001to the 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. The school board will convene to executive session tonight to consider the employment promotion compensation performance evaluation data on a district employee pursuant to Wisconsin statutes 19.85 4 and1 specifically to consider a staff member's need request. Um, I don't think anybody I don't think any of the guests signed to speak, so we don't have any community comments. Um, is there a motion to approve the consent agenda? >> I would move to approve the consent agenda as presented. >> Questions or discussion? All in favor say I. >> I. >> Opposed? Motion carried. Um, and there's a long list of donations there all to the football program. Well,
002anyway, $657 from Dave Cat Institute program, $300 from the Surgeon Bay Visitor Center to the Rotary program, and the following donations for Spirit Wear T-shirts. Naple Bank, $300. Prime Power Sports, $300, Smile Design, $300. Hatco Post, $650. in the landing resort. $300. Are those the stronger together shirts? >> No, those are um shirts that that we do for the entire >> Okay. Students. >> Okay. Um we will move to the administrator reports and begin with Mrs. Mark tonight. Um I just to add today the um community programs opened up and Sue and I's phone was ringing also this morning. So, we've got people registered already and um it's just amazing how how how much the community looks forward to these programs opening up. So, um we're really busy this morning registering people for ceramics. So,
003it's great. So, we're really excited for the programming to start. So, that's what I wanted to add. >> Mr. Hills, do you have anything? Uh just a >> highlight >> a quick addition is Tender Tales. We are um done with that. Uh the students read um let's see 110,275 minutes worth of reading during the Tundra Hills program. So that's exciting. That's um pretty much on par with what we did last year. Uh it's just nice to get the kids to focus on that. Uh and then the other highlight was just uh that the presentation I gave to the board uh back almost a year ago now back in January uh was picked up by OSA. They have a program called the creating a culture of excellence uh for all and that's in Madison toward the
004latter part of June this year. So they've invited us present there. >> What is the group? Uh it's a combination of awesome so the uh Association of Wisconsin School Administrators. >> Okay. >> Um WASDA is a part of that. So is uh the Wisconsin Center for Education Research. Uh they put this whole thing together. This is the second year that they've held this conference. >> Good. >> Yeah. >> Thank you. Congratulations. >> U Mr. Schaefer. >> Uh thank you. I I just want to touch uh on my report on two things, but uh uh first of all, I wanted to compliment our students and staff on the uh Midsummer Night Dream uh play. I don't know uh if everyone was able to attend or see or who all saw it, but um first of all,
005our students were basically speaking another language and they just like mastered it. And I remember in the beginning watching it, the hair on the back of my neck just stood up. I was just overwhelmed at how amazing our students perform such a difficult play with the uh the dialect required to really sell that and it just speaks volumes that quite frankly I don't think there's anything our students can't do. It was awesome. It was impressive. So a big thank you to Amy Hensign and Mrs. Vanderhood for their work and help and support. The other thing I really want to highlight uh is once again we were fortunate in October to do our senior interviews. Uh we had represent representatives from many different companies. Our uh seniors had an opportunity to uh interview and every year
006the feedback that we get from those representatives about how wellprepared our students are, how great they do, how enjoyable the experience, how it's so much different with our students here at Sebastable. I just want to say thank you to both Mrs. Mr. Phillips for bringing these uh people in and everybody uh that was a part of the interview process to help help our um our students be uh career ready and and it's just it's really an awesome opportunity and experience. >> It's nice to see all the different career exploration opportunities listed in just this one update from you. Thank you. How were the how the students and faculty responding to the recently signed bill in the legislature or the governor banning cell phones? >> Well, I don't have that on my report, Jerry, but I'm
007ready for that question. Um, but >> because we've told we've been told we don't policy the same, but not all teachers support it, enforce it. So there are some teachers allowing cell phones in the class. I think that was told us. >> Um, no. I think our teachers do a great job of holding students accountable. I think the cool thing about >> the president of our board have told us that. >> Oh that that I missed that but I get that a lot and I >> that some teachers are allowing phones >> that sometime. Yeah. In some classes that happens. He's straightened his head, too. >> Well, you guys put me on the spot, and this is where I shine. I do know like I wasn't going to put you on the spot. >> No,
008no, it's great. I'm glad you guys didn't have to do that. Um, but I know like >> it another time. >> Mr. Kent's photography class, they do use their phone for for photography. They use it in their in the graphic arts lab. So, a lot of times when that happens, uh, Mr. kid does ask me or lets me know or um sometimes >> you think they're if you're saying they're out enforcing in this one. >> Well, I'm going to say that my referrals for cell phones are low. I I'm not in every room all the time. So, I'm assuming that our Yeah. that our teachers are rallying around a standard that no, the phone should not be in the classroom. I don't know. Daniel, you want to speak? >> Um, personally, I haven't seen cell
009phones in the time. I feel like >> Oh, sorry. >> Well, I'm glad we're ahead. I'm glad that the policy was passed at least and we're ahead of >> ahead of the game and Mr. Schaeer will continue to moni monitor the classrooms. See, I'm in Oakart. So, in my era, we had we would we would hide our radios, our new they just came out with transistor radio parts. >> You can keep your electric names. >> What's that? >> Um, >> thank you. We all have the gifted and talented IC report. So, you were able to pose any questions you had on that. Um, superintendent report. Um, just want to share last week for the community, um, we we partnered with Door County EMS and went through a drill on evacuation in case of the need.
010It really helped us clarify some of the roles and responsibilities within the district. and we'll be continuing to work with Door County um EMS services to ensure that our students have the best plan for us in case of an emergency. So, great partnership with um Dora County and we'll continue to move that partnership forward. Also want to just remind everybody that in January um EMS services will be doing drill practices in Sebastapool. This is a huge benefit for us as a school district to have staff in here running through those drills. It'll be on Wednesday evenings. We don't typically have events here on Wednesday evenings. And if there for some reason we had staff or students, for example, a Wednesday evening of a board meeting. Um they will use a different part of the building.
011So they won't be in the area that we are. But again, a great partnership that we have with um services. A huge shout out to FFA today for the blood drive. Um, great participation. I know that our door was um, pretty busy this morning with senior citizens coming in to be able to donate for the blood drive. So, thank you so much for that. And, um, we continue to work. We had a meeting again today. As you know, our in health insurance is up for renewal for 2627. And so we're continuing to look at every single option that we have to be able to maximize the resources that we have for the district to be able to support our staff. So we're looking at all options. We're looking at fully funded plans. We're looking at
012partially funded plans and we're looking at going private. So what are the best options for us as a district? And all of that information will start coming to you in more detail in February. But I wanted to make sure that we have it on our radar. Um we are up for a renewal. We don't have a guaranteed rate with our current provider, PA3. We're anticipating that the rates are going to come in between 11 and 18% on an increase. So, um, looking to see what we can do to try to get that number down. >> Are we still part of the consortium or not? >> We are still part of the consortium, each one of us. So, there's five of us in the consortium. Um, all four and then Washington Island. And so it for
013those of you that aren't familiar with health insurance, it helps when you have more people inside of your pool because it distributes the cost, right? So right now each one of us is looking individually because of course every district has a little bit different data. The good thing for us as a district is that our consumption has gone down significantly. So two years ago um when you were in this process and you had to go into a health insurance bid, you were at 140% usage. We are now sitting between 70 and 90% usage and so companies and Jerry would know this and so would Dr. GA that when your usage is below 100%. Your health insurance companies absolutely are more interested in bidding out on you. And so we are optimistic that we are going
014to have more options than just the PA 360 um to be able to to look at insurancees. >> Yeah. >> Good. Anything else? That's all. Um, Daniel, do you have anything you want to talk on tonight? >> Um, no. But I will note that I've been in contact with our student council and they are planning to um communicate with me some possible items that they want to bring up. So, that's something uh I'll look forward to next month. >> Okay. >> So, >> good. Um I do not have anything um policy. We did have that one change name change of policy in the um in the consent agenda. Nothing else to report at that meeting? Okay. Um anything on the facilities? Just a couple of pieces. Um we'll have a buildings and grounds meeting the
015first week of December. Um we are looking We've had conversation about putting up another light pole on the staff side of the parking lot between the um athletic field and the parking lot. It's really dark back in there. And so when when we did the construction a couple of years ago, it's all wired. It's ready to go. We have the ability to put in another pole, but we also have the ability to use the pole that's at the outer skirts of the parking lot and just get that lit. And so we'll be talking about that and what those costs are. We're also looking at additional security cameras on the um press box out on the football field. And then we have a couple of cameras that we need to do some work on that are
016on the building to help with security in our parking lots. And we continue to work with heating. Um new section, old s section, nothing new there. And we have a custodial position. I'll take the moment to plug to anybody that's watching. Um we have a full-time custodian um evening position that's available. >> Okay. Thank you. Um the Sylvester School District middle and high school profile. >> Mr. Scher, want to speak to that at this time? >> Sure. Um I don't know exactly what you want me to talk about because I think I have everything like I mean it's laid out. So I think with I'll talk about first of all um with our middle school um obviously we're we're highlighting the opportunities that our students have uh through the clubs are um you know our
017overall score and the fact I mean we're highlighting some of the things that you know have been consistent with the the middle school uh we've been um you know for many consecutive years now uh you know significantly exceeding uh expectations for the last eight years and then other agencies that are ranking our school. Um but I think for such a a small school we offer many unbelievable opportunities for our students and we are continuing to achieve a a high degree of academic excellence and um providing our students I think a complete educational experience. Uh same thing with the uh the high school district profile. We're highlighting some of our you know our academic strengths as far as achievement goes. And um I think another strength for our um high school is the fact that you
018know we've been talking a lot about growth and our targeted group outcome you know had a really nice jump uh 13 uh points uh percentage of points up uh from 375 to 50.1. And then I think something that really um is really important to kind of address when you look at like our graduating class and you look at GPA and you look at our ACT averages and you know 25% of that graduating class is going to a four-year school but yet we're really still achieving high academic excellence and you know 25% were going to two-year colleges and then you know we had uh uh that the breakdown of students doing that where you know in some schools where you know they have a high degree of students 70 80% going to four-year colleges and our
019numbers were uh are a little bit smaller than that but I think what it really highlights is that obviously at the high school level we we are high achieving school our students are achieving really well we are um uh as you can see there was a history of our achievement that's been listed so our students are achieving we We know that we need to continue to grow, but yet still like our um ACT scores continue to be um strong year after year. And also the AP classes that we offer, there are many opportunities for students to continue to grow, get college credit. Um and once again, we offer a wide variety of awesome co-curricular activities that allow our students to be uh have a complete educational experience as well. >> Thank you. It's a nice
020looking document. as well. >> Even if you don't read it all, it just looks really good. >> Well, kudos to the people who did it, who put it together. So, I just supplied the information. So, >> thank you, >> Sue. I just want to give a big shout out to Sue Anchu. >> Like, um that she's as close to an angel as they come. She's amazing. She's a workhorse and and Lauren who who put the whole piece together. So, >> very grateful for that. >> Very professional looking. Very nice. Um, we have the Thomas Vestal memo of understanding. At this time, um, I would request that the board would make a recommendation to table this until December as we are still in the process of coming to an agreement. >> I make motion to table.
021>> Second. >> Questions or discussion? All in favor say I. >> I. opposed. Motion carried. Um, and we have the 911 sew. >> Well, it's back here by the sewer. >> It's okay. >> Service 911 service tower. My apology. So administration would like to recommend um the total of the property back on the Eagle Lab um about estimated 0.23 acres to the U door to door county for the 911 tower doing our due diligence. Um inside of the contract they're offering the purchase price of $29,000 with the ability to purchase back per se. Technology continues to advance. They no longer need the tower. we have first read a ref refusal to buy that property back at a dollar. All of those documents were inside of your board packet. Legal has um reviewed them. Really appreciate
022the due diligence of the team and of the board in looking at that piece of property, but we'd like to recommend a sale. I move to approve the contract to purchase real property from the Svasville School District by the county of >> questions or discussion. >> All in favor say I. Opposed. >> Motion carried. >> Thank you very much. >> Thank you. Thank you. You own the most expensive piece of real estate. You always come back for a visit somewhere. >> We will. Don't worry. >> So, do you have anything that's happening legislatively that we need to talk about? >> Oh, yes. A few things. Uh, it was interesting to read that Governor Ivers has uh put up a holiday tree celebrating Wisconsin educators and school support staff. So, I thought that was a nice
023uh gesture to recognize what's happening in school. It's called the learning tree theme. And uh Lisa had mentioned in an email some concerns about uh the impact of social media on young people and the possible video for parents. And I did bring that up. Uh Lisa at the last WSB board meeting and our director of communications, Brock Fritz, was interested. Uh, right now I know his focus is on the convention, but um after the convention I will follow up with him to see if that might be a possibility and speaker uh assembly speaker Voss has created a task force on protecting children. It will be chaired by representative Lind Lindy Brill of Shabboan and it will be addressing youth mental health crisis and negative impacts of social media. So there are some things out there
024that are taking place around that topic. Um, also WB at our last board meeting, we approved the legislative agenda for 2026 and, uh, there are a number of areas that will be emphasized, including an emphasis on local school board authority, uh, opposing unfunded state mandates and affirming local control. uh several steps on addressing staffing shortages. And at the U WASB legislative conference, that seemed to be one thing particularly that the Republican representative and the Democratic representative agreed upon that we ought to be able to hire annuitants uh rehire them out of retirement. Uh there are still some folks who are saying this is double dipping and they don't want to a goal forward. But >> I read that. How is that double dipping? Because like that's like saying someone who's retired collecting social security and
025takes another job is double dipping. >> I never was double dipping. >> I don't think it is. But and neither did u the uh two legislators who were there but there are some who do think that it is. Um also there is an effort to move ahead with consolidation in the school districts uh particularly the smaller ones that are losing enrollment and there are efforts in the legislature to provide incentives for that. I don't know where it'll go because they're kind of getting to the end of the year on their work but uh it's there. um still dealing with some of the efforts of the um federal government regarding where that whole education office of education is going to go. So we'll see what happens with that. Uh there are not a lot of things
026happening in the state legislature but uh we could see a few things. I know there were hearings today, um, floor sessions. Uh, I haven't gotten anything, uh, yet today. I expect something will be coming out from WSB tomorrow as to what's happening. So, that's it for now. >> You know, I think there's somewhat of a move, too. I mean, transparency on the school vouchure system. I think there's people out, you know, legislators that are interested in getting more transparency on where the money is going and appearing on our property tax. >> Yes, Green Bay has already passed legislation to put it on their property tax bill. >> All in the name of transparency. Taxpayers need to know where the money is going. So who could >> the the city of Green Bay? >> Yes. >>
027So each municipality could could move to have that Yes. >> put on their tax bill. >> Yeah. >> And why several they have done that? >> Because >> why you don't see that? >> Um with well town of Sebast issues our property tax bills. So >> Okay. >> Well so you've got the four town. Yeah. >> Whatever towns are in our district. So they would have to adopt that, >> right? >> But right now, you know, there was on the internet, I think I sent you a a key to it. There is a foundation, a comm organization called the school choice organization. And one of their objectives is to separate the school district, Milwaukee public school district, from the property tax support. That's one of their main objectives. So it doesn't mean that it would
028be a statewide movement, but state of Florida already passed legislation to separate property taxes from public school support. >> Florida every parent gets $1,000 for each of their students to apply for >> but I mean they're they're taking property tax. >> You don't want that. So the voucher back to the voucher map >> is is that worth something to pursue with our comm >> I was going to say what is I mean from this year it's $55,000 out of 12.1 million. >> Yeah. Whatever the >> I mean it would be nice to have the 55,000 back right but to put it on the tax bills it's >> not worth it for us. >> It's not worth it. It's a great talking point for the state of Wisconsin, >> I think, but not necessarily for us.
029>> Yeah, there are many school districts that are really getting hurt by that. >> Then I'll find then I'll find a different project. >> Okay. >> There's also an effort in the legislature talking about decoupling where the money would not come from uh school funding for vouchers, but it would come from general purpose revenue. And it my opinion may further hide the issue but there are a lot of people who feel that that's what should happen >> and then the federal level and the scholarships for private school attendance is another whole issue. So there's a lot going on out there. >> Good. >> Okay. The district report card. Um I take an opportunity to introduce an amazing administrative team that will talk about district report card from 2425. A huge shout out because it takes
030a village to get the scores that we have. So with that I will turn it over to Mrs. Margraph to kick it off. This year we're going to look a little bit not only at the district perspective, but we also have the building perspective in there. And we'll talk about the strategies that we're looking at to move forward. >> Well, thank you for that introduction. Thank you for your attention. Um we are pleased tonight to go over the 2425 uh district report card and also the school's report card um as well. And we're doing it a little bit differently this year. In the past, I've been up here and and have taken you through the report card, but I'm very grateful for Mr. Schaefer um and Mr. Hilts and also for Mr. Suski um for
031their help in putting this together. And I just want to take um a minute to say that each of us have a different perspective when we look at the report card. We each have a skill set to look at it um and determine where our opportunities to celebrate are and where our opportunities for growth are for um our students and our district. uh when we all four come together and look at this, it's a much richer conversation um to be able to determine how we can improve instruction here um for the students. So I'm again thank you for um for your help in putting this together. So, um, agenda for tonight, uh, I want to review, uh, some background information on the report cards from the Department of Public Instruction with special emphasis on the
032fact that there are changes to this report card. Throughout the presentation, we will go over what some of those changes are and how that's impacted um, this year's report card. We'll also >> Every year since 2011, >> one job, >> you have one job. >> One job. you're not all that attractive. >> Okay. We're also going to discuss our report card results. Um some reflection, next steps, um steps that we've already taken and what we hope to take in the future and then answer any questions that you might have. But before we do that, because there's so many changes um this year in the report card, there's a two-minute video that Department of Public Instruction uh pro provided for us that will help uh with the the groundwork so you'll have a better understanding uh
033when we go through the rest of the failed. I bet we have a course for you at the tech school. >> He's the he >> every year since 20112, Wisconsin produces report cards for schools and districts. Yeah, that's very distracting. >> Here we go. Every year since 2011 12, Wisconsin produces report cards for schools and districts. Similar to the purpose of student report cards, these report cards help districts understand performance to improve opportunities for kids. It also helps families, educators, and communities understand how their schools are doing. Each report card looks at multiple years of data across four key areas like achievement, growth, progress of students in need or students with lowest academic performance, attendance, and graduation rates. Based on these data, schools are given one of five overall ratings from fails to meet expectations
034to significantly exceeds expectations. But things have changed over time. Since report cards began in 2011, Wisconsin has improved how we measure the school performance. Schools with more lowincome students are measured differently. Student growth matters more. Academic progress is tracked uniquely and absenteeism has a bigger impact. Using the old report card performance benchmarks is like using a GPS with 10year-old information. The roads have changed and if we don't update the map, we might end up on the wrong path to our destination. That's why this summer over two dozen education leaders from across Wisconsin are coming together to update the thresholds for each rating category. They will review available data and recommend updates consistently with guidance from national experts. This standard setting process ensures school ratings reflect today's expectations, not administrators. It's all about making sure Wisconsin
035report cards are consistent, clear, fair, and based on how schools are truly implemented today. Learn more at dbi.wi.gov. >> There's been a big push over the past couple of years to change your report card. Um and we um they've done >> every year >> they've made those changes now. So this year's report card um is um is is different because of those changes. Okay. But it's temporary changes. So a bit about the school and district report card. All public schools uh districts choice schools receive a report card annually. Uh report cards are released in November. This report card was released November 11th. Um and once that happens, that's when we can present to school boards, we can present to the community, we can present to um the parents and let them know. Um the all
036of our notifications, annual notifications that have to be put up are already up on our website. So thanks to Mr. T. He's helped uh out today, but press release has gone out. And if you go to our website and you look go under the tab for state reports, you'll be able to see all the public release of our district report card, the elementary, the middle school, and then the high school report card along with a list of educational options. And then there's two support um documents there for helping people to understand what does the report card mean um and to be able to answer questions there. So uh report cards are ready to go and this is exactly what you're going to see in one of those resources. you just put in Sebastaple and all
037of our data will be there for for people to to take a look at. Thanks Mr. Schaer. >> I think this is you. >> Okay. Um so what I have the assessment versus the report card obviously report cards are different than assessments. Um, report cards are scored using multiple non-assessment based measures including uh attendance, chronic absenteeism, and graduation. We'll dive into that a lot more as we go along. Um, it reports additional non-scored data, um, course and program data, third grade reading, and certain state and local law violations. uh it uses multiple years of data averaged across years uh for stability with more recent years weighted uh more heavily. Um obviously they had a change in the report card standards from last year to this year. So that also plays a role. Uh so the
038report report card scoring uh what they do is they take a look at a number of different priority areas. Um there's achievement growth uh they take a look at a target population and how they're doing and then uh on track to graduation. Um at different levels uh some of those things are weighted differently. For example, I can speak mostly to the elementary. Uh the bottom two quadrants are 25% each. The two on the top uh the achievement and the growth uh as the video shared uh your growth percentile is going to be higher the higher your uh free and reduced population in your district. Um let's see the uh the interesting thing if you take some of those formulas and you adjust them. For example, uh one of the districts that I compare our school
039a lot to is down in White Fish Bay. Uh they have a really low um pre- reduced population. They're 06. Um their achievement is scored at 45% where ours is only scored at about 25%. which is unfortunate because our students achieve very very high. Uh if you take their formula and plug our numbers into it, our report card score jokes by three points. So but that was the design that is put out uh to try and focus on that growth and we'll talk about that a little bit. I think that's what I was talking about the different quadrants here. Then they take these scores and plug those in. Uh so the achievement score of 89.8% would be scored at 28.2% uh for the district court just chart what I was talking about before. Um so
040in our district the growth priority score is scored at 21.8. Um as we've shared with you at other meetings our district uh percentage free and reduced is lower than it is at the elementary level. We just have more families that sign up for it at that level. As the kids get older families seem to do that less. So that gets averaged out over the entire district and that gives us the 30% So, we just had a staff meeting with our high school and we we talked about that too and we'll stick with White Fish Bay because uh kind of I use that that school district and also used it with our middle school staff because uh you know as we talked about the middle school staff uh when we before I got here, they wanted
041to make a change in in um how they did things at the middle school and that was one of the schools that they actually visited to see how they're doing things and wanted to come back and implement it. But at the high school level, growth uh growth percentage or the weight of that growth has on the report card for White Fish Bay is 5%. So it's really heavily based on achievement and uh where we're at. Um Aaron did a great job of talking about that. But when you look at the disparity uh on that uh it's really awesome that you know we have a focus on growth that's a priority because quite frankly all of our students should be growing and that's an important aspect. So, uh, I guess what what might seem kind of
042difficult or unfair to some is is it's still a great thing because we're making sure that our our students are growing. And I think that's awesome. Uh, so one of the points to that is uh each school's size and their configuration impacts the amount that's included in the score. So, it's really hard to compare uh school district to school district or school to school uh using the report cards. It really should be designed just like a report card from here um to to show you how we are performing and things that we can do uh for ourselves rather than seeing how other schools are doing. Uh some things that are new um as was mentioned at the top there are some updates to the achievement based scoring. Um some of the cut scores have been
043changed. uh the test participation. There is a note that will uh indicate if you are under a certain level uh because that will impact your uh report card score. It's uh less precise if you have too many students who did not test. Uh huge kudos to Mrs. Margraph. Uh she really works hard to make sure that all of our kids test. Um, so on our report card you can see we have a 99.5% u not sure how we half percent of the kids who didn't take the test but uh I mean 99% is is outstanding so kudos to her. Um there are some other data points that are on the report card. The third grade reading uh we have 85% of our students are uh reading at proficient level. Uh as you know from act
04420 uh there are students who have personal reading plans. so that we can work on getting those students up. But you compare that to the state which is at 50%. So we are significantly ahead of uh the state. Um that's on page seven of the report card. And then uh another thing that was added was that uh we need to report how many incidents happen um on school grounds uh involving our students that uh committed a law violation. And then you put that score out of 100 students. And our district Z statewide that's at uh 06. So >> can I add one thing to that? Yes. And if you're not it's called Wisconsin Act 12 and that's new. Okay. So if you're looking or seeing that I want to know more about it but that's
045new and added under >> so and then update updated rating category score ranges as well uh for this particular program. >> Great. So, I'm going to take um over here and talk a little bit about what's different about um the achievement score. So, historically, we've always used three years of data. Okay. Uh this report card is only using two years of data. Reason is because um there's been so many updates to the statewide assessments that they couldn't use those three years of data. So it's only two years of data, but for the next report card for 26 when we're here at this time next year, it it will be using three years of data. Um so there was just a discontinuation of the 23 24 scale adjustment. Um they needed to only use two because
046there were so many differences in um the assessments or the test that the kids were given. So it wasn't unfair to use three years of data. >> Why did they why did they change the What was >> because the te the tests changed >> so the types of questions changed or the standards changed or in the video that you saw that you know really looking at what are we testing the students on is that relevant that test always needs to change because education is changing right so because of those testing you know um for an example would be for the forward test they did less writing the last year on the forward test, right? So, they had differences in um in how the kids the kids were tested. So, they looked at that as an
047unfair to be able to use three years of data for that and only use two. But, it's only a temporary change of just this year. Okay? That's why it's going to be very difficult, and I'll get to it in a second, to put last year's report card and this coming year's report card and put them side by side and compare them. You can't do that. So we'll make that very clear that there are some things you can compare from the last report card but there's some that you can't. Achievement is one you can't compare our achievement score from the last report card to this one. And another piece did you have a qu okay another piece here that changed um are the standard settings. So those accountability rating scores um these are the 23 24
048rating scores and the 2425 have changed. So you know um they've either gone up by one or meets expectation has come up by two as well and that was an adjustment um that that they made as well. So you that's another reason why you can't compare the scores because they changed um the range of the scores. Um if you are very interested in what you can compare and what you can't, this is a great resource that's up here um as well. So um comparable to the 23 24 uh this is a great resource for people to be able to to look here. So you'll see that what you can't compare is the overall score. Can't compare them. Uh can't compare the achievement priority area scores. Um and also the um target rate outcomes. Target growth
049rate target growth outcomes. You cannot on track to graduation. And then the last one is the third grade ELA and eighth grade math. Can't do that. But there's many things that you can compare as well. And that's the background of the changes. So now we're going to dive into how Sebastical did. >> So uh this right here obviously is a right. Yeah. Okay. Thought so. Uh this is a screenshot of the our district report card. Um you can see our overall score and rating of 83.9 and we are in exceeds expectation. Um as well as uh you know other district information. Once again, the highlight of our achievement score of an 89.8. Growth being a 70.8. Our targeted group outcomes, uh, 78.9. And, uh, just so you're aware, that's like our bottom 25% performing students.
050And then our on track to graduation, which, uh, considers a few factors. >> I always add in here a statement about our school district. Um, and then just to add here, the scores that are right here are that's what makes our overall score. So there are four priority areas that um that account for our district score of an 83.9 where we exceed expectations. >> So I think this is me. Am I doing an achievement? >> Can do it. >> Okay. So the achievement score here um a priority area. So we're going to go through the four priority areas and about them a little bit. Um, but this is one again you can't compare from last year. Um, but some some really good things are are happening even though you can't compare it. So, our achievement
051score, which is a combination of our English language arts score, um, and our mathematics score is an 89.9. And I'd like to highlight up here that this district score was the same or higher than 97.1% of districts in the state. So, it's just an outstanding score in regards to achievement for um the district. Um a little more here. This um chart is over here. We did a little bit of a comparison here. Um but this table over here shows um students who are meeting or advanced um uh in their testing scores. Um so in our ELA um last year we are at 73.1 and we had a jump of 1.4% because we're now at 74.5. So again that's 74.5 um% of our students are either meeting or advanced in expectations for um for ELA. For
052mathematics um last year we were at 78.8 and we jumped 3.6%. That's uh 82.4% 4% of our students are either meeting or advanced for um ELA and math. And I just want to say that that's exceptional. So great job students and great job teachers. >> That I'm sorry. Can you go back to that last screen? >> So our achievement score is the same or higher than >> 97. Yeah, we've always had very very high achievement. Last year it was very simp. It was we can't compare it but I can say that it was a very high achievement score um as well but um yeah good things are happening here. >> So is the state's overall achievement score higher or lower? >> Lower. >> Significant significantly lower. Here is a breakdown of the schools. So I
053we pretended the first one was just our district score. Okay. But when you look at our elementary score, um elementary school we are um an achievement score of 93.6, middle school 95.1, and our high school is 78. Um and this just breaks it down in either math or ELA. >> My counselor, as long as I've been on this board, elementary high scores in the '9s. Middle school always is in the ' 90s and then the high school always drops down into the >> Why don't they continue the pathway in the 90s? >> We'll address that because one of the things we're going to talk about is the continuous improvement. Right. You were right. The scores in the high school are not as high as the other two. >> Yep. And I would agree with that.
054You know, so that's what the work where the collective vision and the four of us together identifying and bringing our teachers on board to figure out what is it that we need to be doing, what professional development needs to happen, what change in mindset needs to happen. That's the work of this administrative team to make sure that is the you know on the frontmost of um a priority that the score has increased the last couple of years. It has. >> It has. I think last year it was this year. >> Last year it was three. I mean it's >> it's getting there. So last and again it's hard to compare, right? But I do you know there's still work to be done. We still have work. >> It's not high enough but it's but we're
055moving in a direction comparison to show the high school has shown improvement versus comparing them to the elementary and middle because there it looks worse. you know, the other way you can kind of show >> and this is an achievement, right? We've got other things to talk about as far as growth, the target growth outcomes and on track to graduation, you know, um but this team the these these numbers stick with us. We know that they're there and we know they need to continue to go up and thank you, Mrs. Barry, for acknowledging that it has gotten a little bit better, but it's going to take time. It's going to take time. >> Correct. Okay. Do you think maybe in the high school that some of these tests are more based on challenging coursework? When
056you get to high school, you can take different pathways, right? You can take a very challenging academic, you know, >> I think that's a part of it. >> Maybe the testing is based on more challenging. >> But then we have our ACT. when you talk about comparing the forward exam to the preac and the ACT which is our high stakes testing right at the high school that there's it's a different level of expectation it's a a lot more challenging and rigorous so I mean if you think about like in the ACT the important of having a a sound foundational background in algebra right algebra becomes uh algebra 2 becomes a little bit more sophisticated I mean we do have the you know the pathway that uh the accelerated pathway that that happens in the middle
057school. So, those students tend to do pretty well. But once again, the goal when you're looking at achievement and growth is we're trying to get to all students. And I think somebody had just said it, you know, some of the changes that we put into place with some of our our interventions and trying to meet every student and not just, you know, teaching to the high or I mean, our high school, like I said, had a really nice jump for the targeted growth population, which is our bottom 25%. So that means there's some really great dialogue and collaboration that's happening with our speced teachers and our regular ed teachers to help and I mean so and I think Mrs. Barry touched on I mean we we are improving. It's just probably not the steps we'd
058all like to see but I I think there's a lot of different variables. One thing I I do want to hit because this is so important. You know, when you're looking at the middle school and if you're looking at the high school, we've had the same core teachers at the middle school for a long long long time. We've had and our high school a different math teacher repeat repeatedly. Uh and that also that that does have an impact. you wouldn't think or you wouldn't wanted to, but in reality and and that's where I think right now our our high school uh math department is really strong and and we're in a we're moving in a good direction, but um >> sure kind of wookies about this every year. >> And I'll I'll say what I
059think he told him because he's not here if I'm wrong. In in elementary school, they're all, you know, you're focused with this, you know, you got two your two teachers. It's real always real focused. In middle school, you've got four or five teachers. In high school, he said they're going all different directions and there's all different teachers and it's just more spread out and hence you don't have the strong focus that you had in the other two schools. I think that's what he explained to me. >> But we always have opportunity to, >> you know, to to to make sure that like Mr. Schaeer said, every student is growing no matter what their pathway is. >> Okay. >> That's the goal. Why you recognize it? Because what this data always shows me is with your
060elementary and middle school scores that shows the potential of those students and then something happens in high school where we're losing that potential for whatever reason and we need to find that potential. We need to find that reason and build on it. >> Yes. And that's what I wanted to just re-emphasize again. That's our work. That's the teachers work. That's the conversations that you know that that are happening right now. Okay. >> And I'm not represent. >> Um All right. So the definition then of growth um it it really gets complicated. What the state does is it takes our students, it sees what their score was last time. It also takes a look at uh the background of that student, their socioeconomic status, um their gender, their uh race, all of those factors and find
061students that are like them in the state of Wisconsin. Then it takes all of those scores from all of those kids and averages them and it takes a look to see how much have those students grown compared to how much our students have grown. Um so that's how the growth score is calculated. It's not that you can find those kids and say, "Okay, well, what are you doing with those kids that they're able to grow uh compared to our kids and and so on." Um, but that's how that particular score is calculated. Um, our growth score is uh 70.8. Um, it's the combination of the ELA which was 66 and the math score which was 75.5. Um, this score is higher than 78.4 for uh the districts across the state of Wisconsin. So we are
062growing our students. Um but one of the things that we did this summer uh we did a data day without this information uh we used our star test uh that we give three times a year so we can kind of see things along the way not just a single snapshot. And one of the things that we looked at is that we want our growth score to go up. Um so we came up with a number of different things that we can do to try and address that uh already starting this year before the report cards came out. Um these are the particular uh growth scores across the district. Um and there are a couple of numbers that are lower than we would like to see. Uh but I'm happy that we were able to identify
063this particular topic this summer and already start working on it. Uh so we're not behind in April now trying to figure this stuff out. So some of the things we're doing in ELA for example um we are introducing universal design for learning. Uh that concept basically starts with the learner in mind and works backwards uh in terms of putting lesson plans together rather than trying to come up with something that works for everybody. Uh you try and find things that work for individuals or small groups in uh the classes. the act 20 requirements that we had talked about the different benchmark testing that we do several times a year. Uh as I mentioned before uh we do those uh personal reading plans uh for kids so that we can make sure that they are uh
064on track to read by third grade. Um and then as I mentioned a 5% growth increase is what we're targeting using our start testing. Um some other things that we do we've got the schoolwide reading challenges the tundales that we did this fall. In the spring, we do another uh reading challenge to see how far our students can get based on their minutes and reading. We use um program based things to try and advance students. It meets students where they are uh to help them grow more. Freckle is something that ties right in with STAR. So, the STAR assessment will dictate through Freckle because they're the same company um what things that the student needs to work on. Uh we use as web uh to monitor the progress of our students. uh we come up
065with targeted interventions. Another program we use is the lito. It's something that is more for the lower grade levels. It also ties back in with STAR. Um and then we've hired two multilingual teachers uh to provide early intervention for our EL ELELLL students. Um similarly in math uh we have the universal design for learning as I mentioned the 5% growth increase uh the freckle use uh interventions uh at the upper grade levels algebra plus geometry plus uh and visual learning targets taking a look at uh letting kids know what kind of things that they need to learn in class before the class starts uh so that they know where they're headed and once they get there uh that they know they've been successful. So putting those things in place uh we are anticipating that we
066would see those growth scores increase. So targeted group outcomes again uh just really measures the outcome in achievement growth absenteeism uh attendance graduation of students from our the bottom 25% of our students from the prior year's test. Um and the the interesting thing when we talked about this with staff this this week is you know they were asking about the numbers and what do they mean in relationship are we compared you know Mr. Hills was talking about how on certain scores there we are compared to other like students but in this particular case with targeted group outcomes it really allows schools to focus on their own students and where they're at. So seeing where the gaps are and then um you know when the performance of the target group increases and then it changes the
067overall performance and scores of all of our and all the students it it increases. So um the one of the things that I think it really highlights is the focus for continuous improvement but again Mrs. Smartph and and I have teamed really hard to in promotion of collaboration and communication teachers getting lesson plans ahead of time to our our our ML teachers and our spec teachers. So we make sure that we are accommodating our students and um you know not teaching down the middle and and uh making sure that we are using UDL universal design of learning to make sure that we're creating opportunities for all of our students to learn. uh which is great. Um so the these scores come from the performance of our students who are in most need of support. Uh
068some of the strategies uh that we are implementing this year and supporting um PRP as part of act 20. Um title one intervention differentiation universal design of learning multiple tiers of intervention. So inclass interventions is tier one. Um our intervention we do have uh you know middle school, high school, we do have English intervention that's considered t tier two. And then we haven't really talked about Mrs. Hurst, but Miss uh Miss Deb Hurst does a lot of work here and offers that tier three intervention for our students. So, we are we are hitting our students where they're at and we're identifying them and then putting those supports in place um in class as well and through the collaboration process. Uh creating accommodations for students. We talked about this again today about removing barriers. It's really
069important that um UDL some people sometimes people might think like UDL is for special ed or ML students. It's really for all students because any student that's coming to you for example I don't know if you guys know any children like this but someone comes to you with like a struggle with organization and they're coming in your class and you want them to write and you're just saying hey write me three paragraphs and they really struggle with giving their thoughts. you know, a UDL version would be helping that that one student or four students in that to to have a graphic organizer to help them get their their thoughts, give them sentence starters. So, even though they might be regular students, we're using the UDL approach to to make accommodations and break down uh remove
070some of the barriers that are preventing our students from being successful in class modification support and then of course our our collaborative approach which we are really promoting. I think this is the hardest that we've ever worked on it. um and place this on a high priority that our students are our students and that the differentiation approach is required from all people regular eds backed ML together collectively it's not delegating responsibility to one we are all together because our students are our students and we need to make sure that they're all learning so our targeted group outcomes you can see the score um once again the uh the the differentiation of score, but uh the elementary with a an 88.6, which um is really impressive. The middle middle school at 100%. Um and then our
071high school that made a 13point jump to 50. So, it's it's really been a priority the last couple of years where we have really really emphasized this a lot and like we've talked about the steps are um I mean, we see the progress going the the snow The snowball isn't moving downhill quite as fast in some areas, but there are a lot of things in a lot of areas to celebrate uh with what we're doing with our our targeted group. Um the on track to graduation, this is just uh really measures uh when you see the score, how successful students are achieving. Um we look at things like chronic absenteeism. So that plays a role uh graduation and attendance. What have we done with absenteeism? Well, we've met with the Door County Services twice. Uh
072was a conversation actually initiated by myself because I really wanted to make sure that we were we were really tackling the issues that we were having with absenteeism and wanted to understand what other county schools are doing and get people to the table. and we had a nice team of people that uh met with them in the spring and then because of that conversation, they actually reached out to have another follow-up meeting with us. So, they came to our school. We had another follow-up meeting. We talked about some approaches and one of the things that we're doing differently this year, which um so far I think it's been really successful is we've added a diversion uh coordinator Liz Jun uh as part of the process. So when we see a student starting to uh you
073know have some attendance issues um Liz Jun will step in and put some services and supports in place to get the students here. So we can try to do our best before having to do a truency referral to make sure that uh we are doing everything we can to have these these students here and obviously remove like high double digit absences and things like that. So, um, that that has been a priority and we've done a lot to really push for that. Um, I think I kind of jumped in on this a little bit, but uh, so that the monthly monitor monitoring of attendance, I will say that Mrs. Tong and Mrs. also do a phenomenal job with this and letting us know and communicating with parents and communicating with us using um you know
074a universal implementation of tier 1, two and three uh for MLSS and a collaboration as we talked about with the county attendance diversion juvenile justice as well. And then I think another thing that's really helping us with graduation that we've really had a strong push is our students come to us with a diverse learning abilities and ideas for what they want to do after sebastical and you know some of our students want to go to college want to go to four-year colleges some of our students want to go to right into the workforce and one of the things they're just really proud of of what we're doing is we have the traditional pathway we started the GEDO2 program Mr. Shartner has done a really great job. Um last year, I mean, we just had a
075tremendous success story. I don't think I'm allowed to use this child's name. I want to because I think we all cried. Uh um because if we would have just stuck with the traditional pathway, that student doesn't graduate. But because we offered another alternative, we he got to walk with his peers. He got to graduate. He he not only that, I just I got to say this one, but he had to pass science and he was like a point or two away from like distinguished honors and this was a student who was struggling to to get to learn and we created an opportunity and other ones that we've done is you know passbooks online opportunities and uh we've done just wherever we meet our we we our focus is really to meet our students where they're
076at and I think I think that's an enormous beauty about our school is it's not like nope this is the one way you're going to do it this is the only way that you can graduate and we're we're fighting for our students to to create opportunities. I don't know what else you would want a school to do but it's awesome. >> Can I just add one thing? This universal implementation of tier one, two, and three MLSS. That's also a schoolwide goal that we shared with you earlier um as well. So, um, and that's those tiers where it's the relationship building, you know, with students and helping them with their social emotional learning, not just get through algebra class, right? There's other things that our students are dealing with that are preventing on track to graduation
077or or or or the reason why they're not successful in the building every day. So, we're working hard to the interventions that are academically, but also those interventions for the social emotional aspect um of our students as well. So, it's whole student learning. Thanks. Thank you. We are um open and ready for questions if you have any for us. >> I know >> it's a lot of information. >> Thank you. >> You're welcome. >> What is our >> 30.2 >> as a district? as a disc >> as you go down in the levels like elementary >> but you had reference that you comparison to white fish that has a point >> so why do you use them if they're >> um I take a look because their achievement is very high >> um with with
078that whole population of >> yes it's just >> exactly so I've shared with you before like school digger and US news and world report ranks us very high I like to see how we're doing against some of those school districts and White Bay is one of them. So just look at that. >> That makes sense. data today. Tomorrow I go to my other school. It's a whole different world because a high school graduate is not a high school graduate. TC, we have a lot of high school graduates coming out of the system. We have to spend millions of dollars on elementary business reading writing which they cannot achieve in order to be able to metriculate to the text goal. But we have a mission in I think state where we where we have we have
079plot we accept everybody and then we have a responsibility to make sure they are successful. So we hundreds of thousands millions and all this stuff. So I mean we we can pinpoint the schools that we don't have to worry about stuff and the schools are so on the state level. Is there anything we've done about high school graduates and the high school graduating important here to remember and the team highlighted it at the beginning, but please don't forget it. We can't compare nor should we compare a report card score against another district. And the report card score is really it's it's no different than I I always use health analogies, right? I might be a 100% good and my doctor says I'm 100% good with a blood pressure of 130 over 90 because of all
080the other vitals that are sitting behind that. they're not worried about my blood pressure, right? But if I'm over here and I'm a person that has diabetes, I have this issue, this issue, this issue, my blood pressure of 130 over 90 might be an issue. And that's the same thing with the report card is that the the state has done to in my analysis a really nice job of trying to look at each individual district with the characteristics that define that district. So for us with the 30% poverty. They really take that into consideration along with the demographics, the the 10 13% ELLL population that we serve to be able to say based off of that population of students, how do we do this is the growth side of it. How do we do in
081relationship to other students that look just like that? So Keith gets a 10, Sue gets a 20. Keith is male, right? Um, I'm trying to think of the other demographics. Male gened student got a 10. Every other male gened student that got a 10 on the score is what's compared to to determine that growth. Then that number is the average number of the growth. So it's like student to like student. And that's the piece with the report card is there's no other district in the state that looks just like us. And so for us to say we're doing better than Jialter or we're doing, you know, not as well as White Fish Bay, okay, yep, I take that in consideration, but White Fish Bay and Sebast are completely two different districts. And so, yes, it's
082important to take a look at it, but I really don't want us to get hung up on that comparison. What I wanted us as a board to hear is the work that we're doing to address the areas of opportunities for us that align to our strategic plan. So, we talked last month about the strategic plan and the academic achievement and the components that we're putting into place. You heard those same components tonight as we look at our achievement to say, how are we going to focus on our secondary achievement? What are the things that we're doing? And that all aligns right back to to the strategic plan. Melissa brought up the MLSS, right? We we in Sebastapable and it goes to the next agenda item. Look at the whole child. So we're not just talking
083about achievement, but we're also looking at the extracurricular activities. We're looking at the behavior and the mental health of the students and putting support structures in place for the students to be successful not only academically but also life. You heard Mr. Schaer talk about attendance, right? I think we are one of the best districts in the state that target our students that start to indicate attendance. I have never seen a people services department work so hard to get students to school. It is absolutely incredible the work that we do. So really wanted to just reinforce that it's a great opportunity to celebrate because guys, those are awesome scores. We're 93% across most of those indicators across the state, right? So there's only a very few percentage of the student of the districts that are performing
084better than we are in those categories. That's a great place to be. It's a great celebration. It goes to our staff. It goes to our students. But this administration team won't stop until we're at the very very top. And that's a beautiful thing is we're going to continue to strive to get better each and every day. Thank you for that reminder because I'm guilty of that looking at the report card. They're better than we are here. We're not right. >> Yeah, it's easy. >> They had something from the state report card. I forget what it was, but they were recognizing that PJ Walker Middle School was one of them. And I kind of was like that was interesting. But I don't know what they must have. They were recognized for on report card or something
085was >> they had growth this year. They had >> they had an increase in academic achievement and thus ultimately it >> they had a an increase in their score. >> But anyway, >> y so just but I just want to reiterate >> what we always tell kids we don't you don't compete against anybody but yourself. I'm just saying if they look at our school board too recognized >> we're still >> presentation. Thank you. >> So what do you do with this information >> the how we publicize the information to put out a news press? >> We put out a press release. We put it up on our website. um it will go in all of the publications that the report card is out. Um >> the other piece that I just want to remind the
086board of is that this is a measure and one of the things that we do as a school district is look at multiple measures. So, not only are we looking at the state report card, but we're looking at all of the other components inside of the system from participation in activities to achievement scores internally and externally to perception. Where are students um bringing Daniel to the board to have that student voice about the climate and culture of our district? So, I don't want to put like the report card's great, but it's only a single metric. Okay, thank you. >> Um, then we have a secondary course proposal for Spanish for Spanish speakers. >> Yes. So, um, the the course proposal that's in front of you is uh was submitted by um, uh, Shelley Stenzel. Um,
087and a lot of great things about this is so when you look at research and you look at what's the best thing to do for for bilingual students, we we want to give them acquisition skills in their native language as well as work on the English acquisition. So, we want to provide that opportunity and that the really awesome opportunity that we have is for our middle and high school students. Shelley is offering a Spanish speaking class for our Spanish students to kind of help do a lot of different things, but one is to devote some time at least one class period a day where they are working on their Spanish acquisition and we're not just completely dismissing that. And then in the core classes or when these students are in their other classes, their focus
088is on English. And then obviously we it provides an opportunity for us to potentially work with our ELA team um as our Spanish teachers uh as well. But the really cool thing about this is the numbers just for high school for next year are anywhere between like 7 to 12, but it's more on the high end after meeting with Shel before the meeting. And then when we combine the the middle school students, we're talking about 20 students getting an opportunity to take a Spanish acquisition class and really focus on um developing their uh language ability because in a lot of our collaborations, we've had a lot of conversations about um with different teachers that when a student is in my class and if I modify the assignment into Spanish, what is their Spanish ability? So
089we may have a ninth grader who is a ninth grader here, but their Spanish ability is is seventh grade or seventh grade reading ability. So teachers are trying to modify that into Spanish. And then we're really and then trying to look at how to tie English into that. This really gives us a seamless approach to do research practice and allow our students to have the opportunity to really work hard on their English acquisition but then not ignoring their other language. And the other the progressive side of this which I think is really exciting if we can get this program underway next year. Um there is this and I'm not sure if you guys are aware of it but students who receive a certification of being uh bilingual complete bilingual with proficiency get a seal of
090biiteracy which is a really nice honor. It goes on their transcripts when they apply to college. So that is an unbelievable progressive step. And then we've also uh talked about potentially um making uh AP Spanish literature offered and and offering an opportunity to have uh you know Mrs. Stenzel uh moving on and getting certified as an AP teacher. So really growing that since our Spanish population is growing, we want to make sure that we're accommodating our population. So really this is like a stepping stone. This kind of gets us started and helps us to meet the needs of those students. Would this be credit bearing? >> Yes. >> Do you have any idea what percentage of our students English is a second language? >> You're asking great questions today. I don't know the overall percentage.
091>> That's going to be really interesting to find out because I really think this concept should go down into the lower grades. These students come here with a gift. They don't realize it, but they have now they have to learn English. But they by the time six years old, seven years old, they are pretty proficient in English. They still are proficient in Spanish. I remember which Lauren me a Hispanic parent came one year and said the problem is that a lot of the Spanish kids don't want to speak any Spanish after they're like 15. Okay? And I think holy buckets, you know, And I'm just being dollars and cents. When you go into the marketplace and you are bilingual, that is worth thousands and thousands of dollars to you in the market and to use
092that. So I think this is a a great program. I would even if you can't do it right now, but looking at how you extend that program back down to the grades to to continue to build on that because there's a I think there's a national in I don't want I want to lose I don't need I don't but it is a gift. I said they I remember our previous superintendent used to say if you're violin you go to work McDonald's you should be able to make $2,000 more a year in high school just being able to be a viol kid working at McDonald's because that's so much of a gift and I think >> so you're looking for approval of this >> that's right >> I made a motion to approve >> further questions
093or discussion I'll is more than just the like local thing from a military like readiness standpoint. Um that it's not part of the ASVAB part, but um you you get like you'll have to test in like to both enlisted and officer side, you can test in to like be proficient. There's like level one, two, three, four, five. Um but in those higher level proficiencies, you get paid for. Um, and then you can like for the Spanish speakers, they can then learn Portuguese and get, you know, certified in Portuguese. And so like even from a military readiness standpoint, it's actually fabulous. So learning academic Spanish is, you know, because they're not t right now they're not getting that they're getting academic English, but to get academic Spanish really does set those kids that gift um like
094when their brains are still moving. Other questions or discussion? All in favor say I. >> Oppos. Motion carry. Um I is going we have to go back to the Sebastical School District strategic plan and mission statement. Thank you. Um one of the things with the strategic plan is really important is marketing and messaging. And currently as a school district we have three different mission statements out there. I shared with the board at the board note last week a little of the history of that. We have the district mission which was created by the board several years ago when we had worked on the strategic plan. We have an elementary mission and we have a secondary mission. Secondary mission was established with Mr. Schaer and his team when he first came on four years ago. It's
095a message that's kind of taken hold inside of the building. There's posters that are put out there. And so in conversation as a leadership team, we said we'd really like to create a unified mission statement so that we have one mission statement that's found on the website that's used for marketing and messaging. And we were just consistent, but we wanted to make sure that our elementary staff was good with that. So Mr. Hilts took this to the elementary staff last Monday at our inservice day. Unanimously um they said, "Let's move forward." So bringing to you tonight, we would like to have the mission statement for Sebastapole School District be unified across the board at every every building and at the district level. And it would be pioneering the next generation with a focus on high
096academic standards, character growth, and social emotional skill development, which lines very nicely to the presentation that you just saw earlier this evening. I move to accept the mission statement as stated. >> Second. >> Questions or discussion? >> All in favor say I. >> I. >> Opposed. Motion carried. Um >> academic calendar. Um I was ask for the board to make a motion based off of additional time needed to postpone the calendar item until next meeting. >> I would move to table the 2026 2027 academic calendar until the December board meeting. >> Question and discussion. All in members say I >> opposed. Motion carried. >> And then we have um >> proposed new hire Joseph Arens as in title 1A. This is a 0.5 position. Um it was a position that we've had historic historically as
097you can see based off of the data we need to continue to work on our growth. And so we would like to recommend Mr. Arn as 8.5 title one a. I'd make a motion to approve Joseph as a title one a >> second. >> Questions and discussion. All in favor say I. >> Opposed. Motion carried. >> That radio business. I'll take a motion to convene to executive session. >> Move to convene to executive session. >> Second. >> Roll call. Mr. W. >> I. I >> I motion carries 7:27 p.m. >> I make a motion to approve the leave request of the district employee. >> Second question or discussion hearing none. All in favor say >> I. I. >> Oppos. Motion carried. Is um our our next meeting is December 17th. Um, is are you having
098a staff uh Christmas something gathering like you had here last year? So, we have on December 18th is the holiday lunchon. Um, that starts with some Chris I think it's the 18th you're looking at me. Um, the Christmas >> Thursday, right? Is the 17th year. >> Yeah. um the performance of our littles, the singing and the band concerts, it kind of goes throughout the day and in the middle of the day is our lunchon. Um and welcome the board to come at the lunchon. Uh FFA serves the the community. It's it's majority senior citizens that come. >> Um but we're excited to be able to do that again. Um and then we will be holding a staff holiday or winter party in January um to location to be determined but we have in the past
099what I asked you about was the administrative staff did something for the staff last year you all brought food and I thought it was so much >> we served it didn't we >> I don't know if we served it came but I just thought If anybody wanted to help them out, we could bring something. >> I think that was two years ago. >> You want to whip something up? No, I was here last year. >> You guys had a whole lot of stuff up there and staff just >> I think we did >> and staff just filtered in and out. >> Yep, you were correct. >> So maybe you're not doing that. We have not talked about that this year. Um, >> how about I will give you information in my weekly board members whether
100or not this administration team wants to do that. that completely has escaped Montgomery. And we put we so the administration team put on a lunchon for the staff last year. We just picked a day and we all brought in different things and then staff came in and out just kind of said thank you. And I'll be honest, the year's gone so fast, Lisa, that I have not even >> I'm not saying that you have to do it. I'm just saying you did it and if you wanted >> No, it was really good and I think staff really appreciated it. So, I will get back to you guys on whether we do it or not. We only have three I think part of it is we only have 3 weeks between Thanksgiving and Christmas stuff, >>
101you know, there's just a whole lot going on >> left over. >> So, Thanksgiving. >> Okay. Is there a motion to adjurnn? >> So, move. >> Second to adjurnn. >> Second. >> All in favor say I. >> I. Motion carried at 7:40 p.m.