001calling local meeting law. Do I have a motion to adopt the agenda? Second. Any discussion? Seeing none. All in favor? Oppose. Meeting agenda is adopted. Can we get an attendance roll please? Here [Music] if you're able to stand of the stands one indivisible with liberty and justice for all. Do we have any public comments? Okay, moving on to consent agenda. Would anyone like to pull an item, please? K. Anything else? If not, do I have a motion to approve? Do I have a motion to approve 3B, C, D, E, and F? So move. Second. Any discussion around that? Right. All in favor of B, C, D, E, and F. I oppose? Seeing none, BC, DE, E, and F have passed. Cassie. All right. I'd just like to recognize um donations that we've had in the
002last several weeks or months. So, I'd like to recognize Clement Manor for donating $100 for the choir carolling from the high school. I'd like to recognize Hills Corner's Lions Charitable Foundation for a $200 donation for snack pantry for students. I'd like to recognize the Whitnell Park Rotary Club for a donation of $100 in memory of Darren Mahalik, owner of Double D's for Whitnell High School Youth Sports. I'd like to recognize Edertton PTO for several uh donations for a variety of factors. I'd like to recognize the Landowski family for a $100 donation for human growth and development um for deodorant. I'd like to recognize CAF America for a donation for various school programs. I'd like to recognize PPG for a donation of $968 which was for a grant for JA Biztown and another donation from the
003Hails Corners Lions Club for $250 for a donation that supplements costs of field trips. I'd also like to recognize a few donations of over $1,000. um several from the Edertton PTO for field trips and teachers fund. That's all. Thank you. Do I have a motion to approve 3A? So moved. Second. All in favor? I I opposed. Seeing none 3A passes. Moving on. Reforms and presentation 4A middle school student council report. Hello, welcome back. Set. All right. Well, um it has been great being at the board meeting the last several board meetings and listening to the high school and the elementary schools talk about their leadership. And so, Whitnell uh Middle School Last but certainly not least, uh we have a great middle school and um group of students. I know they're going to introduce themselves
004up there, but we thank them for their leadership and their um support of our school, you know, and really helping to make sure that we have a positive climate and environment at the middle school. Uh Mike Sever is the adviser and I'm going to turn it over to him now to introduce and then they're going to um give the presentation. All right. Thank you, Mr. D. Good evening, um school board members. Dr. Ranky, uh, thank you for inviting us tonight. So, for those who don't know, I am Mike Svert. Um, uh, 25 years in the Whitinal School District this year. It's a milestone year for me, but student not that long with student council. This is my 15th year as advisor of student council. And so, it's a it's a lot of fun, but also
005the kids realize it's also a lot of work and responsibility. But we do have fun with all of the events that are being planned. So, they are the stars of the show tonight. So, I'm going to turn it over to them. So, we're going to go down the line. They're going to introduce who they are, what grade they're in, and what their role is on student council, and I'm going to let them take it the rest of the way. So, Levi, what's your name? My name is Levi Gabe. Um, I'm the I'm in eighth grade and I'm the student council president. Hi, I'm Rosemary Feedler. I'm in eighth grade. Hi, I'm Rosemary Feedler. I'm an eighth grader and I'm the student council secretary. Hi, I'm Colin Hair. I am a sixth grader class representative. Hi,
006I'm Patrick Hair. I'm in seventh grade. I'm also a student council representative. Hi, I'm Logan. I'm in eighth grade and I'm also a student student council representative. My name is Alex Kazminsky and I'm in seventh grade. I'm a student council class representative. All righty. So, um, student council, we have our four officers. on the next slide. So we have Levi G me as the president, Mason Corleski is our vice president, Jackson Vanel is our treasurer and Rose Murphy there's our secretary and then we also have 10 representatives in each grade um help us out with the meetings planning RLR events. Okay, so here are some things that we do in student council. We are a student leadership group. We plan school dances. We plan spirit weeks in the ABC countdown. We give monthly reports to
007the PTO. We organize schoolwide activities such as the door decorating contest and the Halloween costume contest. And we also organized some community service projects. [Music] In the fall, we have representative elections, which are uh 10 people make it for each grade to be a representative. We have PTO meetings, which is student council members going to PTO meetings, tell them and telling them what we did. We have the homecoming spirit week. Uh Monday we did pajama party. Tuesday we did throwback. Thursday, Wednesday we did color wars. Thursday we did country western day. Friday we did went all all in Friday. Uh we had penny wars fundraisers. Uh they all went to K9 Companions. Uh we also had a costume contest during lunch and we gave prizes for the winners and we had the fall dance. So
008we had a lot going on for winter. We had the door decorating contest where each flight class would be designed a certain day of free choice to decorate their door and we'd have a um student council member to come and vote on which one the which the best one was and it was a prize. Um we had the Salvation Army toy drive where we had a bin and everyone could drop out toys that we would donate to uh Salvation Army for the for um kids. Um we had uh spirit week before Christmas break. Some of the spirit week days were um like your favorite Christmas movie character day. Um the holiday sweater day and the headband. There's more. Um we also had hot chocolate certain for VIP. I did that too where we would we
009go during lunch and the VIP students who didn't have a write up since the deadline would have hot cocoa during lunch. We had the staff Christmas gifts where we went and gave uh every staff member a gift and it I'm pretty sure it was a candle. We had the Valentine's dance which went well because we had a lot of people attend that. And then we delivered the candy cane grams at the Christmas and cookie grams on the Valentine's Day for the PTO. And I'mma hand it over for to Logan for the spring. For the spring for the spring we did spring break spirit week. For that we did Monday PJ day. Tuesday, Jersey Day. Wednesday, anything but a water bottle day. And and Friday, green day because of St. Patrick Day. Lucky Grams. We were
010selling golden coins that were made out of chocolate with cards that they can write to the so the students can write to their friends. Not a lot of eighth graders bought bought it, but it was very popular with the sixth graders and seventh graders. For the ABC countdown, we do A through Z and we try to come up with more things that students will be able to do. Like example is A for appreciation day. For the spring dance, it was a dance with for all the grades but Not a lot of people came since of baseball and other spring sports. Now I'm going to pass it to dances. At the middle school, we have three to four dances annually. We split our dances up into four sections, including the dance room, the VIP room, the
011quiet/mov room, and the hallways. The dance room is for anyone to enjoy, which has general concessions and a DJ playing music. In the VIP room, you can have seasonal or exclusive concessions and basketball or volleyball courts. The VIPs are people who have not gotten a tech violation or a write up through the quarter. The VIP and MVP status also connects to our PBIS program. In the quiet/mov room, a movie that is rated P or PG will be played for everyone to enjoy. And in the hallways is a themed walkway experience. Such as we've had for this year, we've had a glow-in-the-dark murder mystery, the Wizard of Oz, and a threeseason spectacular. Okay guys, for spirit weeks for spirit weeks we do around we do spirit weeks around each holiday and 26 days left to go.
012We have a spirit week called the ABC countdown. We have our homecoming spirit week. We have our Halloween costume contest, our Christmas spirit week, our spring spirit week, and our ABC countdown. There any questions? You guys are pretty busy, huh? Yes. Yeah. A lot of things going on. Yeah. Has the student body brought things to you to expand on or to improve? Yeah. So, sometimes um people recommend things and we like for spirit week ideas. Sometimes we do those and then oftent times like when we have our meetings we discuss on some things to do. We'll have we'll have like flight reports where people can suggest things that they would like rather have like in dances or anything else. And then we'll take that into the meeting and have uh a talk about that. Including
013that the ABC countdown seems like a lot of work. How much time did it take to plan that? Like close to a whole meeting. Yeah. So um for that we have to get it up. So we come up with ideas and we then we have to get it approved by Mr. D and Mr. Relich. And if they do not end up getting approved, we have to go back to the drawing table. So, it's a lot of um try and try again until we get the list. Are those two guys pretty rough on you? Now's the time to say it. So, thanks for being here. Um I'm so glad you came in to talk to us and I think you did a wonderful presentation. I love how you shared the responsibility of giving the presentation. And
014my question is, what is the most difficult letter to find an ABC countdown theme for? Q. All right. Hey, my name is And so what's what was your most recent Q if you recall it? Oh, question. Our Yeah, twist day. It was twist day. Twist day. like a fun quiz style thing where we'll announce a question and the first person to email back the answer. So, it's like multiple different types of trivia and a prize if you get it right. That's much better than everyone gets a quiz that day. Yeah, agree. Um, looks like you guys really make sure that the whole middle school is having fun and like things, so many things to look forward to, but then also you care about your community. You care about each other. So, it's just really cool
015and kudos to you to be really adding so much value to your community. I have a question. So, I see that um for Veterans Day with your penny wars, all proceeds went to K9 Companions. Did you guys choose the the um charity to donate to? Actually, they were there was three So they we each month it was like random. So it somehow it picked Kyan companions to go to. They pick one each year. So last year was the honor flight. Um they did that. So this year thanks again for being here. You guys did a great job. I know this is hard. Um what is your favorite event each year? Yeah. All of you can answer. Um, my favorite event we did was the Byebye Birdie senior citizens dinner where um we served dinner to
016some of the senior citizens and it was a lot of fun just making their day and we also serve coffee and stuff. That was a lot of fun. One thing I really enjoyed was doing the teacher appreciation breakfast where we served all the teachers um breakfast like in the morning before their classes and I thought it was really fun. Like we got to bring supplies and then like make different foods for them. I really enjoyed that. I would agree with Levi because I really like doing the senior citizens uh dinner and it was like really fun uh like helping or serving stuff to senior citizens and then letting them watch a play. I liked doing the senior citizens things too cuz they were very grateful for that. They like really enjoyed that. Um, I also
017like the teacher appreciation breakfast. Even though I can't cook, I tried. So, that was fun. My favorite part is probably all the dances because we put a lot of hard work in that and at the end we all get to enjoy it. My favorite part of um our planning is the costume contest because um it is a really fun way to bring us all together and also I won. So, we're competitive on the school board, too. So, appreciate somebody who likes winning. I think it's awesome all the things that you guys have done and put together. Um, I can say that I usually go to the veterans event and it's just amazing how you guys put that on. Um, and it's just like really really well done. Um, so I can only imagine all the
018other events are are just as just as awesome. So, thank you guys all for what you're doing. Um, I guess my question is do you get to decide um like which activities you do every year? Um, and how do you guys do that? We make monthly agendas um where we have like we get sort of an idea of what kind of things we could do and then once we meet with all the representatives um we talk about what things we want to do that month. So like what fundraisers would we like to do we like to do a service project like that. And for the dances, we let the students decide like on the themes of the hallways and like decide on the movie. That's awesome. I think it was cool too when you were
019talking about the ABCs how you guys tried to do different different ideas for things to like include more people. So that's just really you can tell you guys put a lot of thought and work into this. So thank you all for what you're doing. That's really cool. Yes. Thank you all very much for all information and the presentation. That's a lot of hard work and a lot of dedication. We really appreciate hearing about it and seeing all of the results of the things that you've done. And thank you, Mr. Sbert, for 15 years. That's a long time. Well, 25 years. Well done, guys. Great job. Thank you for having us. Okay, moving on to 4B, Spring Universal Screening Intervention and Act 20 update with Dana back to follow Dana. Um, yes. I don't know how
020on earth I'm going to follow that. That was wonderful. Um, but I'll do my best. Um, I'd like to invite our elementary and middle school principles up to join me as well. Um, in case we have any questions, I think they're the best equipped to speak to some of the work happening in the buildings. Thank you. Okay. Hello. It's been a while. Um, but I'm here today to talk about our spring universal screening and the progress of our interventions for this year with a little ACT 20 update thrown in at the end. Um, so first just another overview of EMLSS. We've seen this graphic before. Um, but just to emphasize that we do use our equitable multi-level systems of support which is a tiered system to ensure that all students get instruction that they need
021to be successful. A vast majority of our students, about 80% receive tier one instruction in their classrooms, and that's all that they need. Another 10 to 15% also receive some additional targeted supports in tier 2 instruction. And then about 5 to 10% receive intensive supports, um, which are usually pullout intervention or acceleration. Um, our students are identified to receive tier 2 and tier three supports. when we meet with classroom teachers, we speak with special educators, instructional coaches, principles, school psychologists. Um we have great big meetings to talk about students and we usually do those three times a year um right after our universal screening windows. In fact, we had a couple of those today at the middle school. Um so we're going to walk through all of our results for K through 8. Um we'll
022start with math and then we'll move on to ELA and roll into our ACT 20 update. So, we use FastBridge for math screening for our students in K4 through 2 grade. Um, we can kind of see that our median percentile in each grade level from fall, winter, and spring um has moved a little bit, but generally um our students are doing very well. We would expect the median percentile um to be 50%, the 50th percentile if we were kind of following the normal distribution of test scores. Um, and you can see that in spring, all of our grade levels in K4 through 2 grade had a median percentile that was well above the 50th percentile. So, our students are trending above national average in terms of their test scores for math. Um, we also have
023our percentage of students who score at risk. Risk level is determined by the test publisher. And so, it's different for each assessment. Um, it's even a little bit different on MAP. It's different on as web plus for fastbridge for the early math testing which is done through K4 through first grade the risk percentile is considered to be the 15th percentile. So if we follow the normal distribution we would expect 15% of our students to fall at that benchmark. Um we can see that that number is well below 15%. Um our highest number of students who are scoring below that 15th percentile right now is in first grade. And I think it's important to note that the subtests change from winter to spring in first grade and we add in a story problem subtest that can
024be more challenging for students because um it involves an additional component of putting together multiple steps in the math process. Um then in second grade the risk percentile is considered to be the 10th percentile. We still have under 10% of our students um meeting that benchmark. So that shows that our students in early math um are doing pretty well compared to the national average. When we move on to our third through eighth grade students, um I think this is an enormous bright spot that I've been celebrating with teachers for the last couple of weeks um at multiple grade levels. Our students in third through eighth grade take math. Um and it's important to see here. Remember, if we looked at our distribution chart, we would expect to see about 20% um of our students in
025each color band if we were following the normal distribution. We see a lot of blue and green on here, which means that a significant number of our students um are above the 60th percentile. All of our grade levels have more than 70% of students above the 40th percentile when we would expect it to be 60%. Um, fourth grade, which you can see that median percentile is in the one in the little bubble. Um, fourth grade, this is including both schools, has over half of their students at or above the 80th percentile when we would expect about 20% of students to be in that range. And all of our grade levels have 70% or more of our students meeting their projected growth when 50% is what we would anticipate to see on average. Um so these
026are some really significant celebrations. Um third grade, seventh grade, and eighth grade having more than 80% of their students meeting that growth projection is really tremendous. And since I've been in this job, that's the first time I've seen any numbers like that. Um so we had some big celebrations with our teachers about our students growth in math this year. Moving on to our act 20 um screening results. So, I wanted to share some of our spring personal reading plan numbers. Um, overall, we had a net increase. Um, very small net increase across um, our two buildings for winter to spring personal reading plans. Remember, to be on a personal reading plan, a student has to score below the 25th percentile. So, we would generally expect to see about 25% of our students with reading plans
027again following that normal distribution. Um, at Hills Corners, we had a net increase of four personal reading plans. Um, we had five students exit in between kindergarten and second grade. That means that they went from below the 25th percentile to above the 35th percentile, which is a really significant amount of growth from winter to spring. Um, and then we also have some third grade students who are waiting on forward scores coming up. Um, they come out to us next week. Um, and so students scoring meeting on the forward exam is our exit criteria for third grade. So, we're waiting on those to see if we can get any of our third graders to exit. At Edertton, we had some new personal reading plans in kindergarten specifically. Um, so we had a net increase of 13.
028Um, we had an exit in first grade and then we have some pending exits in third grade as well. That's why the little asterisks are next to our numbers in third grade because again, we're waiting on those forward scores. Um so when we look on the next slide at our winter to spring net change um we had an increase of 17 personal reading plans overall um but again some of those may or may not be exiting in third grade depending on the results of our scores. Um second grade we had the most success where overall we had two students um as a net change removed from plan. So we had more student exit plans than we had new personal reading plans. Um when we look at our screening results overall, not just in numbers of
029personal reading plans, but in terms of growth, um in K4, we had our students as a median were able to identify nine out of 12 initial sounds. In the winter, the median was seven out of 12 initial sounds. So that is an average growth of two sounds from winter to spring. um in kindergarten, they'll also take that um initial sound screener um and that is above the kindergarten benchmark um for students to be above the 25th percentile. In K5, our median percentile was the 41st. This is where they use letter naming fluency and letter word sound fluency as the only two factors for identifying if students need a personal reading plan. So, it's the numbers of letters and sounds that students can identify um within two minutes. Um the 41st percentile is that they're able
030to name 46 letters and sounds accurately in one minute and that is an increase of nine for our median from the winter. Um first, second, and third grade uses oral reading fluency as the only benchmark for determining if the student um needs a personal reading plan. In first grade, we had a median percentile of 44th, which is 65 words read correctly per minute. That is an increase of 17 from our median in winter. Second grade had a median percentile of the 53rd, which is 108 words read correctly per minute. Again, another increase of 17 from winter. And in third grade, our median percentile was the 52nd, which is 126 words read correctly per minute. um an increase of 14 from winter. So when we look at those numbers and we think about how at the
031end of eighth grade we expect them to be reading probably about 175 words correctly per minute. Um that's a really big lift for our third graders and they're doing remarkably well. I also wanted to include um like I did in the winter our reading comprehension and vocabulary median percentiles. um our students as a whole are above the national average for both reading comprehension and vocabulary in second and third grade. So when we're having some of these meetings to talk about whether students would benefit from tier 2 or tier three interventions, we're trying not to just look at that oral reading fluency, but we're taking into account the reading comprehension and vocabulary as well. Um also a little chart over to the side. Um I showed this also in winter and wanted to show again in
032spring. Our percentage of students who have greater than 90% accuracy in oral reading. 90 to 95% is generally considered what's necessary to be able to read a text independently. Um we saw growth in every grade level in the percentage of our students reading with more than 90% accuracy. In first grade we went up to 72.6%. Second grade we went up to about 89%. third grade, we have 96% of our students who were able to read these texts with greater than 90% accuracy. And so overall, we went up to almost 86% which is an increase of 4% from winter. So our students, even though some of them may have the personal reading plans, um based on speed and automaticity, our accuracy is still extremely high. And that to me kind of shows some of the effects
033of our phonics program for our third graders. Um, looking forward beyond third grade, we use map reading for our fourth through eighth graders. Um, we can again see the median percentiles in the little bubbles over to the left side of the chart. All of our grades have our median percentile, which is above the 50th percentile, which is about what we would see compared to the national average. Um, we also have our median percentile at all grade levels when you split it out. um for our percentage of students meeting their projected growth from fall to spring. We also have greater than 50% of students in all grade levels meeting that projected growth, which would be average. In seventh grade, we had our highest percentage, which is 69% um of our students who met their projected growth.
034So, our students are not above the national average as much in reading as they are in math. Um but we are still trending above average. Um finally wanted to just share some numbers about our students receiving supports that are designated as tier three intervention. Um we have those intervention selection meetings in fall where we use our fall screening data to determine which students would benefit from intervention right away in the school year. Then we have another meeting in winter based on our winter screening data um which shows any students who may be ready to exit that tier three intervention or students who might need to enter a tier three intervention. Really important to note is winter is when we did our first round of AS web plus screening for our kindergarten through third grade students.
035Um we also got a new kind of distribution of interventionists around that time in winter. um where we added a separate interventionist at Hills Corners and at the middle school where before it was one shared position. So that gave them more hours in the day that they were able to provide um tier three intervention for students. So some of those factors are a result of why we had an increase in interventions for K through two. Um from fall to winter we added 19 additional students in tier three intervention. Um, for third through fifth we added four students and sixth through eighth we only added two. If you remember from that first slide a little bit ago that we really like to see only about 5 to 10% of our students receiving tier three intervention. We're
036a little bit above that for K through2 reading and that a lot of that is the result of our AS web plus screening and our students being on personal reading plans. Um, for all of our other grade bands and areas, we are below 10% of our students receiving tier three intervention. And when we look at those totals, um, they're a little bit higher in terms of percentage because some of our students receive both reading and math intervention. Those are students who need both of those levels of support for tier three. Okay. So, with all of this data, what are we doing? Um, we are first of all looking at some of our tier 2 and tier three resources to make sure that they're meeting our needs. Um, both in classroom settings with classroom teachers who
037are providing tier 2 support and with our interventionists for tier three. Um, something that we're really excited about for next year is the ability to do more fidelity checks, particularly with reading interventions. We have a new K through 12 reading specialist who is excited to work on some of those fidelity checks to make sure that we're really sticking to our evidence-based interventions um and our progress monitoring processes. We're also going to be providing some more professional development for staff on small groupoup instruction. We started some of that at the end of this year. Staff were really receptive and excited to improve their tier 2 practices for small groups. Um, and then we're also going to continue to use walkthrough tools um, for our tier one instruction as we're looking at how are we doing with
038our wonders and our bridges and our intellet um, and our reveal implementation. Um, as we're going with our tier one curriculum, we want to make sure that we're supporting our teachers still in providing their tier one instruction. And then finally, some very exciting ACT 20 updates. Um, we finally finished all of our spring screening. It was a lot. We had forward testing and we had our act 20 testing and then we had our MAP testing and it all happened within really small windows. So big thanks to our classroom teachers, our special educators, our coaches, our administration for making it all happen. Um we did have all of our results and reports sent home by the statutory deadlines for act 20 um which is 10 to 15 days. So it's a really tight turnaround and everyone
039worked very hard to make that happen. Our AIM pathways training is wrapping up. We have our final virtual community of practice meeting this Wednesday. Um and then our deadline for completing the course is June 6th. We have several educators who after this last um meeting will be completely done. They have already taken the postn knowledge inventory and then we have many who are just waiting to take that until after this last meeting. Um we're also working to develop plans for next year for our fourth and fifth grade educators and for any new educators that join us who haven't completed their training yet. Um, we already sent home any new personal reading plans to parents since we finished all of our testing. Um, and our admin assistants are doing an amazing job at tracking all of
040those plans as they are returned to the front office with signatures. So, big thanks to them, too, because it's a lot of things to keep track of. Um, our I've heard our policy committee um has been working on our model promotion or promotion policy um for third to fourth grade that needs to be adopted um by July 1st as set forward in the law. And then Dana, sorry. We we Yeah, the committee will be will be working on that. Nola has gotten it to us. So, we're we're digging into it in early June. Thank you. I couldn't remember when that committee committee meeting was. So, that's coming up. And then again, our new K12 reading specialist um is going to take on more of the responsibilities for overseeing act 20 requirements um when she starts
041in her job. And one final update that I didn't put in here, but I want to make sure that everybody knows about um is both MAP and Ames web plus this summer will be going through a reorming process. Um that means that all of our percentiles that are associated um with corresponding scores are going to change next year. Um, so it will still be able to compare from years, um, but with the caveat that it's going to be a little bit different. Um, a score of 250 right now might be at the 50th percentile. Next year that might be the 55th percentile or the 60th percentile or the 45th. Um, so I'm glad that they're all doing it at the same time because that makes it a little bit easier on us just to get
042it all over with. Um, but just wanted to make sure you're all aware that that process is happening. That's all for me. questions. Go ahead. I have a couple. Do you want me to ask them all at once? Go ahead. Okay. Um, just for level setting myself, and I think you may have explained this, but I'm not remembering. Do we use the median instead of the mean just because of outliers or? Yes. Because if we have students who are far on the lower end or far on the higher end, it can really skew the whole data set when we look at averages. Okay. Do you see a big difference between median and mean when you're crunching the numbers? It's usually very small, two to three points. Um, median is typically what's been used within the
043systems and so to avoid having to recalculate, it's easiest. Um, one question, and I'd have to verify this, but I feel like when we see fourth grade scores, they generally are really um, positive. Are we look, and I haven't looked back, but that's in my head that fourth grade typically does really well. Are we looking at what they're doing in fourth grade across the district that that has such success or that that group because it seems that cohort after it wasn't just one cohort that did well in fourth grade. It seems like every year they score really well. Um have have we noticed that or am I maybe I don't know for sure but that's in my head that fourth grade is doing um is that something you've seen or noticed or am I thinking
044that wrong? Yes. Sometimes it's the academic standards tend to change in fifth grade a little bit as they're now expected to have a lot of mastery of standards in preparation for moving up to middle school. Okay. Um we have noticed that and we've had some conversations with our fourth grade teams about things that are going particularly well and practices that they're using. Um those have been happening over the last couple of years but really have been emphasized this year. Um, I know that some of our fourth grade teachers participated in the AIM training for reading even though they didn't need to. They did some supplemental work on that. Um, and so some of them have been talking about how that was helpful for them as well. So that will be for all fourth and fifth
045grade teachers next year. Okay. I mean, that's really positive. It seems like even when they're third graders, that cohort when they get into fourth grade are demonst, you know, they are either making that jump that they need to or something about fourth grade and start. Go ahead. I think it's a pretty common thing, you know. in different districts and you know that third grade year is that first year that they're taking the state referring to forward which I'm assuming you are just yeah the in general it seems like the data is always um I mean typically I think I've seen that in different systems that I've worked um that you know that first year of taking that state test is a little you know can be intimidating um and fourth grade you know they're a
046little more familiar as well too so that may be a factor okay thanks I think there are just consolidating of of skills, right? Over time, um being in the system, Onyx and the science of reading instruction that they've received and Bridges has been with us that it really it's a come together perhaps here of sorts. So, yeah, really positive. I just I wanted to call that out. Um one other question and this is maybe more around just the nuance within act 20. So with the asterisks around forward, if we have exit criteria on forward but the classroom scores show that there's need, how are we reconciling that or what's the guidance or or what's the practice? So we do have quite a few students who are do not have personal reading plans but are still
047receiving tier 2 instruction even in first, second, third grade. And so as those students go into fourth grade, we're going to continue to monitor them and provide some of that supplemental instruction and fluency um as we see a need even if they reach that meeting level on the forward. Got it. Okay. Thank you. Appreciate it. Um I had a question too. Uh I think this is awesome. This is great. So really exciting to hear um about how well it's going. Um, I have a question about the whole like summer loss, if you will. Um, I remember that used to be a term. I don't know if that still is or not, right? So, are there any parts of the program or things that like get sent home or especially if they're on already on one
048of these personalized plans, are there like continuations through the summer to kind of help with any of that drop off by fall? Well, we've put together some information for parents um certainly to to use as they are able. Um we ask um or invite students to participate in uh reading and math boosters um the summer school um program that we do have currently which is uh only a three-week but perhaps may have to take a step up in rigor um due to act 20 expectations. So, um, we're at where we're at right now is where we've been in regards to offering that summer school programming, but I believe that that's going to need to take a little bit more rigorous step up. We do have a lot more students enrolled in the reading and math
049boosters this year than we have in since I've been here. Um, teachers have been really great about reaching out to families saying, "Hey, I think your student would really benefit from participating." And I think that the personal reading plans have given parents an awareness of that they knew, but now they really understand a little bit better. The communication's been solid. It's always exciting to talk about student growth and so I want to of course thank our teaching team for all the work that they're putting into this and I do want to echo that the additional focus via the personal reading plans and the communication around that sounds like a really good thing to just help everybody um get centered around those reading skills. I have a question about third grade. When we look at the
050increase in the number of students with personal reading plans in the third grade and then I compare that to the information two slides later showing 96% of third graders reading with greater than 90% accurate accuracy in oral reading. How do those two things reconcile? So the whether or not a student goes on a personal reading plan um is based on their oral reading fluency which is the number of words read correctly per minute. So if you have 100% accuracy but you are reading very slowly and taking your time to decode words. Um you might have a personal reading plan just based on that words correct per minute and that's statemandated stateu the fluency. Correct. Okay. And so those students might be just working on getting more reading and then building up their speed. Correct. Okay.
051All right. Thank you. That that tells us they can read the words. It's just they're not doing it quite as fast as Web or whoever would like. Okay. And I wanted to focus on that third grade because it does look, you know, there's an increase of personalized reading plans in the third grade. And third grade is at the time when it's our goal to have students really confident readers before they enter into fourth grade. So those reading plans um I mean it makes sense that we're using the reading plans as a tool to help kids as they move forward. Rachel just curious about um 4K. Um do you guys have some funological awareness activities that they do every day? It can be fun, you know, but just curious if they if there's a focus there
052because we know that that's the number one predictor of later reading success or deficit is the phological awareness. So curious about that and you might remember we're using World of Wonders as our curriculum for our 4Ks. So um yes that's built in and of course that um you know it's a half-day program that we have and um I would say that we have to remember like they We have to anticipate that they might not have had any exposure at all to maybe identifying letters um singing the alphabet song but not necessarily in the sense of like how to do it and again do it with that um regular you know expected um speed if you will or accuracy and speed. Oh yeah. Um so we have ISM for K4 as well. um and looking ahead
053to um oh intervention selection meetings, but we're not putting our K4s in interventions. We're we're really just um looking Thanksg um we're really just trying to ensure that um we know those students that we need to know right away in K5. And maybe you could help with like how the um because I know you know it off the top of your head um the difference of what a K4 student needs to a to the entry in K5. How Yeah. Yes. So in K4 um this spring they did do the letter word sounds fluency assessment which they also do in K5. Spring is the first time that K4 does that. And um the 25th percentile at the end of K4 is that they're able to correctly identify seven sounds. um look at the letter and say
054the sound. In the fall of kindergarten, it's two. Um so our students who are above the 25th percentile at the end of K4 are already doing better than they would be anticipated to do in fall of K5 because the test thankfully knows that we have some students coming in who didn't go to K4. Um so we had a wonderful meeting um where we're looking at some of that data about students identifying these are some students who have not been able to produce you know blending segmenting letter sound identification um at a rate that is similar to their peers and so when they go into K5 these are some students that you may need to provide some additional support for right away um and I think for our K5 teachers having that information is really valuable
055because then they're able to right away um sit next to those students and know that they're going to need some additional help and we built that time into the schedule, the master schedule, that small group time and I think it's going to help us drive our and it is helping us drive our um class list preparation as well so that we balance that out to the greatest extent. So there's all learners within the room. Sure. So, um, looking at the percentage of kids in, um, or on reading plans, um, did you say it was you were hoping to be around 20%. 25? Yep. 25%. We're looking a little high and so I was just wondering if you could speak to that and what your thoughts are around that. And so, we know we're a little
056bit high for kindergarten and first grade specifically at both of our buildings. Um, one of the things that I'm really curious to see when they go through the reorming process this summer is are any of these students who were identified in winter spring as needing a personal reading plan based on the new norms, would that not be the case anymore? Um, so wondering if the norms maybe aren't quite appropriate. Yes, the the expectations are very high. We still want our students to be able to meet those high expectations. Um and so that's something we've been having lots of discussions with our kindergarten and first grade teachers about um is how are we ensuring that our students are ready to meet those high expectations um even when the norms change. We also had some discussions about
057the administration of the assessments. Um for some students we that we were surprised that they had qualified um just feedback from the teachers they felt like because we were pulling out into a space, you know, to a quiet environment that was almost, you know, kind of kind of set them up, you know, of like this isn't what I'm normally used to. Um, so some of the teachers have talked about like which students they would want to pull out into a quieter environment, which ones they feel that they could just pull, you know, to their back table and do the assessment right there that might not set up, you know, them to be in a different environment and kind of throw them. We also had a few, I think, in both schools where It's one measure,
058one day. You know, I think in the winter time I had a little guy who had been, you know, in a hockey tournament all weekend. He's exhausted. Comes in. Teacher doesn't know that. He comes in to do the assessment and just, you know, really probably wouldn't qualify for a plan on on a a better day. Um, but, you know, we have one day, one assessment to give. So, Sarah, those things. Yeah, I'd echo Dana's uh thought too on the the norming. So, what's interesting is when the legislature wrote at 20, they just picked 25 the 25th percentile as just we don't want any kids below the 25th percentile. What's interesting is Ames Webb, when you really dig into the technical guidance on Ames, they'd say the 15th percentile is where you want to put people
059in. So, there's that there's that natural gap. And of course, we want to be supporting kids in the 25th percentile, but do do kids in the 25th percentile need the per really in-depth personal read plan, you know. So, interestingly, like Mississippi, who's the state that gets all the reading attention, their their law says whatever the screener is that you use, you use their their guidance. Um, which if it were our case would be using AIM, which would be the 15th percentile. So, I think there's a lot to be worked out with that with with Act 20 and we'll talk about that. And I want to say I recognize that this is only the second time that this has been administered to very young learners with everybody learning. And again, it's a brand new law and
060it is one measure. It's interesting that the state likes to use one measure at one day, but it's what it is. When we talk about words read correctly per minute, what Comprehension. Comprehension is not a factor in determining whether a student needs a personal reading plan. The law just um states oral reading fluency for correct um the law does not require that the state does not require that comprehension be administered as a subtest for second and third grade. The baseline is oral reading fluency and vocabulary. Those are the two required subtests. Um, we've started using comprehension subtest from the get-go for that exact reason because we think it's an extremely important factor in reading as a whole is is the student not just reading fast, but are they understanding what they're reading? Um, and that's
061why we're really pleased to see that our comprehension median percentiles are so high in second and third grade. Um, now we're just going to work to bump up the the fluency, accuracy, automaticity a little bit. If I could add to those, you know, once they're first identified for learning plan, we're also doing those diagnostics afterwards and that really helps us, you know, hone in on what is the root problem so that we're making sure that we're intervening on the right thing. So, I'm looking with happiness at some of these math um statistics showing that some of our grades, some of our groups of kids in certain grades are doing very very well in math. Which leads me to think for math and for reading, when you have kids who are performing very well or testing
062very very well, what opportunities do they have for, you know, extension, for more are learning. So, we know that they continue to grow from where they're at. They may be scoring really high, but they have continued growth. I know we talked about gifted and talented last time, but it's only a small percentage of students that qualifies for gifted and talented. So, for students who may otherwise be scoring high and and showing us that they're doing really well, kind of what have we got for them? So, like Katherine, I'll go first and then you go. um like Katherine mentioned um in her presentation, she's also kind of working on more of a talent development model. So, not just students who are identified as gifted and talented, but also students who are still scoring very well. And
063she's been trying to do a lot more work with teachers this year on how to support those students in small groups and within the classroom by providing some of those um extensions or enrichment within the classroom. That's my case. Go ahead. And that really comes in during that tier two time. So, tier two isn't just about remediation. It's it's also about ensuring that we are reaching every child wherever they're at. So um in math we our coaches have introduced um Beast Academy and um Concept Concept Quest. Thank you Meg. That um that many of the students are using because it's that opportunity to kind of go beyond and then they're working in small groups or individually as well. Then we have Dreambox as well as as a tool, electronic tool that um goes at the
064level and they can assign certain um uh the certain modules that the student should take or um they can continue to go beyond the level. Okay? And that's all Chromebook based then. So the Chromebook uh excuse me, Dreambox is but the other two that I mentioned are actual inclass um materials, supplemental materials that we use. At the middle we have Alex. Uh for mathematics students can work um often well beyond their grade level grade level grade level two grade levels up. Um we do kind of take a look at the scope and sequence. Some students are able to move at a different pace. Uh if they're demonstrating proficiency that consideration and then there's opportunities for projects as well saying that carnival that's happening in a week or so. opportunities for them to take their mathematics
065and apply them beyond the I was going to I mean similar to Alex Dreambox allows them to once they've demonstrated mastery in the grade level standards then they can move on. That's great. I hope we keep going on the same path where we have more and more students who um will benefit from things. Um, I just also want to add to that and say that I I'm really impressed with the number of students that meet or exceed their projected growth because I think that really shows that no matter where they started, they're still growing and growing at a great level, especially math. That's exceptional. And even in reading, all of our grades are above 50%. So, that was really impressive. And I appreciate the individ individualization that you really focus on with all the students.
066Go ahead. Okay. I just wanted to echo that as well. Um with how like when Quinn asked about the comprehension, how how you guys are building that in, how you have different ways of reaching different kids and recognizing that kids learn in different ways and um some things are electronic, some things are not. Um and just even like when you were discussing about, you know, the kid who just had a rough day when they were testing and just kind of putting all that together. So just it seems like it's a very holistic approach and um like and individualized which is really great for our kids. So thank you guys. Just to clarify when you're talking about that kid that had you know like probably exhausted or whatever it was. So you do do you know
067you have an off day for the forward exam and that score comes back far below what it is. If I understand this correctly then you are being put on a plan. So Ames webb plus is the only assessment whose results will lead to you needing a personal reading plan. Okay. For third grade, the forward exam is the mechanism to exit a personal reading plan. Um so you must and this is in the law. You must score meeting on the forward exam in the reading portion in third grade to exit a personal reading plan. Okay. That's a premise was third grade only. Yes. Only third grade. Thank you. Yeah. Any other questions? Not. Thank you very much. Thank you. All right, moving on to 4C school board liaison reports. Um, I'll just start from top to
068bottom here. Uh, middle school PTO uh met last week. They elected their officers. They are having one last eat and earn. Believe it is on June 3. It's at Dave's Hot Chicken in New Berlin. So that's the last chance to be able to raise some money through that. So you won't have to cook that evening. They are also looking for additional donations for the eighth grade promotion celebration. Um it's my understanding that the more funds that they have, the more they can do with that that celebration. So, um, they're always accepting more donations as that approaches, uh, very soon. I'll move on to Edertton PTO. Um, our new board was sworn in. I know I think Jessica Rudig last time. Um, also our vice president Kate Egan and Ashley Manowski, they um are finishing their
069term and I believe that entire board uh those three people both served for longer than a traditional term because they couldn't find replacements and they really went above and beyond. So, thank you to all of them and to our new incoming executive board who is already hitting the ground running. Um, we had a very successful color run on Friday. It was beautiful out, a little hot, but beautiful. Um, thank you to Brady and Dana and um, oh my gosh, I just blinked and Brenda for coming to be there with us. And then I was there, of course, um, running alongside my three-year-old. Um, and they raised just over $21,000. Um, a little shy of their $25,000 goal, but 21,000 is a lot of money. and it will really go far um to help us get
070the Lou interactive um gym system that we're hoping to install in the new auditorium. Um it's a very cool system. Um and then our next eat dinner, I believe it's our last one, is next Wednesday and it's 4 to 8 at Zupas. So if you like Zupa, soup, salad, grain bowls, go and enjoy that. All right, moving on to HC. All right, there has not been a meeting since the last time we met. We're back into our every other month cadence. There is the last one of the year tomorrow, but a couple highlights. I think I may have said the new board was elected in the last meeting, so that would have been in March. Knowledge Aathon took place. They're um in the process of ex or gathering the donations. So, they've extended the deadline
071for that. So, if you're an HCE family, get those donations in and logged. Um, we had teacher appreciation week that the PTO sponsored lunches every day for the staff or breakfast, some sort of little snack or treat every day. That was just two weeks ago. I know we talked a little bit about that when we met, but not specifically as liaison updates. And um, what else? Oh, we just um we have the reward books for the teachers. There was about $3,000 in rewards um for books from Scholastic as a thank you for their support of the book fair in the fall. So, those books are ordered and they'll be coming in this week and we'll get those to the teachers. I think that's everything. All right. Um music boosters. Sure. So, music boosters actually also
072meets tomorrow. So, um the last meeting of the school year. Um, so I will be able to give more of an update after that. It's actually the CISA meeting tomorrow evening as well. Sounds good. Update after those. Uh, SWSA. So, I called into uh my first SWSA meeting last week, Tuesday. I was only able to stay for a short time before I attended another meeting. Um, but I did catch the legislative update. Um, it was interesting to me to see that different groups of lobbyists are impacting education. So, it's not just necessarily education lobby, but for example, it was mentioned that the realtor's association is taking more of an interest in some of the education topics that they um advocate for. So, as particularly about referendums and um local property taxes. So, Brady was also
073on the call. Have you got anything to add? No, I I mean I think I put a pretty fair summary in in the my weekly update. Uh but yeah, you know, the budget is always a a topic right now and um things have they they seem to think things are on pace, so we'll see what happens when they get to the the meat of it. All right. Greenfield Park and Rug. Uh we don't meet until the 29th. Okay. Anything for Hail Corners Park and Rug? No, nothing yet. Okay, sounds good. Moving on to 4D, superintendent report. All right, so um I got to participate in the HCE DARE graduation and the Edertton one is coming up soon. Just want to thank you to Officer Juel and the Hails Corners Police Department for helping us put
074on that that whole course. It's a wonderful course for our kids. Uh they all had fun and some of the essays that they wrote were just outstanding. Our seventh and eighth grade students, uh Spanish students had their annual food truck celebration to help wrap up their food unit. Uh they partnered with Lepina and then for the for the second year and then added Bon Bon Shop this year. Um prom took place at the historic Triple Eye Shrine Center and the theme was Great Gatsby. Uh, from all the pictures I've seen, it's been it was a wonderful event. Uh, in talking to Charlie, he he pointed out to me and was very excited and I was excited too about the fact that the staff at the the Triple I shrine place were just so impressed by
075how much our kids just they wanted to help. Uh, they wanted to help clean up and all those kinds of things. So, um, that's really nice to hear that, you know, we we we had a fun event, but but our kids were, you know, just really respectful and great. So, u, that's exciting. Uh, as you heard, or maybe didn't I don't think they shared, but I I think I let you guys know that they had we had 50 about 50 eighth graders go to Washington DC um, last week. They did a lot of cool things. We're going to try to get them to come to the next uh, board meeting to present about their trip. They got to lay a wreath at the Tomb of the Unknown Soldier. They got to go to the Holocaust
076Museum. So, they got to see some pretty um moving and and and awesome things. Uh it was a neat thing. Um last week we had a high school band concert on the really crazy weather night. Uh so, I know uh Charlie and I were watching that carefully. We would have a tornado warning or something. Uh there's also a first and second grade concert. And then we had the annual uh middle school uh arbor day celebration where they planted a tree alongside uh the the the road. Um really exciting news, the WHS staff team defeated the JV girls softball team 7 to five. Uh last year they did not that did not go quite that well and the staff team lost. So, uh, we're excited for that. And then, um, as Sarah reported, the the Edertton
077fun run or or color run was on Friday. It was a wonderful day. Uh, lots of fun and lots of very colorful. Brad, you stayed colorless. I did stay colorless. I think next year we need to have incentive for you to get. Maybe. Yeah, maybe. Yeah, we'll see. So, uh, but all in all, really, really great week and, um, that's all I have to report. All right, sounds good. Moving on to five, discussion with future action 2025 2026 professional, technical and administrator salary increases. Yeah. So, personnel committee met um you can see the recommendations here in the agenda. So, the personnel committee is recommending a 3.1% increase for professional and technical staff, which adds a total cost for salaries and benefits of $35,500 and a 2.95% increase for administrators with a total cost of salaries
078and benefits of $55,250. So, uh, for educators, have we already talked about this? At $2,000 on base, we've already talked about those in the past. We already approved them. So, yes. Um, as you can read here, the total cost for all staff increases, including benefits, is $740,150 to be paid through funds 10, 27, and 50. It falls within our preliminary budgeting parameters based on John Dur's conservative projections. You have any questions uh as it relates to this? I have a question. Sure. Why did we go over the CPI for professional technology? just to why did we do the two point or 3.1 for professional technical uh in the past again the general practice has been providing the same as we did for teachers for professional technical and why do we go over to teachers why
079do we why do we go over to CI oh you know, we just that was a recommendation that we felt we could do and keep it at at $2,000 for teachers. And so that was the value or the percentage that worked out by keeping it at $2,000 for teachers. We're equated to 3.1%. So we left it that way for the other. And if you look at last year, we are a little bit below the CPI. have a clarify to Quinn's question because it's a $2,000 the average is it looks like the average is over over the CPI but depending on where this the staff member is. It may or may not be right because we do a flat dollar amount. Correct. Y there aren't any other questions. We'll see this come back for a vote.
080Thank you. Moving on. 6A, student handbooks. Do I have a motion to approve student handbooks as presented? So moved. Have a second. Second. Any discussion? Yes. Has anything changed? Nothing has changed. Right. All in favor? Opposed? Seeing none, 6A passes. Moving on to 6B. Do I have a motion to approve board of education meeting dates for 2025 2026 as presented? I'll second. Any discussion? Has anything changed? Nothing has changed. Okay. All in favor? I oppose. Seeing none, 6B passes. Moving on. 6 C. I have a motion to approve 6C K through8 science and grades 6 through 8 social studies adoption for 2025 2026 school year. So moved. Second. Anything changed, Brady? No, nothing has changed other than I I believe Adam has been able to squeeze a little bit of cash out of some of
081the vendors, so it's gone down just a little bit his his cost, but good job. Other than that, nothing nothing has changed. All right. Seeing no other discussion, do I have a motion to or all in favor? I opposed. Seeing none, 6C passes. We have a motion to approve 6D 2025 2026 employee handbook. So move. I'll second that. Any change? We did have one change. John, do you want to talk just briefly about the change? It wasn't even a change. Well, it wasn't. We We added something uh we just clarified um the um uh the bereavement. Oops. Yeah. Uh is that the one Oh, sorry. Yeah, the bottom one keepers. Uh, so we talked about we had we met with the with had a conversation with legal uh and they uh said basically that um
082we can't take any liquidated damages until June 15th because that's when state statute states that uh contracts have to be signed. We request them to be signed by May 15th in order to plan ahead. So um from May 15th to June 15th, we can't collect any liquidated damages and it wasn't worded very clearly or correct in the thing. So we made it clear uh in the bottom one uh of page 38. Thank you. Okay. I have a question about that. So how does that affect our release of an employee who's leaving? So I think how it's worked out in the past is that when someone is leaving it comes to our agenda for approval and then I feel like it that we wanted to collect the fee before that was approved just in case you
083know then we were left hanging. Yeah. We typically don't bring it to you until we've worked that out. Okay. Okay. And that will continue to be our practice. All right. Thank you. Sounds good. All in favor of 60. I oppose. Seeing none, 60 passes. Jesse, can I I I do want to mention on the employee handbook, we do have uh our new HR manager, Michelle, who's starting to really dig into that and go through that. So, there may be a few more changes we bring to the board in June prior to July 1. Um, just want to give you a heads up if you see it. If you see something, come back on here and say, "What? What the heck? We already did this." It'll be it'll be something different if Michelle sees something in
084there that she'd like to change. Thank you. We'll follow. So, that means it would regardless it doesn't go into effect till July. July 1. Okay, sounds good. I'll move on to 6E. I'll move to approve uh the tennis court lighting as presented. I'll second. Nothing has changed. Right. Any other discussion? All in favor? I opposed. Seeing none, six E passes. Moving on to seven. Announcements. Are there any announcements? I have one. I'd like to thank all the people that came to the uh school force cleanup. Uh Lori was there. Uh and to our leaders, Jill and D, they did they did a wonderful job getting everybody rounded up. I think we we kicked butt and we're done early. So, uh we did a lot of stuff and it was it's um it's fun. And then
085um shortly after I got a a text from a resident that said that they're just amazed that we have this property on our on our uh we have this forest on our property and they use it quite regularly and they are just so impressed by it. So, it is a real jewel in our in our district. Thank you. All right. On Wednesday, it is the last middle school and high school choir concert. Sounds good. Any other announcements? Not. Moving on to eight, meeting debrief. Does anybody have anything for meeting debrief? I do. I just wanted to add as um a reading specialist myself, fluency is important because it's the bridge from decoding to reading comprehension. Without fluency, comprehension suffers. It helps students become more automatic in their decoding, which really helps improve reading comprehension in
086the long run. So, I just wanted to make that clear. Thank you. Sounds good. Uh, moving on to nine. Uh, do I have a motion to go into close session? Uh, to address 9A, Board of Education will adjourn into close session pursuant to Wisconsin State Statute 19.851C, 851C consideration of employment promotion, compensation or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercise responsibility specifically to discuss the superintendent evaluation. So move second. Uh ask for a roll call vote, please. Hi I right we to close can we take sure can we