challenge and a few require intense interventions beyond the [clears throat] regular work. While this infographic ex uh suggests this continuum outward in two separate directions, it's important to note that that is not the reality. Instead, a student with an
005individualized education plan or IEP and a student with a differentiated education plan or D might be the same student. They are not opposites. Um a student might have multiple exceptionalities where they need services or programs programming under both of those designations. Additionally, when a student uh while a student may experience advanced opportunities beyond regular coursework in one area, they may need some remediation in another area in addition to that regular tier one instruction. We do not strive to [clears throat] place students in a section of this infographic rather and hold them there. Rather, we are looking to use it to help us understand this continuum of services for our students. Within the Whitnill School District, there are multiple pathways to identification as gifted and talented, which include district screeners, recommendations from parents, educators, or students
006themselves, as well as portfolios. At this time, we have students across the district identified in four of the five areas of giftedness. Beyond formal identification, we have also been continuing to work on a talent development mindset shift. Talent development models take a broader approach, allowing teachers to focus less on identifying stereotypically gifted characteristics in students and instead focus more on creating environments that allow talent of all types to flourish within the classrooms as well as outside of the classrooms, creating opportunities for expanded student participation. our instructional coaches um especially at our elementary and middle school levels are playing an instrumental [clears throat] role in supporting our teachers within this model to meet the advanced needs of learners across all of those five areas and then especially within math and um literacy areas. Um leadership is
007the one area we do not currently have any students identified. >> Is there a reason? Um as of right now we have had some students who have been recommended for that area. It is a challenge to be quite frank to identify um and in working with our consortiums within the CISA1 area. We also find that we are not alone in the lack of identification. However, we are working to support those skill sets within our students. So, the programming is still there even if the label is not necessarily as explicit. Um, one thing at the high school that you guys heard about at the boardwalk today was that leadership [clears throat] forum coming to the high school. That's something that I'm really interested in to see how our side of gifted education and programming can kind
008of partner with some of these other areas that we're already looking to build and develop. >> Thank you. >> Um, let's see. So, one of our initial methods of identification begins with our district screener, which is that cognitive abilities test or the KGAT. Um, we this test measures levels uh and patterns of development for students compared to age and grade level peers in verbal, non-verbal, and quantitative areas. It is not a measure of grade level content standards. The COGET is scored with a staining of one to nine. Scores at 1 to three are considered below average. Scores one, four to six are considered average and scores seven to nine are considered above average. When a student scores in the 98th or 99th percentile on the complete COGAP battery, so all of the tests, they qualify
009for further review for potential giftedness. Okay, this diagram presents information from this year's screener. The numbers on this slide to be very clear represent percentages of students tested this year not the total number of students tested because as you can see those percentages get small and the identifying information you just want to be careful about that. So the coat screener test is given to all of our third grade students as well as to any student who is new to the Whitnill School District at the fourth grade year and the fifth grade year. Students who score a seven, eight or nine on our screener move to the complete move on to complete the full battery assessment which consists of two additional subtests in the verbal, the non-verbal and the quantitative areas. Of our students tested this
010fall, approximately 34% of students went on to complete the full battery. And again, that's across the third grade students plus students who are new to our district in fourth and fifth grade. [clears throat] When a student scores at the 98th or 99th percentile on at least one subtest area of the full battery, we move into a variety of next steps. And those ver that variety of next steps is kind of dependent on which subtest or subtests that they score that 98th or 99th on. Of students who completed the full battery, approximately 9% of our students this year received additional confirmation testing. If a student is not identified as gifted and talented through this process, we continue to monitor their data. Um it's important to note that identification is not a one-time singular testbased process. We
011are constantly looking at how our students are um continuing to achieve and to grow over time. Our current identification rate for this year then um through this particular process is about 3% of the total students who were screened. This aligns with selective identification standards. For more information on um identification and other avenues of identification um the gifted education portion of our website will provide those details. >> Does it have history as in previous years >> of the identification rates >> of this? >> Um we do not have posted >> any of that historical data. >> No. Uh this is pretty consistent where we've been historically. I remember last year >> about 33% >> I think we were at 33% went on from the full battery last year. Um we're at still about that 2% of
012the total Whitnel population is identified. But again under that talent development side we are providing programming to more students than the students who are identified. >> Hannah. >> Yeah I have a couple questions. So when we get to that confirmation testing, what does it look like? And are we looking at 3% as a target? Do you know what I mean? Like are [clears throat] we whittling it down intentionally to get to that stand that you know benchmark of 3% or what what does that phase look like after you've got a kid who's at the 90th 99th percentile? What happens in that confirmation testing specifically? >> Yeah. So again, it kind of depends on which area or areas from that screener they are meeting that 98th 99th percentile. So if it's just in a quantitative area,
013we are typically going on to take the tome eggs, which is a a test that is particular to math. But if it's um in verbal and quantitative areas, we are probably looking at confirmation testing with something like sages, which has a wider variety of testing areas. So the process is dependent on how they were they were scoring in that screening point. Um there is no goal number of students at any point that we are trying to identify or trying to stay to. We are uh looking at every individual student and saying here are some benchmarks and are they at that benchmark or not. Um again if they are not at that qualifying criteria which has that preponderance of evidence then it's not that they will not receive services. In some cases we have students who
014have not been identified and yet that preponderance of evidence including the classroom um reflection from the teachers is telling us that there is still something more that the student needs that it is an exceptional need. And so we we still provide programming um through those extensions, enrichments, um [clears throat] even in some cases acceleration. Does that help answer the question? >> Yeah. And then for following up, what does the continued monitoring look like? >> Um so we oftentimes, if I'm going to take a third grader for example, they take um okay, Ames web up through third grade. So we have as web data for reading for instance um and then we have math data um from math. We get those screener results through their regular testing process in the fall. So we have that one
015measure. Then later in the fall is when the ket happens about October into November and at that time um depending on how they test on that screener they would they would go on to complete the full battery. We would then start to look back at either the Ames web information or the MAP information. So, we start to look at other pieces that they've had within the year. Then continued monitoring. If that that profile isn't suggesting that they're meeting that measures because we're looking for [clears throat] um consistency over multiple test um times, then we're going to say we met we are going to monitor you because we have um the triannual assessment. Students take Ames Webb and MAP three times a year. We also have forward that comes up at the end of the school
016year. There's a little bit of a delay as you know um to receiving some of that data and sometimes it's more delayed than we might like it to be, but we will continue to look at those additional measures um as they come up throughout the rest of the school year for that one time. So, a third grader who does not initially um [clears throat] qualify within like that winter time frame, we might look again at about now, but we don't have forward yet and and we're just starting to get those um spring trianual assessments in. >> All right. And then I guess the question is what would tip that in the favor? You know, like if you have a kid who's really on the borderline, do you know what I mean? >> What would make
017the change if you they were being monitored? Is there anything that would tip them back in? Do you know I mean what what is that uh standard I say? >> So we're looking for that 90th 99th percentile across multiple measures. So within the Kogat the forward the triannual assessment and on the triannual assessment looking at it as a rolling average over three measures. Um and then we we can also look at still issuing um or conducting the um confirmation testing. So if it was math for instance we could still do the the TOE eggs. I am not a proponent of testing students just to test students. However, so I [clears throat] want to make sure that we're not um setting a student up to feel frustrated because they're taking a test that is normed against
018other gifted um individuals as opposed as opposed to normed against all students who take the test. So the there are some changes in those norming pieces as well. >> So when you're talking about confirmation testing, that's normed against gifted students. >> Yes. >> Thank you. Mhm. >> Um for identification, does the Kogat identify all five areas or Okay. So, is that just the more of the academic based? >> Um so, general intellectual, reading, and um math are kind of the the main areas. However, there's a strong correlation that we talk about at our consortium around creativity um as it shows up in the nonverbal test area. So leadership is kind of the the one big outlier on that. However, it's the creativity one is also um something that our consortium is looking to really focus
019on. Um we have made that kind of our priority area to talk about how all of our area districts are identifying >> and how do we identify the visual and performing arts? How >> that one is primarily portfolio based. >> Okay. And then the only the other question I had was you said we're doing [clears throat] all third grade and then new fourth and fifth. What about six then beyond? How do we is it just if a teacher flags them? >> Um we are looking at the historical data that they tend to come to us with. A lot of those students will have a cog um in their history. So we can still look at that. it's would still be >> reasonable to look at it um from an efficacy >> common for districts >>
020and then we would still be looking at like their trianual assessment whether that's MAP or STAR as web now within that mix whatever it might be and then their forward as well >> um let's see here so our formal identification as well as our talent development side because again we have more students receiving programming than we have identified within our district. Um we have programming implications for those students. We've done a lot this year. Um a lot of things happen at that classroom level to meet the individual students needs um and as well as small groups of students who are kind of clustered together within the mix. Um I would like to highlight just a couple of things. So, our gifted and talented programming does really begin at that classroom level where our educators are
021working to meet the exceptional needs of advanced students. This is sometimes programming that moves our students beyond their grade level standards. And sometimes we are seeing that come up in something [clears throat] like Dreambox or Alex or early access to our Alex platform for elementary school students. um and other times it's through acceleration or programming um that puts them um into extensions or enrichments within what they are doing in class. Our acceleration and compacting provide opportunities for our students to access above grade level standards possibly through alternate coursework. uh when students need for that advanced coursework or curriculum exceeds the reasonable efforts within [clears throat] the classroom environment, that's when we might accelerate a student to find the appropriately rigorous environment. Uh this may be whole class acceleration or whole grade level acceleration. At the
022moment, um we do not have any students who are whole grade accelerated though we have numerous students across the district who are accelerated in a single subject. Um, we also are looking at how compacting or telescoping can help us meet needs or close gaps for students. If a student is jumping a grade level, we know that there are things that they might be missing. So, at this point in time, we've often been using compacting to sort of backfill or look at how we can um we can account for what they may have missed. And we're trying to flip that model for next year to look at how we can compact really strategically so that a student is better ready to jump ahead by not missing air quotes around that not missing a class but instead
023covering the content of two grades within one time span. really um getting at that u mastery faster than their peers and then able to accelerate into the next grade level. Um when we are accelerating and compacting um they have their place but they are not necessarily for all students and we are really looking to deepen the education that the students are having rather than [clears throat] um just moving them faster through curriculum. So that's another focus that we have been having is talking about what are the ways in which we can deepen and enrich a student's experience rather than just move them on through acceleration. >> How involved are parents in this process especially when you start talking about compacting and like scripping skipping grades like what is the input from the family? >> Yeah.
024So, we bring a team of people together that includes the parents. Um, the student is always invited per the family's desire to have the student involved. I would say that by middle school, most families are opting to have their child present every single time. Whereas initial meetings around that third grade mark, it's kind of hit or miss of whether families want want their child there. Um then through that conversation we present the the data that we have from our standardized testing, the trienal testing, from classroom um opportunities. We talk about what has already been offered to the student um or used with the student to try to enrich the the classroom experience. Um and then also looking at something for instance Dreambox. We spend a lot of time talking about Dreambox. Um, if a student
025is already working ahead and sometimes multiple grades ahead within Dreambox, it becomes part of the conversation of is there something deeper that they can do or are they really ready to jump ahead. We've also really talked a lot about the social emotional side of things. We have some students who academically have been very ready to move on. However, the social emotional side um through school observations as well as home observations is something that that individuals have decided, families have decided not to accelerate their child because they recognize that they need a little more time around those same age peers. So ultimately the decision is in the hands of the family and the school is providing a recommendation of of where [clears throat] academically and social emotionally we see that student really excelling. Um acceleration is
026a great opportunity uh for us. It's a fiscally responsible way to um get students into an academically rigorous environment. But it we we don't take it lightly moving students away from peer groups um into an environment where they are with students who are older than them. Especially if we start to look at um we've got some students who are accelerated more than one year in their in a specific academic area and now you're looking at what environment are you putting that student in. So we're really conscious of all of the factors. >> Thank you. Okay. So, in addition to our curriculum based programming, things that are happening within the classroom, we also have event- based programming. [clears throat] Um, this is where I I have learned to drive the school vans really really well. Um,
027so some things to emphasize uh this year is that we um my computer is not screwing. Um we have uh taken students to drone academy for the second year in a row. This is an opportunity where we were able to take seven of our seventh and eighth grade students for hands-on technology experiences, problem solving skill development, career pathway exposure. This year in particular focused on how drones are used within law enforcement and some it was really interesting to see that um evolution because it's happening in real time and our students then were able to ask questions about that um and it provides some crosscurricular applications as well. Our final session for that is actually um a week from today. So that's coming up. I'm >> sure they're really they're really intrigued [clears throat] by that,
028aren't they? >> They definitely are. And I have lots of drones now. Um I have got two sitting on my desk, which is something I never thought would happen as an English teacher. [laughter] Um >> why are they on your desk? uh because they need to be somewhere for storage and that that is the place [snorts] that they are currently stored. >> All right. >> And because board policy would say that you need superintendent permission to fly them during >> There you go. Yes, we are. We are not flying them. I promise. [clears throat] Or like right now we will. >> Our students actually some of our students have their FAA clearance to fly them. So that's something that they have to get in order to be them through this program. >> Good for them.
029Um, it's again something I never thought I would be [clears throat] sitting with students doing. >> Um, >> or driving a bus. >> No, I told Todd Iverson very clearly I would not drive a bus. [laughter] Um, I also worked this year, well this [clears throat] time last year with our partners for the advancement of gifted education or our page network uh consortium which covers many districts within CISA 1 but not all of them. and we applied for a gifted and talented grant through the department of public instruction and we got it which was really exciting. Um through the funding that we received with that grant we connected sixth, seventh and eighth grade creatives to professional authors and artists in a series of workshops resulting in a published anthology which is called Echoes of Imagination
030and the release date of that is forthcoming. I believe it's with printers at the moment. Um, and then we've also connected a number of our young uh authors and artists to creative experiences through the art of writing again, which is an event held at the art museum, Milwaukee Art Museum. We sent approximately 20 students to this event and there's a culminating celebration for that on May 17th. And one more to highlight here is that this is the fifth year that Whitnell has participated in the program called Great World Tech through WMadison. The program connects high school students across the state with scholars at WMadison through the share project of reading and discussing a classic piece of world literature. We sent 21 students uh we had more participate here on campus um in the discussions and
031the reading of the book, but we were able to send 21 students to the conference. And at our conference, one of our students from the high school, a sophomore, actually presented her project on the stage to an audience of well over a thousand people. So very impressive area to be. Jump ahead. Um there have been images throughout the presentation. I've tried to smatter in some pictures there, but these are a couple of highlighting images. The one on the left is a group of students working on their drone at Carol University. [clears throat] And then on the right is a student um who is exploring a work of art at the Milwaukee Art Museum in order to inspire her own art piece. So, where are we going? As the Whitno School District has an approved strategic
032plan, which we did not have the last time I sat down in front of you guys, uh we are working on how the gifted and talented programming fits into the goals and guidance of this plan. Specifically within pillar one, engaging student experience. The pillar emphasizes academic as well as social emotional success for all of our students. Strategy four. Strategy 1.4 four highlights the importance of a comprehensive equitable multi- multi-level system of support and as I discussed earlier advanced academics as a part of this system through continued collaboration with a variety of stakeholders across the district we will be working on strengthening the experiences of advanced learners at all tiers and grade levels as we work to achieve our strategic plan and we are continuously improving how we identify and meet the needs of gifted talented
033and advanced learners. Thank you, >> Jesse. I have some questions whenever it's the right time. >> Sure. Go ahead. >> Okay. I will thanks Katherine for sharing this and Adam. Um I will say I think this is an and I know you just called that out for the strategic plan. I feel like this is a big area of opportunity for us. Um, anecdotally, you know, sometimes I'll hear either as just a parent or as a board member more officially about like long waiting times to hear back when a parent reaches out or potentially they feel like there's a lot of effort required on their part to understand the process or get support for students. So, I'm just going to put that out there for consideration or for um kind of exploring on our end from
034the district side, which then leads me to my first question, which is I heard from the presentation that there's kind of two ways that kids are identified. One is their scores for for various tests and uh consistency of scores and then another is preponderance of evidence. Can you talk me through how it goes if a kid is like sometimes in the 98th or 99th and then one time or two times over the course of several tests drops to like 96 or 97 but the prepundonderance of evidence still supports that the child needs extra support especially at the elementary school where there there are no advanced classes. How do we approach that? And um are we being overly restrictive around test scores? >> Sure. Um I think the big thing to stress is that identification is
035one piece and programming is another piece and kind of the experts talk about like which one comes first, right? So, do you start supporting those advanced needs that you are witnessing or do you have to wait until you have an identification to support those advanced needs? And we have a number of students who are receiving those same supports that they would have whether they had the identification or not. So, we are trying to put that programming piece at the forefront as opposed to the identification piece. So there the the waiting there is a there is going to always be a wait period and and test scores and the process of all of those things. But that doesn't mean that in the classroom that there is not still advanced work being done and that exposure to
036um [clears throat] above grade level standards if that's the right programming. So that's where um teachers are really empowered um and are doing some great work. And then our instructional coaches, especially at the elementary level, are partnering with the educators to look for ways to maximize like win time is a conversation that we've had a lot recently um on how we are able to meet the needs of the entire spectrum of students within that time. Um >> so a f thank you for that. A follow up to that is >> let's say ELA for example. So I know like math at the elementary level there's some dream box they can go deeper. There's some other programming in fifth grade they can go to sixth grade math. Let's say a kid's identified in third grade um
037gifted across the board whatever that's called. I don't remember what it's called. Um and they are very very strong in ELA. Mhm. >> But we don't even, if I, if I am correct, we don't even get into like AP ELA or I mean advanced ELA until the high school level. And I know that not every opportunity that you mention is available to every kid. Like for some things kids apply, but there's not enough seats or whatever. So, thinking about elementary and middle school specifically, if a kid is identified or not, um what do we do for ELA to extend or accelerate or to compact >> when there isn't extra programming in an app or they can't go to a different building for instruction? So, I actually had a meeting with one of our um elementary
038coaches within the last month or so looking at what our resource, our wonders resource actually offers. Um because even though my background is English, I spend more time actually talking about math within this world. Um so I was learning about what Wonders has. I will be completely honest, it is an area of growth for us as you noted. um specifically on that literacy side at the elementary level. Um Wonders does have multiple uh things within it. Um it literally has sections that say gifted and talented. And so looking at how we can continue to grow our use of what our materials have um is probably one of the first things that I would say we should be looking into. Um we have also looked at um the middle school and this year there's at one
039of the grade levels um an advanced flight happening within literacy. So looking at other opportunities again kind of in that wind time or flight time piece to sort of bring down into the middle school and elementary school some of those slightly more programmatic pieces as opposed to more embedded into the classroom. Yeah, I think there's um some opportunities that we're looking at just like we talked about in the school presentations is people um all of our schools have really been looking at tier one and like how does that flow into tier two but not only tier two for support but also tier two for advancement as well. So taking a look at that and how do we capitalize on the wind times, how do we capitalize on flight times, falcon times, things like that that
040are already embedded naturally in our well not we schedule them that way, but how are we um using those scheduled times in order to provide that um that enrichment for for all for students who are who who meet those those needs. But again, to be clear, we don't >> we don't need to wait >> and and shouldn't wait until there's a label to be looking to meet student needs. >> Um, >> yeah, thanks for that. I agree. I think that if we looked at and I mean I know we've got to think through a variety of things around accelerating kids, but if there's more opportunity for kids who are high regardless of whether or not they fall into the the GT score range, I think that solves a lot of problems for us. It solves
041for the things that GT kids need. And it also solves for kids who are on the bubble and still deserve opportunities for deeper work, not just more work. an acceleration. So, thanks for um uh thanks for that. >> And that'll be it for me. >> Thank you. >> Rachel, did you have anything? >> Um no, thank you. >> I was just going to add a comment that I really appreciate the whole child approach. Um [clears throat] I am a big proponent of not shortening childhood. Um, and so I really appreciate that we're [clears throat] looking for ways to get more content without just speeding up and really considering that social emotional because I think that's a really big piece of acceleration. I was curious um how you um collect or get feedback from the students
042that are in the program for kind of other opportunities or things that they want to be a part of or that they're I don't know or like even how Cassie had mentioned how maybe there's not enough seats for some of the things that are more popular. I guess just kind of hearing the students perspective. >> Um in terms of students who are identified, one of the things that we ask students and the families at their um individual D meetings is about those areas of interest and like what what can we communicate our potential things to connect students to uh whether it's within our school community or making suggestions outside of our school community. often it's it's about things that we currently have. Um in terms of a like much broader approach um I think that's
043a place to systematically grow. We've been working on the past couple of years asking our students when they are graduating. So looking at that by 12th grade experience and wanting to then start to get it each transition time. So building transition time. So, our fifth graders and our eighth graders and then our 12th graders about that experience within that building level of their time. I'm not sure if that's kind of the side you were going for. >> No, and that's great. I like that you're doing it at multiple levels, too. Like, it's great to hear at the 12th grade level, but um I think that is really relevant to check at fifth grade. How is it working here at each of the elementary schools? How's it working at the middle school, too? >> Yeah. And
044I mean, honestly, we started with 12 12th grade because of that full um experience. Then also I'm situated here in the high school building so I have a little bit more direct access to that population of students. >> Just out of curiosity, um we talked about having a portfolio. So third graders have a portfolio of artwork. >> Um no one has recommended um I have not received a recommendation from third grade for art or visual art. >> I'm just saying because that's when you do the screening. I was trying to wrap my head around. Wow, a third grader has a portfolio. >> Yeah. So, there are um standardized measures. The torance measure is one for instance that looks at creativity um which is something that we can use and again at our consortium um our
045page network that we've been talking about which districts are using that very actively and what the limitations are. It's a it's a very cumbersome um test to to grade without necessarily the payoff. Um in terms of like trying to screen all students, it it doesn't necessarily pay off to do that. Um we though do have students who um really by middle school is where we're seeing more of that artistic portfolio developing through what they are doing. It's not to say that it wouldn't exist at elementary. um through taking students especially to something like um the art of writing and if they go with us for multiple years as well which might be part of that conversation of those seats being filled because there is a budgetary limitation um because we are covering the cost of
046that event entirely. Um but they are able to start building some of that portfolio even in those elementary years through through things like that through those opportunities. But again, middle school is really where it kind of takes off in terms of the visual performing arts. >> Thank you. >> There aren't any other questions. Thank you very much. >> Yeah, one thing um to also note is that the national gifted and talented [clears throat] uh conference is hosted in Milwaukee next year. So, Katherine and I meet annually. Well, we do budget updates, but we met and talked about um sending a number of staff members to that so we can really kind of wrap our heads and build some professional development around around the area. So, a unique opportunity for us that you know happens once
047every >> once in a career probably that it's going to be so close for us to take advantage of. >> Yeah. >> Great. >> Can you share out when the publication is actually published so that we can read it if we would like? >> Absolutely. [clears throat] I think I have a meeting on Friday and we'll probably get an update on that. It's this Friday or next Friday that I have that you know calendars >> even just Brady. So let >> Yeah, if you guys can update me and I'll put it. >> Yeah. And we should be receiving a copy or two as a district as well. >> Perfect. >> Great. Thank you. >> Thank you very much. >> Thank you. >> All right. We'll move on to four to >> annual alternative education program
048with Adam and Jeremy. [laughter] >> Right. >> All right. Uh so um I brought uh Mr. Gig with us tonight. Um he's going to talk about um our alternative education overview as he works with um some of our uh he's one of our most influential teachers at the high school. >> Can I? >> Yeah. Yeah. Go ahead. I'll click for you. So obviously it's it's very important that all of our students have a path. Uh traditional models aren't don't work for all of our students. Um they're personal, social, emotional, academic barriers that require a different approach approach to be successful. All student all students deserve a safe academically challenging and supportive learning environment. I face I work with a lot of students that have a lot of ability. They just struggle in specific areas. They
049don't want to play school. They want to do other things. They want and and they have challenges that that we have to work around and are able to work with them in order to be successful. Um so that is basically the students that I work with. Um obviously we have the the the board policy that for children at risk shall be designed to improve and expand. You guys know the board policy. Um so who qualifies? Um and usually they have to qualify for a minimum of two. They're one or more years behind um uh credits attained two or more years uh behind their base and skill levels of math and reading. Habitually truent students, schoolaged parents, adjudicated delinquents and eighth grade students who score in each of these areas uh uh student assessment below basic
050failing eighth grade students um that were not promoted to nth grade. biggest ones we deal with are credit deficiency and habitual truence, right? Like I I I deal with a lot of students that their attendance is an issue. Um, which then causes them to fall behind and then their credit deficient. So then we have to try and get caught back up with that. Um, while still trying to get them to come to school and and that's right now is my biggest challenge with with some a lot of my students is can't help them if they're not here. you know, if they're not with me, I can't help them. If they're if they're here, I'm pretty confident that we can have success with them. But it's getting them here. It's prioritizing that um in in their
051household and with their families as well, so that we can get them here to be more successful. >> So, it's just not coming to school late, it's missing a whole day. >> Yeah. Yeah. I I mean, there's a lot of students right now. I'm sure we're going to get into the numbers. I have a couple of seniors that I haven't seen and we've been, you know, making contacts. You know, I work with the guidance department. We try to to reach out to the families to get them to come in and unfortunately some of them are 18. So the I mean unfortunately they're not going to give tickets to 18 year olds. Um so they're considered truent and we just it's really hard when they're not here >> even if they're 18. the law can't law
052can't bring them in or >> from everything I from the understanding I have is once they reach 18 most judges aren't like and I think that's part of it is like we we could probably issue the ticket but then when it goes to a judge they're 18 and that's where the mandatory age of school you know is is stops being required. So again, that's the biggest challenge um is attendance. Um so how do we you know how do we impact this? It's it's about getting skills um the nth grade readiness, nth grade skill and credit recovery. One of the bigger challenges we get, especially with the younger students, is when they come from the middle school to the high school, there's no credits in the middle school. So if I fail a class, I still
053usually move. Whereas then all of a sudden they get here, they fail a class and now wait, that mattered that that that count. Wait, that counted. So then it's it's we've got to try and adapt and get them to to see the re the reality of that situation that now all of a sudden these credits matter and these classes matter and we're trying to get them into a position where they can be successful. So we try to be preemptive. I know do a lot of work with that. They're they're working on things of that nature. Um we do have I do have some students that are with me most of the day. Um we also have off-site uh providers and partnerships GPS. Um I I don't think we have anybody at GPS currently. I know
054that's something we offer out. Um it's not for everybody. Transportation's a big issue for that one. And kids have to be will we've talked about it for kids, but they have to be willing to want to do that. Um but it is a great program. Um so how do we deliver uh personalized learning instruction? We essentially when every student comes into my class, we go through their transcript, what do you need? What do you what do we need to do to get you into position to graduate? And more importantly, what do we do to get you in a position to graduate? And how are we going to proceed when we get out of here? It's not just about getting them getting them the credits and getting them, you know, across the stage. It's about what
055are we going to do when you're when you're done with this, right? Like how are you going to be successful in the community? What skills can we get you? Whether it's how do we get you into the trades? How do we get you into MATC? Because you may want to go for a four-year degree because I have students that they want to go to a four-year degree, but their transcript right now will not allow that. So, we go the MATC route, which is is a it's a great route and it's a great chance for them to be successful like that. So, it's meeting those needs. Um, we we have flexible SK sched scheduling, right? Like, how do we how do we meet their needs? Like, do we, you know, we we struggle with the attendance
056piece, right? Like, Johnny's not going to wake up at 7 o'clock in the morning. So, do we start them third hour, right, to try and get those things in? Sometimes we do that. So, lot we have a lot of kids that get out early and then go to work. So, adjusting the schedule for that as well. Um, we also have a lot of students that do um they do a lot of uh tech classes. Uh, we have stu I work with multiple students that are doing the dual credits whether they're at MATC or WCTC um and they're working on credits with me because they're not here. So, it's not just all at risk. It's working with some students that are are doing are in other buildings um and and making sure that they get their
057what they need. Um, and then the biggest I mean the biggest part of my job is building the relationship with the kids is talking to the kids, knowing the kids and them knowing that I'm there for them like and having that relationship because alternative ed is significantly relationshipbased like if if the kids don't tr these are students that struggle trusting anyways and if they don't trust you it's going to make it makes it a thousand times harder. So we spend a lot of time building relationships. We spend a lot of time talking. I spend a lot of time listening, you know, and because not all of them have somebody that will listen. So it's it's working on those things, building those relationships, knowing that they have somebody that that could that they can trust, but
058then somebody that will also hold them accountable. Like there's a lot of accountability with it as well. like I'm I'm very like we have those relationships so I can have some of those hard conversations with them that their chemistry teacher may not be able to have because that relationship isn't that isn't the same part. Um most of what we do is computer-based. We work with egeneuity. Um each student every time I put a student on on a course we adjust it based on that student's needs. Um I do work with students that uh [clears throat] students with disabilities. So we we do we do adjust and accommodate for their disabilities as well with that which is a great tool within Egeneuity that allows us to do that. Um we also do competency based stuff. We're
059allow them to create uh projects and things that they want to do. Bless you. And if we want to build like if they want to build a project, if they're interested about something, you know, I try to be creative to allow them to have success doing something they might have interest in. So, I mean, those are a variety of different ways to be creative. Um, we get, you know, students get if they work, you know, things like that nature as well. Um, by the numbers, we've got some other um some historical information from last year. Um 76% of the students in the main program are on track track to graduate right now. Um and the biggest concern is that 24%. I'm not seeing right now and we're struggling to get them in the building and
060we're struggling to get them like they're all within striking range, but it's like they got to come and we got to get get them here. Um >> days are numbered. >> Yeah. Right. Like the clock is ticking. We have we have we have a number countdown on my uh on my whiteboard of how many school days left we have for seniors before the grades are due and that's every time when I start that in the second semester that it it lights the fire under a lot of the kids because they get to see that number. Um we have 61 students so far this this year have earned 190 credits in a variety of different courses. Um the junior enrollment is down a little bit which is a positive thing, right? Like there's not as many
061uh credit deficient students. I have some that aren't credit deficient but they need that smaller setting whether it's you know for mental health issues, whether it's for anxiety uh there I I have a couple of health issues um things of that nature. Uh we also did have three students that completed at semester. So that was they they're ahead of the ball. they they did what they needed to do and were able to get out and now are they they they were um one was going to uh cosmetology school and two other were trying I think MATC so working to get into better situation so I mean that's been really positive um by the by the numbers a a big a big part of what I I do see is in it's been as long as
062I've been here and to be honest as long as I've been doing alted this has kind of And a way that it's gone is a lot of times we get transfers in at 11th and 12th grade. And out of the transfers in this year, 75% of the students were credit deficient. So 75% of the new 11th and 12th graders that we got were behind so that they are then become part of my program and we work on them. Some of them are significantly behind. Some of them are one or two classes behind. But for the most part, 75% of the kids that walked in [clears throat] our door this year as 11th or 12th graders >> I work with. >> And those are our students and our are resident students. >> They are now. Yes,
063they are now. Like they might have moved in. They moved in. >> They're junior. They are not our resident students. Correct. >> Yeah. >> Okay. >> Yeah. Yeah. They are our I mean they're our kids. They moved in. Um, and that's just the way it it goes. I mean, if you look historically, it was 50%, 66% last year was 50%, but I mean, historically, it's a um significant portion of my population is is new students that come in. Um, and luckily none of them were too credit deficient that most of them I think all of the ones that came in that were seniors are going to are not within that other percentage of not coming to school. So that's a that's a positive note. >> So do you think that that 76% is the high
064water number or do you think you can get that up >> for graduation purposes? >> I want to be at 100%. You know that I mean that's realistic. >> That's our goal. >> I to be honest it it's it's a different it's a different group every year. Like I mean I would like >> this year [sighs] >> he doesn't want to count anybody out. I would say out of the group of of those students that I'm concern that I have significant concern about >> yeah there's one student that it would be I've done some mir miracles it would be statistically impossible. So there's one out of that group. So I mean we could get close to 95 96% I mean if we get if we get some of these kids back in the door. >>
065All right Jeremy giddy up. >> That's the plan. and we make we make a plan for that student post, you know, just because it's June 11th and, you know, we still have options for them um in the be in in the summer, that still counts on our graduation year for this year. You know, it's just like that relentless calling and home visits and things like that. >> I think one of the biggest things that um uh you know that Jeremy talks about and that we're trying to shift in programming is that early intervention piece where you know we're trying [clears throat] to catch kids in ninth and tth grade. So, we're not sitting here talking about [snorts] students in 11th and 12th grade. Um, and I think one of the other things that Jeremy does
066really well is, as you heard, all of those students like have a plan. He also knows every student's individual plan, but all those students, they have a plan where uh, okay, so maybe this, you know, isn't working out here, but we're like pushing them to go to MATC and walk out with an associates degree. We're not saying like just go home and take online school or be an egeneuity in a singular room for an entire day. Like he's working with those students and and with the local universities and the you know the counselors to like make that happen for those students. [snorts] >> Can we just that last one? >> Yep. >> Yeah. So, um I think some of the pieces too, um if you have remembered from, um other [clears throat] years in this
067presentation, um we'd have a number of different sections of credit recovery that were offered during the day, not necessarily in Jeremy's program, but maybe a student who failed English 9. So, instead of a second semester, so instead of a study hall uh first semester sophomore year, they would be going to credit recovery. We are now down to less than um 35 students that are involved in some of that programming. I know in years past, I think two years ago, we were like well over a hundred. So that's a kudos to all of our teachers as well, like relentlessly being on top of students, communicating with parents and making sure that they know where they're at at all points in the semester. Um, you know, this has allowed us for like instructional support. Uh, we don't
068have, you know, nine teachers who have a duty over the course of the day manning credit recovery. You know, we're down to uh one or two staff members that take care of that. Um and then we kind we kind of already talked about some of those things. And then lastly, our celebrations. >> Yeah. Again, like I said, so farund 190 students or 190 classes have been uh completed. Um which talks about repeating sections and things of that way. And and the the rigor is there because these classes are are not easy. Um they do have to go through them. Um, and the nice thing about it is if they don't aren't successful with it, it locks them out and I have to unlock them. And then we work through these pro we work through a
069lot of it together. So I I I'll sit with them and we'll work through, you know, quizzes and things like that if they're if they're struggling with those. And we just we we try to be as rigorous as possible while allowing them to have success so that we can stack success because a lot of these kids have have haven't had a lot of success in c certain academic areas and this helps build some confidence and and get moving forward. >> Great. And questions. >> Yep. Um, so I just knowing that that transition from 9th to or from 8th to 9th grade is a little tricky. Yeah. um is what are we doing to kind of support this work to like because I think four years in theor is a long time but really when you're
070talking about 12 year like how do we make sure that we're setting you up for success because this is really incredible work and really hard work but how are we as a district >> that be Adam question more than a >> yeah I um this year we've actually um you know we're we're planning on some transition meetings um on our last professional development day. So, we're able to have some, you know, eighth grade staff members sit with nth grade staff members and talk about like what are the strengths of some of our students that we see and what supports do we need to provide to make sure that all of our students are successful? Again, that's like we're trying to catch them early in 9th grade. Not just saying like, well, you know, we we
071got a spot for you in 11th grade, but like what [clears throat] can we do in ninth grade? How can we make sure that they're working with student services? how can they make sure that even if it's one class with Jeremy just to have the relationship with a staff member that can be consistent over those four years because as you know like you might not have the same English teacher over four years or the same chemistry teacher, math teacher, things like that. Um so I think that's one of the pieces that we're kind of embedding in there in this next month. Um and really like having that be a strength-based conversation of what what is this student like why do they come here every day and how can we build upon that so we are
072keeping students on track. Um, I know our student services department at the high school, you know, we have regular progress checks to make sure like we're identifying like, okay, it's the end of the first semester. Who's got less than three and a half credits? Okay, are we picking up the phone and calling parents? Are we sending letters home? Are we calling in the student? Like, what are our options to have those students where we're where we're catching some of those? Are we calling up the eighth grade teacher? Because maybe that student was successful in eighth grade and just had a hard transition coming to, you know, a high school where there's, you know, new kids and not that many new kids just coming across the street, but there's new kids and there's new uh, you
073know, new frontal lobe development. [laughter] >> Sorry. No, go ahead. you know, >> but yes, I have like to add to what Adam had said, I have like this year I do have one ninth grader I'm working with. I have a couple of 10th graders because one of the 10th graders I I had came in, transferred second semester, didn't really need anything credit recovery wise, but needed um because districts are different, right? when kids transfer in, if they transfer in after their freshman year, we do health freshman year, we do, you know, other biology freshman year, other districts, some do different order. So, so I I do deal with not just 11th and 12th graders. I have some 10th graders and right now one ninth grader. So, >> I was just going to ask um
074I know you mentioned like kids who maybe have health or mental health um issues. I'm guessing you probably work with kids and you recognize they might have some needs that maybe haven't been addressed previously. Are you able to like or do we do we as the district? um or how do you do that or what do you do with how do you help get them the help they need I guess or are there those resources to do that >> I think the biggest thing is is >> if I if I see that a student is having difficulties in that manner whether it's mental health or the anxiety or things and a lot of times it's >> I get them because of those issues >> so it it's it's work with guidance right like because I
075mean am I the only alternative education teacher in the high school absolutely but I couldn't do this job by myself. I, you know, I have great support from Cindy, Miss Collins, Luke, Mr. Jensen, Miss Johnson, our Dina students. Our guidance counselors help enormously, right? Like we work together very like that's really my PLC is is guidance because, you know, we work on who needs these services and who doesn't. And if there's the mental health component of it, they will help align those with other things that we have in the in the in the district. So like if I see something that's an issue, that's a conversation I have with Gina or Janet, >> right? >> Or >> because that could be a reason a kid doesn't want to come to class or that could be,
076you know, >> there I mean there's a variety of reasons. Like I talk to kids. It's it's it's about talking to the kids and finding out. I had I had a student that needed to go somewhere, but I wanted them escorted and I got somebody to escort them. One of my other students told me they don't have a great relationship with that person. Now, I know, right? Like, so it's like it's about making sure that you meet the needs of the kids. Um, and if I don't, like if I'm unable to do that part of it, I I have great resources and guidance and, you know, and administration. So, Think you had one more. All right. Do we have another? >> Oh, we got one more. >> Uh, so this is just some future shifts
077that we're um looking at. Jeremy's very well connected with other atrisisk teachers um in the state as well as he sits on some of [clears throat] you're on the board, right? >> Yes. I'm uh Narin is the uh at risk professionals in the state of Wisconsin. Um, I'm the regional representative for the CESUS one and two. So, I I I have the privilege and and the ability to collaborate with with people throughout the state. Um, and it it it helps because I can contact um DPI the uh her [snorts] name is Sher Holly and she's at DPI and is in charge of alternative education and we have a a close relationship which is nice. Um but so there's resources that allow me to to work with them as well. But um I mean we've talked
078about doing different things like we've done mindfulness in the past. Um it's about having the group of kids that really want to do it. [clears throat] So that's something we're going to continue to explore. Um GED option 2 and other graduation they're they're always great resources and the nice thing about them is is they're they're flexible that if we wanted to do them um I did the GED option two program at St. Francis for eight years and not every year we had a lot of kids, you know, so some years I had four, some years I had 15. It really depends and like right now out of the group of kids I have like there's that one student, right, that I talk about that would be a great candidate for that, but attendance is a
079huge proponent portion of that. So like that it's not an option, right? So that's something we've really never explored because the need isn't necessarily there. Um but it it's an option if if we ever need to. Um and then again like we talk about is is intervening early, right? Find identifying the kids and doing what we can to get them in a better position so that we're not struggling at the end >> or you know >> close to it. A month out. >> Yes. >> All right. Cassie or Rachel, do you have any questions? >> Uh not a question but just a comment. I think that I really liked hearing the the repetition of rigor where these kids in many cases have a potentially different way of demonstrating proficiency than like your traditional classroom and
080that they're still given the opportunity to and if they aren't able to take the test on the computer because of reading's a problem for them or whatever it might be that there's the option to demonstrate proficiency in those ways. So, I'm glad that we've we've got that um option. And then I also loved the fact that for some kids to the point you made is they're in alternative program not because they're not skilled enough to um pass these classes. There's other things whether it's attendance or social emotional stuff. But I love that some of them are seeing an opportunity to say, "Hey, maybe like the traditional high school environment is not the environment for me. someone to get through these credits, earn them, graduate, but then go on to something that right away that keeps
081them sort of on the path of productivity where they're going to MATC right away. So, I love that there's all of these options that we as a district are paving pathways for them um so that they can it's not just like get your GED or get your credits and then you know, who knows what's going to happen to you. So, I appreciate that. I would just really echo what Cassie said. Um, this is of course my favorite night. I'm sorry I can't be here. Um, and I appreciate supporting all students and oftentimes in alternative education, there'll be gifted students in as well. So, I just appreciate um Jeremy talking about the importance of relationship and caring and that each kid needs a champion. So, just appreciate it. >> Thank you. >> It seems like you
082have to wear a lot of hats and you kind of touched upon, you know, the support you're getting from like a social emotional or um that piece of it. And I don't think anybody expects you to be an expert in all topics, but how do you go about doing that? If there's a student that says, "Hey, I have a question in math or I have a question in ELA." That's a lot to juggle. How do you go about doing that? What type of supports do you have in place for that? >> Um I I Okay, Katherine left. Um Katherine and I had worked closely the first couple of years. So like it and and I do have one of the advantages of having the relationship with the students. I have a really good relationships with
083a lot of the teachers in the building. So if I have a content related question, there are people that I go to and I can go to um for to for assistance like in in every single department. So if I need specific resources and something because math is not my strongest suit, I reach out to to math there's a couple math teachers that I'll reach out to and they they will help and they would do whatever we need to for those students to be successful. So it's it's about finding the resources to help because like I know my strengths and math is not one of them. So we we work on those with other teachers as well. So yeah, so I do reach out and they help and a lot of the teachers help me
084build these courses in egeneuity. A lot of it's based on what we're doing in class in these classes. So >> that's really awesome to hear. Thank you. >> There aren't any other questions. Thank you very much. >> Jeremy, thank you guys. >> Thank you. I think you get to leave us. >> I still get to stay here. >> Which one? >> After this next one, let's >> Oh, this was me. >> You could take a break. >> We're going to move on to 4C's, superintendent report. >> All right, I'll I'll go quick so Adam can uh have a quick drink and then get back up here. Um we've we've only had a week since our last meeting. So, um not uh obviously though within this time of year things are happening quick. Um, we had
085our eighth grade students go on a field trip to Washington DC at the end of last week. So, uh, if you have a chance, check out our Facebook page. There are tons of pictures on there. And then, um, they I know the middle school students are going to be sharing, um, an update next at at our next meeting. So, I'm assuming we'll have some updates from the DC trip there. Um actually Friday we had our um academic and athletic decision day. So over 50 students in our high school. Uh we we just celebrated their next step, what what they're going to do, whether it be going to college somewhere, going to to a tech school somewhere, going to the military, um entering the workforce uh right off. We we had them all sign their letter
086of intent. Uh we also had 10 athletes uh that signed their national letters of intent uh to compete in various um athletic opportunities at the collegiate level. Uh we had a um Edertton DARE graduation last week I think Wednesday and uh you know it's just a great partnership that we have with the Hills Corners Police Department. Uh, I know somebody asked me at the last meeting, um, we had a walk of champions for our our music department, the solo ense students that could participate in the solo ensemble thing. I think it's a really cool thing that, you know, the high school is is really taking off with is celebrating all kids, not just our athletes that are going to state, but um, we we have we've had walk of champions. I think almost every week
087we have some kind of walk of champions, which is is just awesome. And then, um, kind of final well, we have we had AP testing uh, kicking off this week. So, kind of national AP testing and then um then today we kicked off staff appreciation week. So, we're we're um celebrating uh our staff for all the great, you know, things that they do. Uh I think um we Jesse sent a letter or we sent the letter out on on the board's behalf this afternoon. And then, um we're treating staff uh each morning at each school. We're having a Flips donut truck uh to to give donuts and coffee and uh various things uh to our staff. And then I of course would be remiss if I didn't take a second to say May the 4th
088be with you all. So any Star Wars fans out there, May the 4th be with you. So that's what I have for the update this week. >> All right. Thank you. Move on to five. Discussion with future action. a consider board of education meeting dates for 2026 2027. >> Yeah, it's that time of year. We just uh uh put out the uh the the board uh calendar for your consideration. Uh really it's it's following the typical um second and fourth Monday at at 6:30 here in the in the boardroom. There's only a a couple that that fall off of that one December like we usually do since the fourth since the fourth. Um Monday is during winter break. We would suggest just to do one that that uh month. Um March it um spring break
089falls on the fourth Monday. Uh but there are five Mondays in um in in March next year. So we'd [clears throat] suggest just do it on the 29th. So the fifth Monday and then uh it works out. Uh typically we have um we have to juggle like we did this year for Memorial Day. We don't have to do that because Memorial Day is actually on the fifth Monday in May. So we won't have to adjust because of that. So uh just, you know, take a look at it. We'll it'll be up for approval next time, but I just wanted to get it out there uh so so the board could have a look at it and give any feedback that they have on it. >> You have anything for Brady at the moment? Cassie Rachel,
090>> that's okay for me. >> Yeah, as you dig into, we'll again, we'll put it on next time, but um [clears throat] just wanted to get it out there. So, if you have anything, just feel free to email it. >> All right, we'll move on to 5B. Consider arts and accounting curriculum materials adoption for the 2026 2027 school year. >> Okay, I figured I'd move over here. Why not, right? Okay, so we're going to start with um you know our our strategic plan kind of uh what we're grounding our work in at all times. We're really looking to establish that guaranteed and viable curriculum for all of our courses um with clear grading and assessment procedures. Um, we're been working on this over the course of this year where we're going to be working on
091it for the next four years and obviously beyond that because this is a major piece for us to ensure that all of our students are um walking across that stage feeling that they're ready for that next stage in life. Um, so as part of that review process, um, uh, Brady and I worked on a, um, curriculum adoption cycle. It was mentioned a couple times during some of the um school presentations today as people are either looking at mater new materials for next year or they're in the first year or you know we're looking at two years out for some things. But really in that year zero we're kind of thinking like like where are our um are our current resources aligned with our Whitno strategic plan and making sure that they're aligned to state and
092national standards and then like how are we reviewing some of those things. So that's kind of where we end up in like that year zero or very early in the year for a couple of these. I'm going to talk about accounting first here. Um for accounting, this is really just a conversation um that we started back in November and um finding that with our accounting teacher that our our book is from 2005. Um now I will say sometimes this is uh often like misread by people because not every publisher publishes an accounting book every year. So it's not like uh you know when you contact Pearson or McGraill or a publisher they're like oh yeah we have a 2024 version a 2025 2026 like they're usually on a cycle as well. Um so sometimes some
093of those publishers are every 10 years sometimes it's six five depending on what the subject area is. Um so really we uh we started this this conversation um for accounting one and accounting two at the high school um in November and just gathering like what are we looking for in a resource? Where are our gaps? So we were finding a real lack in some of um like supported assessments um whether it's a a a formative interim or a summitative assessment. And so um I was working with the teacher and we immediately reached out to gather some samples and identify like what are the timelines. Again there's only four books that really were available for us to review um across a couple different publishers because there's a lot of publishers that um that don't dip their
094toes in the accounting water. So, um, what we did then is we kind of took a unit out of out of each of those and piloted those across, um, you know, accounting one and accounting two. And then we're looking for kind of that approval and purchase over the next month so we can get those materials delivered, um, and start digging in and, um, making sure that everything is aligned. So, when our students walk into accounting next year, they're going to have an an incredible experience. Um, so the recommendation for accounting one is from Century 21. Um, you know, these are some of the biggest goals in accounting really. Accounting one is like um like a 30,000 foot view and accounting two is like that 10,000 or 5,000 foot view. So, they're going really deep into
095um this is going to be like way over my head, but like some of the the worksheets and equity pieces and they're using Excel and you know like they like to come and hang out with John kind of thing. Um, so and really like bringing in one of the things that was really lacking in a in a book from 2005 is like that connection to careers. So everybody just thinks of accountants like oh well they're going to do my taxes. It's like no there's like actuaries and there's all sorts of people that are involved in accounting rather than just you know being busy from you know that during that tax time. So I think that was one of the pieces that was really evident in um in these couple of resources. So, um, we're recommending,
096um, that all students also have a book. Um, so we're looking at a a a selection of 30 different textbooks. Um, and then they'll also have the digital access to that at home, but those textbooks will will typically stay in the classroom. Um, and then they'll, again, they'll have the digital access at home. So, that's kind of a one-time cost for us. And again, when we talk about that curriculum review cycle, this year was like that year zero. And then we'll have this book for the next six years. It also gives us a little bit when we're on that cycle as Brady and I have had a lot of discussion about this in the past two years. It we're in that understanding that that that's going to be our book. We're not just going to
097come next year and say, "Hey, we don't like that one. We're going to get a new one." Um so there's the investment there and um in those uh materials and then um for accounting two, this one we're recommending um accounting fundamentals uh by McGra Hill. So again, 30 textbooks for students. This one, I'm sorry, the accounting one is a 2019 um and then they'll update some of the digital pieces because some of the worksheets and formulas when they when they get into like um you know all the calculations and things like that, that'll change. So that changes with the online, but more of like you know um the the basic content that doesn't really change in some of those pieces. Uh this one is um for accounting 2 is a 2025 edition and that's just
098because this was identified because it goes more in depth in some of those advanced topics. You sometimes see some of this book uh this book used in like an early accounting class in um in some university level pieces too. Um so that's the recommendation. So you can see that cost there for 30 books teachers edition. The digital access is just a little over $3,000 and that'll be our our resource for for the next six years. That sounds very reasonable. >> Yeah. Yeah. It's about $100 >> and they're, you know, they're that thick, too. >> And the digital access isn't expected to be cut off. And like these are wellestablished companies that >> Yeah. Yeah. Pier uh uh C the Century 21 one um and and McGraill. Yeah. those are it's not like oh these are
099brand new and you know they they could be struggling two years down the road and say oh now we need to find something else >> just because obviously we'll keep the books but if digital goes away that >> could yes um any questions on the accounting ones >> and the digital is just like you pay that once and then every year the new kids in the class >> yeah we get a certain number of licenses then we just kind of roll that over to the new kid um who take who kind of like it's like you cash in one then you get another one for the next Adam, do we have review copies that members of the public or board members can come in and have a look at? >> Yes. Yeah, just contact um
100you could probably just contact me and I can I can set that up. All right. Um and then um for K12 art, um this one is a is a little bit different. This is actually um we've had the art of education for a number of years. we've just been purchasing single-year licenses and um of course with single-year licenses they're not really giving you that much of a discount. Um so this was adopted in June of 2022 was the original adoption and this comes with two different um kind of two different parts to the program. There's a prolearning which is a professional development platform that's on demand. There are um thousands [clears throat] of videos of everything from how do you want to do uh you know like 2D watercolor to pinch pots to yarn looms
101and every anything that you can imagine in between. So that's really more a resource for uh staff members like how would I teach this skill to kindergarteners? How would I teach this same skill to 12th graders? Um and then there's a curriculum piece which is completely customizable for us. It's totally on demand standards align um lesson plans that can actually be downloaded and sent right to students. Um so we've had this uh for nearly four years. It's just that we've been signing a singular year renewal. Um and I'd really like to I've been working with um Liz who's our rep. Really like to be able to sign a longer contract because of course they're willing to give us a discount and um it's in their uh our adoption cycle for art. So, um, what we're
102looking at is, um, so a total savings, our total cost for 3 years is about 22 a little over $22,000. Um, and we're looking at about a $3,000 discount. So, it's about 15% that they're willing to to take off for us for signing that multi-year deal. But again, um, you know, in working with staff, um, we get professional development with this, too. Um, and they're constantly sending out I'm on their email list because I'm like a network administrator. So, they're sending out emails every month of like here's what's new, here's what's new here, Earth's coming up, here's, you know, 17 different Earth lessons that you can do with every grade level. Um, so just really like to be able to take advantage of some of those discounts. Um, because this is something that we've had
103for a number of years. So, um, that's kind of where we're where we're looking for that. Yeah, I don't remember actually approving an art curriculum in the past, so maybe it just slipped my mind over the years, but I appreciate you bringing this to us so we can take a look at it. >> Yeah. >> But the other good good thing is it's K12. >> Yep. Yep. Everybody's in the same platform. We we we have our our six staff all have access to that and they're um you can actually like build a class and share that. So, our teacher at Edertton can also share that class with our teacher at HC and we can we can work that way. [snorts] >> And the staff is happy. >> Yes. Yeah. Yeah. >> Adam, are there um
104do we have access if people would like to look at >> Yeah, I could get some demo accounts for for that if we if we need if anybody had any questions on that. And then um you know just our our to reiterate our year one and year two process um is you know we're really looking at that teacher professional development and that coaching through there. Um so like what is that ongoing professional development? Like I said um Art of Ed they embed professional development right into um we I think we get about a two-hour webinar every year. Um so that's already embedded right in that cost um for implementation support. But again, that's this is something that we've had for four years. Um just looking to to um take advantage of some some discounts. All
105right, >> let's go. >> Cassie or Rachel, do you have any questions? >> No, I don't. Thank you. >> None for me. >> All right, there are no other questions. Thank you. Move on to the next one. We'll move on to Yep. We'll move on to 5C. Consider 202728 new course proposals. >> Okay, Cindy's Oh, there we go. Um, so again, [clears throat] this is uh I always start with our strategic plan piece. We're in 1.1 1.2 here um with guaranteed and viable curriculum um and developing that Whitno learning experience for um in a K12 setting. So, um this is a little bit different timeline um than we've been in the past. So, um if you remember last year, um new courses for the high school came to the board for approval in November of
1062025 for um course signups in December of 2025. So, we had about a month advance of when those courses went live for the ability for kids to sign up. We are looking at courses May of 2026 tonight for the 2728 school year. So upon approval we will have nearly a year and a half to develop curriculum, develop the assessments. Um so we have a really long runway and we have nearly nine months well seven months between now and when the course catalog will actually go live. So we can um we can build recruitment videos for this. we can um get out materials to when we have our eighth grade expo nights and when we have um our nights where people are coming and enjoying the high school and looking to forward to what they can
107take. Um, so then, uh, you know, upon approval, uh, next board meeting, we'll update the course catalog this summer to reflect these new course offerings. And then we'll have, like I said, almost nine months to be able to work on calendar, pacing, assessments, um, activities, sta uh, alignment to standards and things like that. And the students will sign up in December and then um, we'll bring forward a year from now any curricular resources that we would need to purchase for um, for this course. So we are uh like really ahead of things right now. That's one of my goals is to make sure that we have some of those longer runways um for some things that we have been working on. And all of these um courses that we're going to bring forth have really
108been um started by by the teachers. So you're going to see um we're going to talk about uh there's a middle school course that's being proposed um uh calling called exploring world cultures and um this is really focused on cultural experiences. So students are going to be learning diverse cultures through um traditions through the arts, through food, cultural landmarks, geography, virtual travel, things like that. Um, and they're going to gr gain a greater understanding of their own culture in addition to other cultures that have impact their lives. Um, so this is really a cultural exploration course. Um, this was designed by um by Amy Ke and um and Megan over at the middle school. Chris Chris has said like, "Oh yeah, we've talked about this for a few years of bringing this forward. We feel
109like the time is really right um because we want to expand that um those offerings for our courses at the middle school. Um so um we did some um just I mean this is two of the standards. Uh they already did in the course proposal did some standards alignment. There's about 10 different ones. A lot of a lot of them obviously focus on our ELA standards and our social studies standards and our reading standards as we've talked about like how could we integrate a novel uh study into a course like this where I can represent um you know read about other cultures and and things like that. Um when we think about that budgetary impact um like I said uh really it's kind of like a novels for students um some consumable pieces of we
110they've talked about like obviously food study is is a big thing and really enticing to to our students and learning culture through food um and art materials as a consumable and then they really want to um they really want to bring in like the field trip aspects and that experiential learning and also guest speakers and there's really no staffing impact here. Um because as we work through some of the course proposals um obviously you know you're signing up for it but depending on what we have in our world uh our world languages classes that are offered we'd like to be able to fit this within those course offerings. So that might be making a um you know a couple of sections a little bit bigger. This is what I've talked about with the middle school
111team. They're like we would much rather you know be able to offer something like this um and have two or three more students in our class um than to not have our students be able to experience this. Like I said, I think when Chris Chris shared this to me, like the original edits were from like 2022. Um, so this one's been um been a long time kind of comment >> and this is under like the Spanish language bubble. >> Yep. Yep. Global cultures, world language. Yeah. >> Just because you know. >> Yep. >> That's only one piece of globals. >> Yes. Yes. >> So wait, >> is it you're saying it's only Spanish? Are we saying that it's a standard? Oh, it'll be in like the the uh world language department >> just the the
112preview was all. >> So, is it the world languages that we have or is it like I guess I would be curious to know like when we say world cultures what does that mean? Yeah. So, we talked about um you know having some select regions from all continents across the entire world um and and focusing on you know whether it's um you know China, Japan and focusing on some African countries and some Eastern European versus Western European. What does that look like? >> Okay. Just because the preview was all Spanish >> examples examples are Gotcha. >> Summary. >> Go ahead. I guess my question and I had called Brady to ask about this is I understand that we have like a year to develop [clears throat] this and build it out. Um but one of
113my concerns is one rigor. Do you know what I mean? That there we are >> imparting knowledge and it's not necessarily just like oh the fun class where we eat all the food you know and like go listen to the music and things like that. It needs to be for the time that's being put in in the class. We need to make sure that the students are getting >> um you know real world knowledge out of it. >> Two, you know, we need to look at how we treat these world cultures. Do you know what I mean? Because um there's a lot of biases that can come into this. So it's going to be, you know, potentially tricky. Three, I'd like to know if when we're picking novels and things like that, you know, that
114they're middle school level and how are those selections going to come back to us? So, like I support building it out, but there's a lot of question marks in terms of how it gets executed. And there's great potential, but then there's also a lot of potential pitfalls, too. >> Yep. Yep. 100%. And that's something that we could um you know, I can work with Brady and as we kind of get some things off the ground, we can come back and report to the board just kind of like where we are as well. >> Right. And I don't mean to be like a blackboard, but I just want to get those out there. So, being very transparent. Yeah. >> Yeah. We've um we've talked about like bringing in the literacy coaches and bringing our K12 um
115literacy specialist in order to like if we're picking a novel or if we're picking two novels like what does that look like? How does that fit um you know maybe in conjunction with our ELA classes as well? >> Right. And then with your scope and sequence too that if you're doing this in middle school, how does that you're not doing it again when you're in high school and correct? So yeah. >> Yeah. >> Great. >> Thank you. Um, so is this in addition to taking like a Spanish or a French or is this like >> Yeah, it would be an it would be an additional option. Yeah. >> Okay. >> Yeah. >> And then I know like currently at least in Spanish because my kids both took Spanish. So I know that they got an
116opportunity to do a lot of those things that were built into Spanish already. So is that still going to exist within those individual languages? Is it just going to be like further exploration, deeper dive? Correct. These are things that they've already been learning but maybe just [clears throat] more. >> Yeah. Talk about like um you know Yeah. Providing that depth but also some breath and looking at um at other countries kind of around the world. >> Yeah. >> Thanks. >> I actually would say I would actually echo what Karen says that I just I do feel like there almost needs to be more explanation of this in regard just because again like again it's just a preview. So just looking for especially if we're approving it now and then it's then we're saying yes it
117can go. >> Yeah. >> It just maybe we just need more information than here >> because it sounds like there might be more development behind the scenes than we have here. >> Sure. >> Yeah. And I'm comfortable with like a preliminary that go, you know, go work on it, but I think we should see it again in the fall before you print the catalog and all that. >> Um, yeah. And I mean, you could study world cultural your whole life, you know. So, like, what does it mean to do this in seventh grade? So, >> Yeah. All right. >> I have a question here. >> Yes. >> Um, so this would be an elective, >> correct? not not a language not in place of Spanish or >> correct >> right >> yeah it'd be an
118option for a student to take >> so I've actually seen this very similar in action very rigorous um uh some new new um highquality curriculum come out very much related to this um that I've seen in other like high performing school districts So, it's actually really exciting to me and I think it would be a really cool offering. Um, I hear what the other two are saying about um rigor, but that definitely could be done. There's some models out there. So, I think this would be very cool. Just wanted to add that. Yeah, I just put a couple of the um of like the standards alignments in there and because we could have went on for a number of slides on that. Um and what they because they talked about like we even just geography
119alone. Uh we talked about this like as being a precursor to like an AP human geography as an option for a ninth grader because they could really frontload a lot of those pieces in there. >> So I think that's just what maybe we need to see is how% just because I think it's there and I think it'll be a really cool offering. I just I have some questions about how it fits. >> Yeah, >> Jesse, can I ask a question here too? >> Yeah, go ahead. >> Um, does this will this fit into one of like the >> I don't know how they do it at the middle school like the Is it the wheel? Is that the right terminology? Where where does this >> uh that's um this will be outside of the wheel.
120>> Okay. Okay. So, it'll be Could a kid take a language and this? >> You could. Yes. >> Okay. Um, thank you. And then I would say I echo what Karen and Sarah have flagged. Um I personally would really be watching as this gets built out for like balance and then of you know I would have faith that the curriculum would be built out in a very balanced way and rigorous but then in practice and delivery I think we'll need to make sure that some cultures aren't getting a more favorable um portrayal than others because that can go off the rails really quickly. And in middle school, I would be I'd want us to be very very buttoned up on that. >> Absolutely. >> Okay. Uh so computer science um so uh Cindy and I
121worked with Jeff Parody who's our computer science teacher um really to kind of reimag what computer science looks like um at at the high school. So we we talked about this idea of like modern spaces and modern courses because computer science will be one of the areas that is um you know getting some some heavy a heavy dose of uh modernization in the referendum projects. So um right now how our computer science pathway works is essentially you kind of take some basic drag and drop coding and some intro to programming in um 8th grade and the only option is like you jump immediately to advanced placement. There's really nothing in between. And as you know um in as I've been doing this for two years, we've brought together um those stacked courses in computer science
122for both years that I've been here um because we end up having maybe six or seven or eight students in each of those classes. So we're stacking some of those classes together. So, uh, Cindy and I met with Jeff probably in December maybe, um, and talked with him about how could we reimagine our computer science department and, um, we focused on the idea of like we're going to broaden the focus on these foundational skills is, um, like how are we going to level this playing field where there's multiple steps in order to build up to an AP class rather than just start with an AP class. Um and obviously one of the pieces for us too is increasing the retention and recruitment. Um this is kind of a career pathway that um we're hoping to
123really work on and settle um settle in over the next two years and then [snorts] have this idea of like where could we expand the program. So currently our um our current offerings are um you take putting coding to work. You're in AP computer science A or AP computer science principles. Those are the three classes that we currently have. Um what we would like to do is kind of expand some of those offerings and as they are uh they build skills on top of each other. So and those are all year-long courses. Um our future offerings um that Jeff had brought to us is um intro to coding using Python, intro to coding using Java both as semester classes and then um a course called cyber society as a semester course and then Linux which
124as he explained to us like 90% of websites in the world use Linux. Vince is giving >> I was like Vince. Okay, we got a thumbs up from Okay, he's he's good. And then um looking at a cyber security um course for over the course of um of of a year. So I kind of linked in here um the course descriptions that uh that Jeff had kind of presented to us and like how that skills progression would work building through these different things. So, um, you know, really capitalizing on, um, I think the cyber security piece is something there's not a lot of schools in our area that are providing that as, um, as an option for instruction. So, um, you know, we're hoping to like, you know, grab some kiddos who want to come
125over here and take cyber security with us. Um, and there's also, uh, like we talked about with Jeff, there's an opportunity for, uh, expansion. So uh AP cyber security will be a advanced placement course that is first offered next year. Um and our hopes is that as we are um as we are building this is that we would be able to offer that in the 2829 school year for students because they will have worked their way through um possibly you know the Python coding or the Java coding taken cyber security and then moving on to that AP class. Um if you have some moments of free time um and you want to take a look at that AP cyber security which the cyber sec that's like the cyber security builds into that um it is
126a really fascinating like 200page document on AP because essentially what they do is they just give you a whole bunch of challenges and you have to like build firewalls in order to stop like it sounds absolutely amazing. Um so uh we have our course descriptions here for >> [snorts] >> uh coding Python, cyber society, coding Java, Linux and cyber security. Again these are courses that would be for the school year. Um when we uh will be moving into almost a new space. So these were all created by Jeff. Um the budgetary impact there's almost none. Um there's he does uh did talk about getting a textbook for Python and Java. Um but he also was kind of like that stuff changes so quickly sometimes a textbook might not be the best option. Um but again
127we're talking about just like in accounting one and accounting two a 30 uh 30 students. He said each of those textbooks is about $40. It's more of a soft cover workbook than it is a true textbook. Um and then all of these courses can run off the student Chromebooks and all of the um with the renovations this the um physical space will have dual monitors as you know >> [clears throat] >> um that's often important in the computer science world. >> Yeah. >> Do we know if we have low enrollment if there if it'll be able to have these run like stacked like we've done in the past? Like I I don't know enough about coding to say that teaching a Python and a Java class at the same time. We did kind of set
128that as a parameter of like make sure that like as we're building this that these can be stacked together. Um, and be aware of like that pitfall because he's he's doing it now. And so we want >> and these are just super specific. So it's hard to say. I think they're great because I think it's going to give you some really in-depth job marketable skills and some really good rigor. Um, but it might be limited interest. It might be huge, but I have no idea. You mentioned the student, one of the students that came in and talked to us about computing power uh for specific courses. So, we're okay using a Chromebook for those coding classes. >> Yeah, that's what we asked Jeff that specifically as we went through the um like the budgetary impacts
129and he said that would that would work. And then the other question I have is are we making those computer sc like uh Python and Java prerequisites to the cyber security AP course? >> Um I will ask him that question and I will um well I'll have Brady put that in the update >> because I absolutely hate coding and if I had to go through that just to make it to cyber security I would pass. >> Yes. Um I know there is no uh cyber society is not a coding course. Um but I will ask him specifically about um Python and Java being prerequisites to cyber security. >> Cass here Rachel do you have any questions on this piece? >> No thanks. >> I have one other quick question. the opposite of the staffing question.
130If there's huge interest in all of these, can he fit all of these into a schedule or are we then running into a staffing issue? I don't know that that would happen, but I'm just >> Yeah. Um we offer it, I want to be able to fulfill that. >> Yeah. Yeah. I think um as part of as we look at like the current offerings, there are three one-year classes. And this if if you think about like if Python and Java are opposite semesters um we're adding we're basically at the same thing of like three one years and then plus another half semester. >> Yeah. Which if you stack two of them together then we're kind of right back where we were before. >> I guess my only question and I'm going to be talking like
131above my ability level but it's going to be about like data science as a career pathway. Yeah. Out of this. How does that relate? Um, you don't need to tell me right now, but I'm just curious about how it would layer into that because I know that that's a huge area for hiring. You know, I do think that Northwestern Mutual is looking and has camps and all of these things. So, yeah, I just be curious about how that layers into this. >> Yeah, it's a great great comment. >> All right, if there are no other questions, thank you very much. >> All right, thank you. We'll move on to six announcements. Anybody have any announcements? >> Okay, go ahead. >> Um, the last PTO meeting of the year for Edertton is this Thursday in the
132library. Um, just wanted to mention was the last one of the year. >> Sounds good. Move on to seven meeting debrief. Does anyone have anything for debrief? I'm just going to say thank you to everybody who gave the presentations tonight um in our uh was that our walk. Yeah, our gallery walk. So that thank you for that. Um and happy teacher appreciation week to everybody. So thank you. >> Happy staff appreciation week to everyone. Um and then I just wanted to expand upon the eighth grade field trip and just personally thank the staff that was on the trip. um you really don't understand the level of how teachers are able to manage a classroom until they are around students like non-stop. And I just have to say thank you for keeping these students, you know,
133engaged and managing so many different personalities because just having two middle schoolers can be a lot and then dealing with 40 and just seeing them be calm about it and do those things and make it a wonderful trip. I just want to say thank you to them and that is an excellent opportunity for any future parents that are considering it and I'd highly recommend it. All right. We'll move on to eight. Do I have a motion to adjourn into close session pursuant to Wisconsin statute 19.85 consideration of employment, promotion, compensation, or performance evaluation data of any public employee over which governmental body has jurisdiction or exercise responsibility in Wisconsin 19.851F 851F considering financial, medical, social or personal histories or disciplinary data of specific persons, preliminary consideration of specific personnel problems, or the investigation of charges
134against specific persons except where B applies, which if discussed in public would be likely to have a substantial adverse effect upon the reputation of any persons referred to in such histories or data or involved in such problems or investigations. Specifically to consider issuing a final notice of contract non-renewal to a district staff member and deliberating or negotiating the purchase of public properties, investing of public funds, or conducting other specific specified public business whenever competitive or bargaining reasons require a closed session, specifically to consider an agreement with a former employee. >> So moved. >> I'll second. >> Ask for roll call vote, please. Sarah, >> I >> Jessie, >> yes. >> Karen, >> yes. >> Rachel, >> yes. >> Cassie, >> I'll abstain. >> Oh. >> All right. >> This is my first time virtual, so
135I'm assuming I might have to abstain as well since I >> Yeah, that that would be appropriate since you won't be on the close session. >> Thank you. I abstain, Jennifer. Sorry. >> All right. Thank you. >> Need to take a break. Quick break.