001Welcome. I'll call the meeting back to order. We were previously convened into close session. Um this will be our community engagement portion of the meeting tonight, but we'll start off with the pledge of allegiance a little early. So those of you who are able, please stand. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. Uh we'll move on to um the community engagement portion of the meeting tonight. And up for discussion is the topic of our strategic plan for 2025 through 2030. Well, I guess I could start it off by just giving a framework of where we began all back in the day. We started back in September um with
002our first meeting of the strategic plan committee and you'll there are the names of the folks that were on the committee 20ome folks board plus school staff plus community members. Uh we we met a total of one two three four times over the course of the fall into the winter into the spring. when we got into the spring got a little sketchy in regards to our calendar because it's hard to get a lot of people in the room in spring. Yes, it's tough. Uh in the middle of that, we did a focus group with all of our staff. Uh we had about 95% of our staff were able to participate pro probably more towards 8590 because not all support staff were able to participate in the focus groups. Uh we gathered feedback from them which
003the community saw. We did a community survey in the month of January which the committee saw the results of and um our last meeting of strategic plan committee was June 30th and then over the course of July and August the administrative team took the lead in regards to taking the framework of strategic plan draft and added the meat to um the bones so to speak by creating goals and matched with um measurable objectives which could determine whether you've met those goals. Uh the beautifification of the product that you see here was Tracy and Amanda and Becky. It was certainly not me um that put that together. So what you see tonight um the draft version of that was put together by a lot of different people. So, that's my long-winded introduction to the scoop plan.
004>> Well, I don't think that was very longwinded. I think that summed it up quite uh well because it was a lot of work and a lot of time that went into this um and a lot of meetings that went into preparing this. Um it was something that we um agreed at our first meeting that it was something that we wanted to have as a living document, something that wasn't just going to be put in a binder and then not looked at again. Um I I would say I can only speak for myself as a board member. Um the vision 2020 kind of got sidetracked I think with COVID and um I probably wasn't as efficient as I could have been myself as a board member going back and looking at our strategic plan um
005to make sure that we were following those things. Um uh this one having a hand in helping design it um and seeing through the process. Uh, I'm hoping this will be a lot more user friendly for the for the board and the staff and our administration. Um, and that we can revisit this often and make sure that we stay on track. >> Well, each month we'll come back with a report on a piece of the strategic plan. We're not going to do a full-blown presentation on all points, but each month we'll come back in the same way we do at building and grounds. So, next month we'll tackle a piece of it. >> Yeah. I think the uh the pillars that uh were broken out, grow, engage, belong, and invest um was formed by uh
006the totality of the committee kind of coming up with things that we agreed was a common recurring theme throughout the community survey, the staff focus groups, um and our um our evaluations of ourselves. So, I think this um really hits the nail on the head of where we're trying to go and I appreciate the work of the administrative team really taking the lead on on all of the um feedback and putting together a really nice packet for us. So, Tracy's back there. I know she's but she did put in a lot of work and we appreciated that. So, >> I'm done with it though. >> We're aware she's retired and doesn't want to look at it again. >> Well, I'm not sure how you want me to proceed. there is a PowerPoint that reflects the
007document. I'm not sure if you want to do feedback or how, but I'm prepared to do whatever you want to do. >> Um, I think if you have a PowerPoint, I'd like we'd like to see that and then maybe the community um we don't have a a large audience here tonight, but a couple people that are here would be nice to have them weigh in if they would like to or at least know a little bit more. So the beginning of it after the committee members slide um the four categories I guess of the strategic plan the four focal points grow engage belong and invest within each of those you'll see in most cases comments in regards to what would be the goal of staff what would be the goal of students what would be
008the goal that would address um how the board would fit in or how the community in that particular area. So you'll see how it comes together. So if you go to the next slide, you'll see under grow, we have students, staff, and families. And I'm not I'm not one to read slides to folks because that's sort of redundant. You can read them yourself. U basically what we're seeking to do, and I'll paraphrase for students, we want to empower every learner to reach the full potential. We want to foster commu continuous learning, the data informed decision making for staff. And lastly, we want to strengthen the bridge between home and school through open communication with families. So, we want to grow and those would be three ways that we can grow using really our three biggest
009stakeholders, our students, our staff, and our families. In the area of engage, you'll see the very same three groups that we want to work through. And in regards to engagement for students, we want to prioritize personal learning pathways that can look a variety of different ways with our everchanging world. uh enhance staff engagement and effectiveness through increased communication for staff. Communication was a theme that ran through most of uh the results that we garnered. And lastly with families empowered families by expanding opportunities for active involvement and again that's a communication piece engaged that uh continued we have the community and the board of education are also um uh groups through which we want to channel this work for the community. We want to build a robust partnership with them. We do a variety of things
010particularly at the the high school with connections between kids and workplaces. And lastly, the board of education. We want to cultivate an open, honest, and consistent path of communication with the community. I'll take uh comments or questions right after we're done with the four groups, so to speak. for investment uh with our students. We want to invest in the future oriented academic learning by allocating resources for student success. For staff, we want to strategically utilize resources to obtain and retain staff. For the community, we want to expand opportunities for community members to actively engage with the schools. And lastly, as a board to maintain financial health, efficient facilities, dedicated staff, and effective policies that foster an equable equitable learning opportunity for everybody. And then lastly, uh belong uh this category of strategic plan work. We
011have students, staff, families, and community. For students, we want to foster a safe, supportive, and responsive learning space. For staff, we want to cultivate a positive, collaborative culture. For families, we want to uh promote a sense of family belongingness. And lastly, community increase opportunities to partner with our local community and businesses. So, that would probably be a in the presentation a logical place to stop and gather feedback or have questions be answered if there is any. I can certainly forward John if you want me to. >> Yep. I Megan, you probably were the only um administrative staff person that wasn't involved in this. You came to the party late. Um but I know that you've been uh you've had experience in in creating these yourself. So um I know you weren't there. So if you
012have questions, for sure it wasn't wasn't cuz you weren't listening. It's just you weren't here. So no, I appreciate that. I I will say that the admin team kept me up to speed as quickly as possible when we talk about the measural objectives and some of those key how do we define these areas. So more well versse than you think right now. These guys took care of me. >> Fantastic. >> But thank you. Expect nothing less though from our admin team. They're they're pretty they're pretty good at communicating with others. So that's that's good. >> So the strategic goals within each of those areas, that's where the really the rubber meets the road. And with strategic goals, there's also measurable objectives because you can write any kind of smart goal you want to. Smart goal
013being strategic, measurable, attainable, realistic, time bound. You can write any kind of goal you want, but if you don't have anything by which to measure its success, it's just a goal sitting there out in isolation. So there are measurable objectives that go with each of these that have concrete data. The go strategic plan goal number one, there are five um areas in which we have goals. Successful students, so we're empowering every learner. As you already saw, we're trying to prioritize personal learning. who are seeking to foster a safe, supportive and responsive environment. And lastly, trying to set up uh the future of academic learning, whatever that may look like in in uh the days to come as a public school. So those are all the goals for students within strategic goal number one. That second
014strategic goal, we want to have an effective and engaged staff. So you're already starting to see overlap. The four areas of the strategic plan are now becoming strategic goals. organic differences. We're now adding measurable objectives to it as well. So, we're seeking to foster a culture of continuous learning, enhance staff engagement and effectiveness, cultivate a positive culture, and lastly, strategically utilize resources to obtain to retain high quality staff, which clearly has never been harder than it is right now. That third strategic goal is to involve and engage families, strengthen the bridge between home and school, empower families by expanding opportunities for their involvement and promote a family belonging throughout our entire learning process. That fourth goal and then I will take a break. I think it would make sense right after this one. I believe
015uh for strong community partnerships, expand opportunities for community members to actively participate in the district, build robust community partnerships, and lastly, increase opportunities to partner with local community members and businesses. And that you can move on to the next slide. The the fifth strategic plan, this is where your work is. We've had um a couple of opportunities to engage. One meeting specifically designed for just that, a conversation by board about strategic plan priorities as in what matters most to you, what have you seen from our uh focus group results. What have you seen from the school perception survey? And what have you heard from the people involved? This is your opportunity, as was that evening, to demonstrate what your highest priorities were. So what you're about to see here was authored by me as a
016start point. It's still draft form. I didn't feel it would be best to put you in a position to sit here to word smmith this entire document in open session. I think we would probably be here for a couple of hours. If the truth be told, you've already done much of that word smithing. You've already shared your thoughts. You did that and a specific meeting about that topic. And this took place some four or five months ago. So the efficient and accountable board of education there are four goals here. The first of which is about academic excellence. The group said the group meeting the strategic plan committee said it would be hard to have a strategic plan without academic rigor being one of the goals. I mean that is after all the very most important
017thing we do. No matter what the school perception survey said or the focus group said academic rigor has got to be at the top of the list. And the truth be told in both of those cases people said academic worker needs to be at the top of this community said that and the focus group results said that. So the first uh goal from the board of education would be if you wanted to go this direction prioritize delivering a rigorous engaging equitable education that empowers every student to achieve academic excellence and be well prepared for future success. So how do you measure that? So we just did a school perception survey called it 2425. We did it in January of 25. If we did, and this would lead us to the conclusion that we should do
018another school perception survey and do that in 2930. There is a question in the school perception survey that speaks directly to this. By 2029 2030, the district will increase by 5% the number of respondents who state they agree with the statement that the district and this is right from the school perception survey delivers a high quality education as measured by the school perceptions community survey. The reason it's 5% you'll see the others are 10% the other three goals because we're already quite high on this. The community via the school perception survey has indicated the district is doing a good job at that. So to increase it by 10 might be unrealistic. Remember a smart goal, one of the parts of the acronym is it needs to be realistic. You can't go to 104 percentile. We're
019already in the 70s or 80s on this measure. So the second, and again there are four, enhance the district's communication by implementing clear, consistent, and timely two-way channels that keep families, staff, and the community informed, engaged, and confident in district initiatives. So how do you measure that? Again, if he did a school perception survey in 2930, it would read by 29 20 by 2030, the district will increase by 10% the number of respondents who state they agree with the statement that the district communicates with me effectively as measured by the school perceptions community survey. The three the second, third, and fourth goals that you see here are the three areas where the board on the school perception survey received their lowest marks. This is one of those three. So, we took the results from the
020school perception survey and made it a priority because they want you to do better. They want us to do better as a whole. Communication is a theme that came up repeatedly through our conversations. The third goal, demonstrate unwavering commitment to the district's success by making informed student centered decisions and taking proactive actions that foster excellence in education and community trust. Again, if you did a school perception survey in 2930, it increased by 10% the number of respondents who state they agree with the statement that the district has a school board who is doing that that doing what it takes to make our district successful as measured by the school perceptions community survey. So again, these are one of one of the areas where we received your three lowest marks as a board because remember on
021the school perception survey, it specifically said this is your my advice for the school board and this would be one of the bits of advice. The fourth and last of those goals within your category again in draft form. Ensure responsible, transparent, and strategic management of district funds to maximize resources, students uh support student success and maintain public trust. on the school perception survey in 2930. It could be increased by 10% the number of respondents who state they agree with the statement that the district is managing funds appropriately as measured by the school perceptions community survey. So again link back to data that is measurable and is attainable and I believe that's the last for that batch of slides. If you go to the next slide I can verify if that's just at the end >>
022there it is. So those were the four goals. Again, they are draft form and the only reason that they are draft formed here before you is it's your decision. And second, I didn't want you to have to do it from scratch. I don't think that would have been realistic. And you've already done your work. You already met. And those were your declared priorities back when we talked as a group, as a board at that time. >> So, I believe you said that was the last slide. I don't remember if that's the last one. That is the last one. >> So, if people have comments, questions, feedback, I'll do my best. the administrative team was as heavily involved as anyone on on the meat on the bones, the measurable objectives. They they did that work way
023more than I did. >> Um yeah, I want to thank you um for putting the draft of the board goals together. This really summed up a lot of um our lowest marks on the the school perception of survey and a lot of um what we've discussed at our our own meetings um when we when we've talked about what those goals were when we met as a board. Uh last year uh when Gwen joined us on the board, we had a meeting in August that talked about what our goals were um for each of us as a board member and what we would like to see accomplished in the district. And I've been a little hesitant. We held off a little bit doing that personally this year because we have two new board members and Gwen's
024only been on a year. So, um, it takes a little bit of time. Sometimes you don't exactly know what those are until you have been in it a little bit longer to know what the state of the district is. Um, so I plan on doing that again. Um, I think that this is a great jumping off point. Um what I would like to talk about or at least think about when we when we move forward with these goals, I think that the measurable objectives are wonderful. Um but they are all based on the school perception surveys >> for your portion for the portion and the other areas. Some of it is and it's connected >> just I'm just talking about >> um and so again we've talked about this that perception is reality and how
025the community views things is reality. Um although I would like to see a little more teeth um especially in the area of um efficient and accountable for the board of education and prioritizing delivering rigorous engaging and equitable education. We talk about that 5% number of respondents who state they agree with the statement that the district delivers a highquality education and how is that you know we want to of course the community to see that but how do they see that? Do they see that based on the state report card? And Jesse, I'm going to use you for a moment because I see you were just doing a lot of work with the state report card overhaul. Um, and we've noticed that we haven't met those goals that we typically have. Um, I think even as
026a as a board member, I'm only going to speak for myself as a board member. Um, feeling like that that we're not measuring up there. Um, is there been some work done at the state level to kind of revamp that? How is that going? >> There has. So we there was a group of 26 of us educational leaders who met in Madison this past week part of the um panel uh 2025 report card panel and we discussed cut scores. So it was full days of of looking at different profiles of school understanding how the economically disadvantaged profile um your achievement versus your growth kind of the metrics that go into that system. And so, um, the the scores that we recommend for consideration for your report card scores, the cult scores is what they're called,
027um, those are going to Dr. Jill early this week for either her approval or or her adjustment. Um, you know, the the school report card is something that we we do measure our success by. And so, I think we have a lot of individual conversations about all the great things that we do with our kids that that aren't reflected in that report card, right? So much of just who they are and and how we grow them. And it's unfortunate that a big marker of our success is that report card. And so while some might not agree with the metrics or um you know where where we land, it is a reflection of a system that's been built uh that we have to play by those rules. And so how do we how do we get
028ourselves to be successful on that as well? >> But but I think it's important to point out that our scores are exceeding expectations on the district report since as a district we exceed expectations. Our score puts us at about the top 25% of districts >> in the state. Um the goal that we've written and the reason that we chose this district report card to help um measure academic achievement and growth is because it does take all the schools into one as opposed to because we all have different buildings with different report cards. It merges that into one. And it not it also looks at threeear averages of achievement, three years average of growth, how much did they grow, takes a look at attendance increases, takes a look at graduation rates, but it also takes a
029look at how well that we do all of those things for our bottom kids as well. >> And um the goal that we've written would basically say that by the end, if the numbers held the same, we would want to move from about the 25th the top 25th percentile into the top 10 percentile. So, we want to move to be better than 9 out of 10 and be in the top 10%. That's the what the goal kind of is written as. Um, that being said, we don't really know because we wrote it based on the 2425 report card because we know that the cuts are going to change a little bit. So, then we're measuring apples to apples and we don't even have that report card yet. So, we're kind of anticipating, >> right? There's
030some variables within that. You know, the top half 50% of our score is weighted based on our um free and reduced number. And so generally when you look at a model it's 25% achievement 25% growth but the higher economically disadvantaged the more your score is based on growth. So if you can grow your kids um just because achievement is kind of a bar that's set for all. And so when we know that kids come to school with a lot of barriers in them the state recognizes that by weighing their growth more. So they have a lot of you know barriers that they're facing but if we can grow them on their own growth then that's where we get a lot of um you know a lot of um achievement. So that's really where that RTI
031model comes in when we talk a lot about you know Sean says a lot skill by skill kid by kid that's what we're talking about is growing our kids. Of course we have a high bar for all of our kids but but growth for us is extremely important because of our free and reduced population. Yeah, I I I get, you know, I I have obviously just concerns of the way that the community sees um the district providing and delivering a high quality education versus what is actually happening. So, how do we balance the two? How do we balance the two? Right? So um I would just like a little bit more thought maybe to go into that measurable object objective and how are we going to bridge that gap but I think a lot of
032that comes back with the communication as well. So um I'm sure if you don't mind if I say when I was in Madison there was a lot of conversation there was a lot of DPI there as well and that was one of actually the talking points that the educational leaders brought up is that communities put so much stock into this report card and so how do we get our community members to understand the report card? Right? when I talk about um achievement versus growth versus socioeconomic status, target group, you know, that's your bottom 25%, there's such a metric system that goes into it. And so while while we have we have a lot of success, I think a lot of it is allowing our community members to understand what a report card represents um and
033kind of what are the elements that go into it. Like understanding that 25% is achievement and 25% growth, but we as a district are weighted higher in growth and so achievement is weighted less on a report card because we're trying to grow our kids that have barriers that come to us. So, you know, I think a lot of it is too at at a state level is communities understanding what a report card all entails. It's not it's not it's not simple. It's it's extremely um you know difficult. Not difficult, but there's a lot of data that goes into it. It's not just one score. It's taking a lot of things into consideration to give you that score. >> Sure. >> I Yeah, go ahead. So, what I'm thinking because if if I'm understanding you correctly
034with how you started this, you wanted to maybe diversify the board goals to not automatically include all public perceptions as the target. There's no reason why you couldn't potentially use the district report card metric as a measure of helping support our schools in creating rigorous spaces. >> Exactly what I Yeah, it's exactly what I was >> because when we talk about equitable education, we are targeting that bottom part. we are talking about growing our students and it measures all of those pieces into one and as a board if you're supportive in helping us uh target quality staff do the onboarding the training that will just be a natural ripple effect of it whether or not our community fully understands the metrics of the report card is a different measure but truly saying hey we've got
035this target at the student level there's no reason why it couldn't echo that at the board level and I'm sorry if I misspoken about Yeah, it's exactly for right measurable objectives. You could have the first one as the school perceptions. You could have the second one as this the district wanted to >> which is it's exactly where I was going like how can we have measurable goals because um yes perception is reality. We want the the community to perceive that we are doing that and that's maybe the one of the ways that the community does perceive what our high quality education looks like is because of the state report card and then we need to use those metrics as well to start bolstering those and then educating. I think we did have a community engagement
036session two years ago on the state report card. >> Oh, we've presented on the state report. >> I mean we presented every year we had a community engagement session >> in January of 2024. I think we did. But every year we've had a scorecard from the state of Wisconsin. I think there have been 11 total years where there has been one. One year they just didn't have one for any I don't even remember why. It was like 2014 and then >> and then we hit so we didn't test kids so they pulled it. >> So there was two of the 11 years where there two of the 13 years cuz there have been 11 years where we've had a number. Yes. >> I think that those are the metrics in each of those 11 years
037where there was a report card for the district. we exceeded expectations and that and that's not just a phrase, it's a number like 74.4. >> Yeah. >> So you could make that a measurable objective easily. >> I would like us to consider that as a board to >> easy to do. >> I mean I think that does show the community that we are working towards something that we are doing something not just that we're going to wait five years and then see like just the community agree that we're you know doing that. So >> but how do you do that? Because if you're talking about looking at the results of the of the audit or the survey, not the survey, the audit or the testing um the report card at year five or you are
038you waiting it throughout the >> Yeah, we look at it. Yeah. Year after year after year. >> You literally could take last year's number and do this year's number because it'll be a number in November. We'll know our number again. So you literally do it that way if you want. >> So do we want to increase that by you know a certain percentage? Do we and that's why I think that this is like it's still kind of this the board measurable goals may still be in a draft form here because we have some work to I would like to just to see a little bit more of a measurable goal >> than just basing off >> Yeah. Because the the problem that I had with with this too was you could knock it out of
039the park but if your community doesn't give you the feedback >> then you fail. or if there's a problem with the marketing side of things or there's, you know, who knows what else. I I expect a lot from you guys. >> But I mean, the reality is based on on how it's written is that if you didn't do your job, >> we could fail those marks. >> Yeah. >> You could add another objective. Simple. >> Yeah. I would like to I would like to see that. That's a really difficult concept though because we went like when when when with our middle school report guarding going out to Washington we promoted promoted promoted and I still know people didn't quite understand it even though no matter how many different sessions we had and mailings we had
040and >> celebration >> I know and I think that's that's the danger of just saying like this cuz then it's like okay well then what do we do I mean I don't want to get here 5 years out I don't even know if I'll be on the board in 5 years but I don't want the board we need to be forward thinking I'm not just us sitting here, but whoever's sitting in the seat to go, okay, well then we fell short. Why did we fall short? And what are we going to do to correct that moving forward? So, where's the teeth to say um okay, well then what do we what do we do? Cuz then the community still doesn't see it, but we've >> but we've raised all these marks and so then what
041or who what if somebody's sitting here in 5 years and they go, we're not going to do a school perception survey because that's entirely possible. You know, we don't want to do it in five years. And then you're sitting here going, "Okay, then the community like are we are we made are we making our mark?" So just something that I wanted to think about and and further draft on and have the administrative team be part of that discussion. But >> um >> can I ask you a question? It's not related to this, but sort of related to what you said when you talked about moving the goals from the 25th up to the 10th. >> Yeah. >> Is that realistic? Because I'm assuming that you're talking a lot tougher moves the further up you get.
042>> Well, it's 8% of growth over five years. So, we want to increase our score by 8% in five years. >> Those three those three areas individually. >> Yeah. Yeah. Combined into that also. >> Those are pretty tightly packed in. You move 8% over the course of 5 years, you're going to pass a lot of districts. >> Okay. >> Yeah. But it's um >> there's 400 districts, so you pass a lot of people in. >> We we we agonized over some of these numbers and moved them around. That's just what we felt. But it's a very lofty goal. Um but >> but attainable. >> I hope so. >> Yeah. And I but I I guess I'm I've always been sitting here here in this chair thinking of lofty goals are good. Even I mean we're
043not going to set goals that we know we're going to make, right? I mean, we're going to set goals that are realistically attainable. >> And if and if we just show showed growth towards that goal, but we didn't hit the goal, there's nothing wrong with that. I don't want to set the bar so low that >> we're guaranteed to make it. And I think you're not stretching yourself. And that's not a good example for our kids either. >> But it's really the only number that comes out that represents the entire district because we say, "Okay, we have different report cards. We also have different test score. We have ACT scores. middle school for intermediate four but those and there are different kids every year >> and so you're like well you measure now so this
044is like this is every kid >> year it's two of you >> ACT is one of you >> so I mean it's it gives us that it was the really the only option we had to if we're going to set this type of goal >> um but it's a lot harder for people to understand what the numbers mean as opposed to percentage that made proficiency on one test but again that's one test where this is has multiple measur So, it's much more reliable as well. >> Yeah. And I and I do like that it's a district-wide approach that way instead of just the AGR report that is grades one through three. Lofty goals. 80% of of those kids that we're looking for that that percentile to fall into. Lofty goal. We don't always make it,
045but it's a lofty goal. >> Um, this actually measures a district-wide approach so that to be more cohesive through the district. >> So, you know, we're sitting we have higher a higher score than three out of every four schools. So we're in the top 25%. We want to gain elite and get into the be better than nine out of 10. And so that would be our goal. >> Jess, >> yeah, >> we're going to do it. >> Yeah, but I'll be retired. So I >> we just had this conversation five more years. >> Well, and that's why like, you know, some of us might not be here in 5 years, right? We have to be forward thinking. I I do I think it's realistic. I do. >> We We talked about five and we felt
046like that wasn't pushing us where we wanted to go. We felt like we wanted to really strive for greatness for all of our kids >> and and I think that's kind of what I'm thinking with the board, too. I mean, it it ultimately falls on us to make sure that those things are happening and >> um we we all need to lift each other up here and so I think >> we applaud that. >> Yeah. Yeah. >> That's awesome. like it. >> Um I think it's important I I want to make sure the audience members know that we're welcome to their feedback uh during the session as well. >> So if there are any audience members that have feedback about the strategic plan um we're we're welcome back in community engagement. That's what we're definitely
047here for. So, I also want to point out too that the PowerPoint does not have all the measurable objectives in it. Like Tom's talking about an 8% growth on some of these earlier slides. It just would have been a really long presentation. So, this document has that detail in it. So, if you're watching, you can get this in board book or if you're here, they're outside the door. >> Yeah. And if you don't have access to board book, I know Becky would be happy to put you on. But there's measurable objectives with all of the previous slides we reviewed. There's more detail in this document. Um yeah, and then again I kind of had that same feeling of communication kind of asking fellow board members of um again we have that the perception of do
048we communicate with the public effectively and then what do we do if that number doesn't go up? What do we do? How are we going to do we have measurable ways that we want to engage with the public that we already don't? Is there is there something that we've heard as as board members that the public would like to see? I'd make a couple couple comments with regard to the communication piece that you're just talking about. April and I came into the strategic planning process kind of halfway through at at best halfway through. >> Yeah, I had that. Yeah. >> And uh you know, we're still learning a lot. And in terms of communication with the community, you know, I'd really like to see what some of the best practices are. You know, the the
049schools that rank real high in communication with with their dis within their district. What are they doing that maybe we aren't doing? I don't know. I don't even know what all the engagement uh sessions are that that we do have. I know we have some and and I I think we're probably doing a fair job in with regard to communication, but but there are probably some things that other schools are doing that that we might want to take a look at. So, I'd be interested in looking at some best practices with regard to that and and see where we fit on that scale. >> I agree. >> So, I think maybe it maybe a little more uh discernment on on the I like the goals. I like the u measurable objectives. I I think we're
050we're asking the right questions. >> Maybe we have a little more finetuning. Have you heard or have have you um especially being new, have you heard anything from community members of um how the board could communicate better with the public or has anybody said anything? You you feel that there's something lacking? >> Well, no, not necessarily, but it seems like that is always I don't know if you can ever communicate enough. That's it's real common for even within the business community, you know, are you communicating enough? It seems like you're always striving to do better in that regard. But if we're following best practices and and we probably are to a great extent, uh, wonderful. But if if there's something we could learn from districts that's for real high, would the Wisconsin Association of School
051Boards have some kind of material? I think a better source would be school perceptions. >> They're the ones that track who is receiving uh what marks on the issue on all issues including that of communication. So when they say you're at the 68th percentile in regards to communicating with me effectively, who's in the 90th >> and what are they doing? >> Because all I need to know is who. Then we can call them and ask what are you doing. >> Sure. I mean, I'm not I'm not in any way uh going to be shy about grabbing a good idea from someone else and making it our own. We do it all the time. >> You summed it up real well. I think that's kind of where I'm coming. I can contact uh uh I think
052it's what Scott Deuse uh Deise I think is how I say his name Rob Deise at school perceptions and ask can you tell me who's give me the top 10 15 percentile who are who are we talking about if they can >> right because I mean it doesn't you know for me I I think of like okay you know we have social media and we utilize that and we're using that in several different avenues Tracy's done a good job of of going on to um not only Facebook but broadened out to Instagram and to Twitter. Um we have coaches that use Twitter. Um those kind of things, but this is obviously a reflection of the board. Um I certainly am not out on Twitter. Uh Facebook, yes. Um am I, you know, are we doing
053a good enough job sharing the information of board meetings that are upcoming? Are we doing good enough? Like yes, we submit things to the paper. Do people want to see things more in the paper? I could think that we're doing an okay job, but it doesn't really matter what I think when the community says you stink at this. Like, I want to know what what do they want? What do we want? >> One person the one person that says you stink at it got it in front of them 10 times and never saw it. >> I know that happens. >> And that's I guess that's again but like that that's the idea of a perception survey, right? It's even though the perception is their reality, it might not be the reality, but it happens. So,
054how are we like do we have a bunch of boxes like Larry said that are best practices? Are we checking those boxes off? >> I don't think sorry about >> Well, I think as far as like in my 35 years working in schools, how much it's changed. Um, but you know, between I know we recently as far as the way we're communicating, the methodology we're doing, I think we actually we got awarded something Tracy can remind me on being one of the top 10 as far as the ways we were doing it. Remember that? it was like on our website and okay never mind but I know that you know as far as >> the school perception survey the area that we received the highest remarks was our communication with the public but via our
055presence on social >> so right and so I look and think you know between all the social media posts the newspaper um you know bright arrow I mean we're constantly sending out this is coming up there's messages go to every parent they can go into the portal look up grades they can communicate back for teachers are required to communicate with parents that if their kids at a certain threshold whatever it might be >> but sometimes a lot of our messaging is on things that parents want to see fun things activating events kids having fun you know kids doing a science project whatever but sometimes you know we miss out on >> well maybe we need to share all these other things in a better way and I think sometimes too but idea well what do
056you is not necessarily how we're communicating but what and when Mhm. Yeah. And I think, you know, like, yeah, I think the district got good marks there, but the board did not. So, clearly, what is the community expecting to see from the board, right, >> specifically that they're not getting? >> I'm going to piggy back on Steve, though, and say that we have to remember when we put things out here, we see tonight we have one or two extra community members out there, and it's it's out there. we've invited and if it's not a priority, it it's tough. And we also have to remember that this was the school perception survey and this is where we ranked low. >> But it wasn't like we were astronomically low. I think we still do a good job.
057It's >> you know it's the old you can take the the horse to water, you can't make it drink. We we put it out there and I'm just hoping community members I mean I talked to a person that didn't even know that we had um time for community comment at all schoolboard meetings and things and she's been in this community 20 years and so it's so then yeah like >> so here's the here's the community I'm looking at the school perception sorry I'm here to I'm I'm quoting from the school perception survey >> it's on page 11 of >> it's slide Ite 11 of the school perception result. It's on the mark that says communicates with me effectively. The percentage of our community that took the survey that agree with that is 74%. >> That
058puts us >> pretty high >> at a 3.6 on a 1 to4 scale which puts us in the 46th percentile. So those are that's a mark where you're you're you're not at the first percentile. people. If three out of four people are agreeing with that, but in comparison to other districts, we could do better. >> Those are one of that's one of the three areas where we receive the lowest remarks. That's how it ended up here. So, it isn't cataclysmically bad, right? >> But it could be could be better. >> Sure. Yeah. I think I mean it's a this is a good um place to start with and obviously like you said there isn't a lot of community here but um if if people are going to watch this at a later time and they
059would like to weigh in know that our emails are posted um they can always reach out community can always reach out by email um we're willing to talk take feedback of how we could do those things better um engage get information out maybe maybe we need to put something more out on social media I'm not sure um what we're looking for there, but if anybody has any ideas, I would be happy to entertain those ideas as we move forward with the drafts here. >> Right. I just want to add not just about this, not just about this survey. Of course, they have our email addresses, but anytime if you have concerns, that's the best way to get a hold of us. For instance, if something gets posted on social media like why did this happen?
060I we might not see it, right? So, if you have something that you want um to communicate with us about, I personally want you to find us approachable to bring your concerns to and please um contact us via via email so that we can communicate with you. >> Email, smoke signals, carrier pigeons. >> Jeff has a couple of questions. >> Yeah. So, one question and then one thing that might be able to help your communication efforts is uh when I was down the cross I was in broadcasting. The one thing that we do once a month is we go out to all the neighboring schools and we people would submit like hey Miss Ericson for example was the best teacher for all these classes for x amount of time. Would you do a spotlight education
061on? So I go out, interview them, see what they're doing in their classrooms, and then basically be a fly on the wall just kind of showcasing what the teachers were doing in their class that kind of set them apart from other teachers. I don't know if you'd be able to integrate that here, but when I go on your YouTube channel, pretty much the only things that are on there are kind of board meetings and graduation. So that might be able to kind of help the people kind of get a little bit more engaged in that effort to kind of show who the teachers are and what they do. Similarly, a lot of forms of media nowadays are scrolling on the uh reels. So, if you have small bits of information that you're able to kind
062of compartmentalize and put within those reels, kind of like what you guys were talking about about the information in regards to DPI, you can put that into short form context or whatnot for the public to more or less be able to digest really quickly and then move on or have them set up to where, oh, well, that's kind of interesting. next year. Well, now I know more and they just kind of go down a rabbit hole. Um, the one question I have for you though is I understand that I've done plenty of stories the last couple years I've been here, both good and bad. Um, my only question for the board is uh, you know, there are things that are good and bad. Should I come to you guys for that? because usually, and I'm
063not saying it's bad to go through Shawn, but typically I I do go to Sean first since he is the superintendent. >> He would be the person that would have the most knowledge of the day-to-day operations of the district. Um the board, what the board is privy to is probably not anything that we could give you that would help because it wouldn't be privy to the public. So Sean is is generally the guy that would know what's going on in the district dayto-day. So yeah, he would be the he would be the kind we're that's not our job necessarily as the board. So we're just oversight on that. So >> the rule of thumb for me is if it's something that concerns the education of your child, this would be the first person I talk
064to. If not, they're the first one. Classroom teacher would be the first one because I'm not going to even know if they've got some issue with naming your teacher at the elementary school. I'm likely not to know. Megan might not even know. The teacher probably would. So that would be the first port of entry. If it's something that's districtwide or board issue, contacting me, I can put you in the right direction. But anyone at any time can contact any person here or all five of them simultaneously. Happens all the time. >> Yes, we Yeah, we get lots of email that way. But you know, a lot of times we end up referring back to Sean because there's things that we just don't know yet or we can't discuss until we have a meeting. several >>
065we can't uni unilaterally release information you know it has to be as a group so that's where um to have those conversation have conversations individually is fine but anything that's official um board recommendation has to come from the board can't come from an individual on the board >> the reason why I asked that is because if people are saying they're having an issue with the communication of the board should I come to the board I keep going to >> those things you should Yeah, definitely come to the board with. Yeah. Yep. That's a board matter. I would I would definitely come to board members first. Yes. Those kind of things. Anything that doesn't affect like the district personnel, you know, district policies, things like that. Yes. >> Because I know typically when it comes to
066media of any kind, obviously there's going to be good days and there's going to be bad days. And I'm not super ignorant of that fact, but I just want to make sure I'm going through the right channels. >> Yeah. Yeah. Absolutely. >> Melinda, you had some. >> Yeah. Um, just a little off the subject, but back to the report card. Um, I just want to let you know as a perspective as a parent of middle schooler, um, please call me oldfashioned, but I believe in grade A through F. >> I mean, it's been like that for a long time. You know, New Richmond school is still doing that. Other schools still doing that. And what I experienced is when I first got the report card in for middle school, like first year, and I'm looking
067at behavior and I'm like, what is this? You know, it's it's confusing for me because it's confusing for me to explain to my kid, okay, um I guess you're doing okay here, but it sounds like you're doing you're having a little trouble here. You know, it just it's not giving me a good perspective of what I mean, we do go to parent teacher conference, okay? And though I know how they're doing or what area they need to work on, but it doesn't give me a clear straightforward, let's say, if my kids are getting a D, okay, I'm going to call the school, say, hey, can we get a tutor? >> I want to help my kid right away so they don't fall behind or whatever. So, it's just my opinion. I feel that the grading
068system in middle school is not very effective for my kids because I like middle school. Who cares? They don't even care if they're getting they're doing good in this this motivation to do extra credit when the teacher recommend. So, I try they well I don't know if I'm doing good with extra credit. So it just it's not doing them any service because I know that in high school it's A through F college A through F. It's like my daughter going to ninth grade. She's very nervous and I am too because I'm nervous to know not knowing what kind of grade she going to be getting and where she going to be struggling with. And I know I might have to prepare. Do I have to get her tutor for this or tutor for this? because
069I'm just trying to figure out what area are they having trouble with and stuff. So, it's just it's just not very effective. So, I just want you to know that this is how I feel because it's just not doing my kids service. And I've talked to other parents. They feel like it's a confusing tool. It's confusing for their kids because it's just not giving them the motivation. say, "Ooh, like I'm getting a C. I might have to do better or hey, I might have to work harder. I'm just to kind of give them some kind of a little motivation." So, that's just where I'm coming from. So, we should know. Y >> Yeah, I think Tom, you're probably the best qualified to answer or provide feedback there. >> Sure. Um the purpose behind the standardsbased
070report card is that there's like say English encompasses multiple things reading writing spelling comprehension all of the day. >> So if you'd say a parent will get a B in English what a B what does that mean? And most of them couldn't tell you. >> But if you're saying you're you're above average, you're above your meeting the expectation. >> Yeah. >> And and uh your ability to read, your ability to write is at a two, you need to improve that. Your ability to speak in public, um your ability to do all the different components. So the report card is broken out into about six components. Um I can understand that it's um different but um it is the it's the similar reporting system than all the other schools up until high schools. It's middle school
071is not the only one doing that. Um I can understand that it might be more difficult to say but I can tell you that the achievement that we're getting out of the kids is topnotch. So maybe doing a disservice but those kids are performing at an extremely high level. Um some of the best in the state. So we're definitely getting the results we want out of our students. Um, but that that's just it's different is maybe the best way to put it. Um, but every time someone says, "Well, I don't understand this." They'll say, "Well, if your kid got a B in English, what what does that mean? Can they how did they write? How did they read? How did they um speak? How did they do all of it? Did they understand conventions and
072grammar?" They said, "What does a B mean?" And they can't tell you. But the report card, the way it is written, breaks it down to every component. So, it's much harder to do because you're you're evaluating them in multiple ways, but I understand what you're saying because it is it's it's it's different. Um, but we're I don't I get le a lot less of those questions now because it's the same report card they're getting at the elementary, the middle, intermediate, and the middle. So, by the time I get them now, most of the parents have seen it all along. But I would tell you that probably 75% of the districts grade that way >> in the state. >> No, >> but what you bring up is a very valid point that as the first introduction
073to this system that our building can do a good job of educating a parent on what exactly that means. >> So they're not feeling like they're flying blind for eight years wondering what does my child know or not, right? >> But truly to equip them with the knowledge to interpret, understand, and then help support their child. And I think that starts not necessarily at the middle school level, but at my building level as they get introduced to this system because it is new for parents, right? It's not what you were used to, but really equipping them with the knowledge and skills to go, what does this mean and how do I help my child, >> right? >> It's what we could do better at and that's a part of some of our goals, >> right?
074>> So, I wondering middle school and high school, do you guys offer any tutoring that they, for example, my kid will have trouble with math. Do you guys offer tutor at school or there could they have tutor outside school? I'm just curious. >> Well, we have tutors at at every subject level at every grade level. >> Okay. >> Um in addition, we have after school tutoring too that goes till 4:00 from 3 to 4 if they need help in that area. Um >> Okay. >> You know, as far as like the hardcore tutoring that you might get outside by a private tutoring hire is very different, but anyone that has options for parents. >> Yeah. Okay. And I I do think that that was kind of born out of that shift in the in the
075grading system. And I can totally appreciate your concern because um this kind of rolled out when I was pretty new to the board myself. Um probably nobody got more push back um on on Tom than I gave them and I wasn't I wasn't a fan for about a year or two. And I'll sit here every day in this chair to say I was glad that I was completely wrong because our, you know, our results are showing that the kids really are learning because of how the assessments are being done now. And because they're so able to drill down into all of those components, that's where they're able to get the specialized help. So they're not just looking at one grade overall. It's in those little components of the standards that they've set. And that's what
076I think has really helped the kids. And then moving into high school, there is opportunities there to get extra help. Those are things that are built in with the warrior time and Josh can probably explain a little bit more of that. >> Yeah, I mean there's there's multiple options. There's advisory time where there's informal with other students helping. Um there's also you we have some retired teachers that have came in when they're connected with >> our our school counselors do a nice job of and to be honest, some of them come in and they volunteer their time, don't ask for any money, and they've offered assistance and >> Sure. So yeah, but you know, sometimes we'll we'll suggest things, but you know, the best way is for a family to really actively pursue getting extra
077help and then we'll make it happen no matter what it takes. >> A shift in a shift in thinking of how we're grading is kind of the biggest thing. But I get it. I understand it's like and I think some of those things still come from that comparison. We're like, "Oh, I got to I got to see. I know that I'm passing. I'm doing well." But it's just a different wording now is like meeting the expectations, right? So, >> well, I mean, my kids do take those school work seriously and sometimes like my son if he had trouble with math, his dad is a math genius, so he'll sit down with him to go through it. It's not a problem. It's just um I'm just thinking >> Yeah. No, and your point your point's well
078taken because it's confusing to some people and it's confusing to parents and we need to continue to >> um work on further family sessions on >> it's about and that's you know part of why we're doing this community engagement session is what can we do better? How does the public perceive what we're doing here? Because that is a big big portion of that. >> Are you active in in powers school? >> Pardon Are you active in powers school online watching the kids um grades and test scores? >> Am I active likely what >> in the parent portal? >> So the parent the parent portal of powers school you can log in. >> Oh yeah we do power school and remind too likeation. >> So that's how we were able to keep our kids how my
079wife was able to keep our kids. >> Yeah. It took a while to kind of figure out how school what am I looking for and stuff. Yeah. You know, and maybe there's not enough parents that know that that's out there, too, Craig. Because if they're waiting for a report card or waiting for a phone call, >> the parent could preemptively pull that kid aside and say, "Hey, how come you haven't turned this in?" Or, "How are you doing on this?" or, >> you know. >> Okay. >> So, >> sure. Thanks. >> Did you have any other questions that you like? You're literally the only person left. So, >> all right. But I thank you for taking the time for taking the time to be here. >> Yeah, it's important. >> I appreciate that. >> Um,
080okay. Is there any other um feedback from the board on our board goals? >> Well, it sounds to me like we either need to make some adjustments tonight or we need to think about a table table it and come back with something for the next meeting. >> I agree with that. >> Yeah. >> My recommendation will be rework it and come back next meeting. It doesn't have to be done now. >> Yep. I just >> So when you get to that action later, you can simply say we're going to >> Yeah. I just want to know if there's anything to wrap up this portion of before we move into the regular board meeting. >> No, other than to thank all those that put everything together, all those folks that were shown on the screen. It's
081fantastic. >> Yeah, >> a lot of great work has been done. >> It was this was this was a long process. It really wasn't something that um we put together in a hurry manner. I appreciate all of the people that um came for all of the meetings for um took their out their time and extra after school uh to come to those meetings and listen to the results and come up with this plan and for the administrative team to move forward and did a really fantastic job. >> And I think I want to thank the parents and the community members for coming to try to learn more about it. >> Yeah. Yep. And for those that completed the survey because that >> is really important. Um, you know, we spent money on the survey and
082we hoped that people would answer and um, so for those that completed the survey, thank you to help guide our work. So, I think it's important. All right. Anything else? Okay, we'll move along with the regular um portion then of the regular schoolboard meeting and we'll open up with the consent agenda items. Who had those this month? >> I did. >> You did. find it. All right. Um, everything was in order and so I would move that we approve the consent agenda items as they were presented. >> All right. Is there a second? Steve, it's been properly moved and seconded to accept the consent approve the consent agenda items as presented. Is there any discussion? Hearing none, we'll proceed to vote. All those in favor of approving the consent agenda items, please signify by saying
083I. I. >> I. All those opposed. Please signify by saying no. Okay. Motion to approve. The consent agenda items are approved. Next up is the administrative committee and department reports. All right. Districtwide. First up, um a lot of crisis prevention training going on. Um it's been stationed out of the high school. Uh shout out to Chuck Wellman and Amanda Rawling who have been doing the training. Lots of uh individuals. Um, Abby kind of runs the organization on that and has been spearheading that and we've had a lot of staff in and out. I do have Edge Climber on my list, but I'm going to yield that to Jess. That's kind of her baby, so I'll leave that for her. Um, we've been doing a lot of BenQ smartboard training for our new interactive boards. Uh,
084continued ongoing math PD going on as it has been all summer. Um, AP test results. Uh, we had an 86% pass rate, 24 out of 28 on AP test results. That's about as high as I' I've ever seen. That's fabulous. And then our DACP dual academic credit summary. Um 96 students earned 335 credits this past year. That's that's a lot of credits earned by our kids. So that's fabulous. >> Nice job, high schoolers. >> All sports have all started as of today. Uh shout out to our custodians for great work here on getting the buildings clean. And then um if you we we're putting the finishing touches on the digital signage out in the commons area. Lonnie was cooking those up today. So hopefully we'll have those rolling here in a couple days. Uh future
085events of course we all have in service week next week. We've got the missing talent show coming up on Saturday and then uh freshman orientation next week on Thursday. >> First day of school, September 2nd. >> Okay. All right. At the middle school, we have sixth grade orientation coming up next Tuesday. Also, seventh and eighth grade uh open house. So, the orientation for sixth grade is a lot more detailed. But we're also open for seventh and eighth graders to come in and meet teachers, uh learn what middle school's all about. That runs from 4:30 to 6:00 on Tuesday, 8, April or sorry, August 26th. >> April. >> We're going to talk about the last day of school. >> Yes. Um edge climber training. Um, >> you'll yield it. >> Well, we did have two, three
086hours worth of training, lots of great staff training, but Jess wants to talk about it. Poor >> Jess. Sure. >> Um, >> She does. She loves it. Um, August 25th, we have new teacher inservice. So, all the new teachers that are new to, not necessarily new to teaching, but new to teaching in Amry will be going through an inservice day with all of us. And that will be pretty cool. Um like we said, back to school um inservice on the 26th. Um first day of school on the 2nd. We'll have our big warrior way celebration and kicking off the middle school. Um we just finished up summer school last Friday. That's not on my agenda, but summer school and those teachers and the kids did a great job and I really really want to thank
087all those staff members and Laura Shogin who did an amazing job running summer school and always does. She's awesome. And uh our buildings are pretty well cleaned and organized and ready to go and the custodians. I want to thank all our custodians and George Sigworth and everyone for making sure that our buildings are in the in the shape they are. And I had someone come through just a couple weeks ago through my school and give them a tour. Brand new student parents and they said, "Wow, this is a new school." I said, "No, this was built in the mid '9s." And they were floored at how nice it looks. So I really want to commend our custodians for keeping things looking nice. Uh we have picture day on September 4th. So information will be coming
088out to parents about how to order pictures. Uh drama sign up is September 9th. That will be coming out to parents soon about what that's all about. But if your kids into drama and one act plays, um that that competition's coming up and the sign up will be September 9th. And then our cadet bands marching in the fall festival parade. So we're pretty excited about that September 13th. That's coming up soon, believe it or not. Um and then our new teachers, not only do they go through this inservice day on the 25th, but we have seven, six, we have seven um new teacher essential classes that they rotate through. We meet with them about once every month or a month and a half and uh we have different topics that we lead um just to
089kind of make sure that they understand what we expect and what the state expects and how things work. >> Is that for district-wide teachers or just middle school teachers? district one. >> Yeah. So, we take turns all doing them. Um, and it's a it's kind of nice because you meet these teachers and then sometimes we don't always see them very often. They're not in our building. So, when we leave those sessions when it's our turn to lead it, you get to kind of interact with them in a different way. >> Nice. >> Y will come and watch if you want. >> I would love to. I'm going to mark that on my calendar. >> You can report back to me. >> I will do that. I'll I'll report back to the whole board. I will
090do that. Yeah. >> Now you can learn about educ. >> Oh, >> I thought you got voted into it, but it's literally your favorite part. >> If we would have talked, she would have been like, >> I can see it happening. Um, Edgue Climber has been something that we've talked about for quite some time. Act 20 kind of prompted us to look into how we are doing our data collection on kids and how we're communicating. Um, and so our first steps were training staff. So we had 30 staff participate either here at the intermediate school in the library or on their devices from home. Um and we had a trainer that walked through four different sessions totaling 6 hours. Um where we got introduced to the program, how to navigate it, where you can find
091data. Um so in addition to those 30 staff members, um all of those trainings were then recorded and pushed out to all of our staff members. So, it is a requirement that all of our staff members watch all six hours of this video um to be able to understand how to use Edgeclimber. Um really the urgency in them watching that and kind of that being a non-negotiable is that is going to be our data management system. It's also our behavioral tracking system. Um the system we used before we are no longer using because this has a component of that which is a big part of why we went to Edgy Climber. Um so as of right now staff are completing uh that kind of non-negotiable training and then throughout this year we will continue to
092offer professional development. It can really do a lot of really robust things um for us when looking at holistic pictures picture of our kids and so we will spend a year learning what all those different tools and thresholds and communication pieces. It it is something that generally takes one to two years to roll out. So, um, following Edge of Climber's recommendation, we are we are going slow at this point to make sure everyone feels comfortable and we can use it to the best of our ability. So, thank you for letting me have that. >> And I'm assuming the teachers are getting pediatrics for those. >> They are. They are. Yes, we definitely want them to feel like their time is valued here with us. So, >> um, summer school, just echoing what Tom said, um,
093Laura Shogun does a fantastic job. the August sessions are here at the intermediate school and it for me selfishly it's a really nice warm-up to the school year because uh there's there's busyness, there's kids in the cafeteria. Um so I really enjoy having summer school here in August and Laura does such a nice job and you know our teachers that give up several weeks to come here and spend time with our kids is so important. So I want to thank her for that and then also echo Tom's thoughts. uh each of our building, you know, is a is a huge undertaking for all of our custodians who work, you know, really long hours and and and do a lot of uh preparedness that we can only get to once in the summer. So, I really
094appreciate their hard work. Um the Wisconsin report card standard setting panel, Char, you had brought that up. Um I did go to Madison this past week, last week. Um and I got to spend um several days with educational leaders. There was 26 of us in total from around the state and our roles vary from directors of curriculum instruction to principles to assessment. Um we had big schools, we had little schools, everything in between. Um and so I really appreciate the opportunity to go. I feel like it grows me as an educational leader, but not only that, the fact that I can bring back that knowledge to us when we're talking about setting goals for ourselves and and the measurements that the state uses. So, um, I felt like that was very beneficial to me and
095I I appreciate your support and and me attending those things. Um, looking at what's upcoming for the intermediate school, we have our open house um from 4:30 to 6 on August 27th. We have our first day of school on September 2nd and then we have the picture day here at the intermediate school on September 5th. >> It's it's Thank you for going because it's really it's valuable to the district as well. And so I hope that um our staff feel supported in that way cuz what's good for you um and broadening your expansion and your knowledge is good for the district as well which is good for our kids and our families and um that's a lot of work and it's very controversial. the state report card is very controversial especially now and so I
096appreciate you going so thank you for that and I didn't mean to PDHs when I asked if the teachers are getting PDHs for our new staff members those are professional development hours so you know and that is related to teacher salary and pay just so that you understand that because I forget sometimes that we have new people on board and so make sure that I don't leave you out >> we're acronym heavy in education >> um Yeah, thank you. That's awesome. >> Uh, so still feeling like my head's spinning in some capacities. Uh, but the momentum is moving in the right direction. I've been blessed. Uh, we've got some amazing people here, people that work really hard and people that are willing to meet numerous times to help move the needle forward. Uh, so my
097leadership team now, we met again today. So that's our third time that we've met for at least two and a half hours, if not almost three, to talk about strategies and supports we can put in place for the school year to help create a positive and collaborative environment uh and really focusing on that team building, not only happening at inservice, but happening throughout the year. So they've come with some wonderful ideas. I even had a teacher spend their Saturday revamping our teachers lounge area and making it look pretty and true elementary fashion, right? Uh, but it's it's pretty incredible the work that's going on there and I just want to thank them 100% for doing that and helping guide my decision-m because as a leader I want to make sure that I'm making decisions based
098on what the team is saying would benefit the whole as I'm still learning in that spaces. Another spot where my learning continues and our monastery team has done a great job is within monastery. I'm not going to claim to be a monastery expert by any means, but that is a huge part of my role, right? Not only to lead the path public pathway, but also to lead the monatory pathway. So, I had the team come in to help deeper my deepen my understanding. We talked about curriculum. We talked about how how do these processes work and we also talked about how are we communicating with families knowing that it's Monasur is even more subjective than a traditional pathway and how do we communicate those checkpoints. uh we have partnered uh with River Falls Monastery which
099is actually one of the leading monasteries in the state and how do we do this in an equitable way to help move things forward. So I'm really excited to have that work continue uh and thanking that district for helping us support that as well. Uh the last piece that I wanted to talk to uh thanks a huge shout out to Annie Bratton for creating a meeting between me, her, and the public library to talk about how can we actually get the public library into our learning spaces more often and get their resources that they have there at the fingertips of our family and our families at a more fluid place, which falls directly in line with the strategic plan and all the different parts. but really knowing that if we get families reading with our
100students outside of our school hours, it only helps us out more and they've got some wonderful ideas for innovation. Uh shout outs. Um the IT department has done an incredible job getting all of those Ben Qboards up and running in our space and we're going to be having a little celebration for all the people that made the elementary school ready on Thursday with some pizza just to kind of say hey thanks cuz I hear at this time last year it was not in the state that the building is this year and teachers were coming in saying it looks incredible. >> That would be an accurate reflection. >> Yeah. So recognizing that that >> little recognizing that that work doesn't just happen overnight and trying to not only give them shout outs but truly to acknowledge
101them with just some food in their bellies is something that we're going to be doing. Uh upcoming events, we've got that open house, some popsicles with the principal. We've ordered some healthy nutritional popsicles from our food service department to showcase some of the food that we offer our students. Uh Amy was really excited about doing that and they're already here. She had to let me know they're already here. Fantastic. >> Uh the chalkfest event will also be taking place outside where families can decorate and send positive messages to our school and our community. Uh first day for K through 12 students is actually on the 2nd, but 4K students actually start that Friday. The intention behind that is to have meetings one- on-one with their families prior to to really understand who their children are
102before they start that school year. So, that's a very intentional soft start for the 4K. And we were we're already filling up the itinerary there. And then uh thank you uh to April for helping kind of organize some of these pieces and to Amanda as well. Uh, we've got a PJs and popcorn playground party coming up on the 19th in which our family members will get to come and just play and get to know each other. I'll be there so they can actually talk to me. We've got some food trucks coming on site where families can do it and then we'll have a movie playing in the evening. This is not interfere with any football. Made sure that we chose a night in which football was away, but it'll be a Friday night event. So
103community is welcome to come out and just play together and just be together and get to know who people are. >> Must have read my mind cuz I was literally just going to like is that a Friday night? >> It is a Friday night but there's no there have been many entities maybe try to pick the night we're present >> but I'm sure I've talked enough. So >> thanks. >> Um yep. So Josh touched on CPI, crisis prevention intervention training, and I'm going to hold off and wait and talk about that at my seclusion restraint report that comes up next. Um, last week I had a great opportunity um, back in my day when I was a special ed teacher. I co-taught um, with a really dynamic teacher, Aaron Garing, and she agreed to come
104and we co-taught a co-eing boot camp to partners that we have throughout the district with a general ed and a special ed teacher who will be teaching classes together. This is a really great way to have all of our students who are supported by in the gen classroom as much as possible seeing those grade level standards. So, um it was a really great morning. We had some really great partnerships and we um that we have out in the district. So, I'm excited for this to grow in our district and continue to do some professional development with those teachers. So, it was a fun morning. Um, and then CISA 11, they have a really great program for new incoming special ed teachers who have not had experience teaching and they do a cohort and they kind
105of do some professional development through throughout the school year. Um, and I have been honored and selected as a director that was going to come and speak to them. Um, I was elected from a teacher from this district and my previous district um, about how to um, support new teachers in the process. And then I'm also going to be speaking with new directors of um pupil services at CISA as well to get them started on their school year. So I'm looking forward to sharing that knowledge with our incoming special teachers. We have one from our district that will be attending which I'm excited for him. So >> very good. Sean, do you have anything report? >> I do not. >> All right. Then I have a question for Josh. Uh the football players are out
106selling these cards and I've had a few >> heck of a good deal on the Blizzards. >> Yeah, it pays for >> I had a couple people ask me uh questions on that. So just for uh information for my information uh why are they out doing that and what percent of that money actually goes to the back to the students? 100% of whatever they make goes back to the students on this. Um um you know, coaches could tell you better. A lot of it goes towards team meals um that they do night before the game or on a road trip sometimes. Um buy sweatshirts, t-shirts, um accessor like some fancy equipment that they'll use like technology wise that maybe the school can't always purchase for them. Um, but they do all of our booster programs
107do a nice job of making sure that's all that's all spent on kids. >> Yeah, I we do use Huddle I think in our Don't we still use Huddle, right? >> I Yes, cuz your son is obsessed >> still studying which I love to see. It's the most wonderful time of the year and so we use Huddle so that they can the kids can actually watch their games. >> School pays for the huddle. >> Yeah. Does that Okay. >> School pays for huddle. >> The school pays for it. So no offending cost then for that. All right. I guess we can afford help. >> Gotcha. >> I guess we got that. But there Yeah, there are other things that they do and it's a it's a great >> other sports do similar things. >> Different
108types of fundraisers. >> Different fundraisers. >> Yeah. I think the football the football guys have cornered the market on the cards, right? >> They've been doing it for a while. >> Wrestling does like dock. They put in docks, right? I think or the football team used to take them out. Wrestling used to put them in. And I don't know if they still get >> everybody's kind of got their own little >> They've got their little thing going on, but >> Yeah. Obviously, you were participating. So, >> good job. >> All right, Abby, you're not going anywhere cuz you have a seclusion and restraint report to give. >> Let's do this. Yeah. So, every year, um, you can see you want to go. >> Sure. Okay, you can go ahead. Um every year we have to
109by the law um present to school board um data from our previous year. So this is a 2425 information about any students that were involved in the number for seclusion and restraint. Um so every school district has to do that. Go ahead. Um so quick definitions just to refresh. Um physical restraint is a restriction that immobilizes or reduces the ability of a student to freely move his or her torso, arms, legs or head. And then seclusion is the involuntary confinement of a student apart from other students in a room or area from which a student is physically prevented from leaving. So these are um things that we put in place of course only when very very last resort when a student's behavior presents a clear and present and imminent risk to themselves physically or other
110students or other adults in the room. So again, we have to have some re reporting requirements and you're going to see the numbers here in a minute, but we have to tell you how many incidents of seclusion and restraint happened. um the total number of students that were involved in the incidents and the total number of students who with disabilities who are involved in the incident um with the students who are supportive at IEP there's some um documentation that included that we also have to um keep track of and then we have to have a meeting about if a student is secluded or restrained we have to have a meeting right away for the first time each year to talk about are we supporting them what's a plan what's a behavior plan so um for
111those reporting requirements we use that information every year We meet as a team in each building. We talk about how many do we have? How let's talk about it. What what have we tried to um reduce the number and I'm going to tell you we have pretty low numbers in Amry. Um I'm impressed. Our teachers have worked really hard I think to keep those numbers low and doing some um things before a student would get that disregulated. Um we we look at those numbers to make sure we have um that CPI nonviolent crisis prevention. So that's a training that as Josh said Chuck and Amanda Rowling, Chuck Lman and Amanda Rowling run for all the support staff um and special ed teachers and then some outlying other staff who may be involved in a seclusion
112or restraint. They talk about what we do preceding that. What are we looking for? What are some of the signs? What are some things that we can do so a student doesn't get regulated? And then if they are here are the holds that we would use or how do you restrain or how do you do seclusion appropriately and actually practice those moves. So, um, so we use that information to make sure we're doing everything we're supposed to be doing. So, here are the reports. I like to, um, reflect last the last report and this report just because it's always good to compare data. So, for this last school year, we had nine incidents of seclusion and, um, 13 incidents of restraint. Um, and the total number of students were involved were only three and um,
113all three of them were students supported by an IP. So we um again this is just good data for us to talk about those three students and and what are we doing to um build programming and support around those students. Um so so training I'm not going to read all of this to you but what it kind of summarizes so that CPI um again we talk about ways to avoid seclusion and restraint because it is our least um last resort. um how do we determine if it's a dangerous behavior and when we should implement a restraint or a hold or seclusion? Um how to again correctly do those restraints or a seclusion. And then we have some training on the documentation because there's specific outline of documentation that has to happen afterwards for each incident.
114So again, I kind of talked a lot about CPI, but talks about prevention and deescalation. Helps them remember or revisit their decision- making process and how they're responding to a student's behavior and then managing the risk using those disengagement and holding skills. And there's some resources if you're interested. Any questions? Pretty straightforward. Nice to see that the students involved are fewer even though the incidences are up. >> Yep. That the students involved are fewer. So that's products. >> Yeah. >> Yep. Are how many staff? Do you know how many staff that we have at our CPI? >> Oh jeez. We're moving towards almost three quarters of them. >> Yeah. >> Including Paris, not just classroom instructors. >> Yep. >> There's a lot. >> They've done a lot this month. And and I think the really
115important part and Abby was talking about this the deescalation of escalated it it far outweighs the the the restraint somehow holding the that number would be far bigger if it wasn't for the deescalation techniques that are learned throughout all this. And you know, I'm kind of partnering. This is kind of off the thing, but this year for all our support staff, I'm partnering this, they've had this, but I'm also partnering and bringing in quite a bit of professional development during our welcome back week for our support staff just talking about behavior um um and what does that mean? And because we what does that look like for our students who are coming in with, you know, they know that they have, you know, coming from not great places and what how does that represent or
116show up in school? So, I have a great speaker about that. We're talking about mindfulness and using techniques to for breathing or positive thinking right in the moment with a student who may be becoming disregulated. So, we're going to do some training on that. And then we're going to do some training on restorative chats on if you have a disregulated student and maybe they may made some decisions that weren't great, how are you going to restore that right in the moment. So, trying to equip our support staff who are boots on the ground with a lot of these students with as many tools to also help prevent any restraint or seclusion needed. So excited about that for them. >> Great. Any questions for Abby on the report? >> Okay. Thanks. >> Thanks. Thank you. Building
117at grounds. >> Last week, Wednesday, um Steve and I met with George Sigworth and Ryan Peas and we were joined by Troy Miller from LHB architectural firm. And the subject of conversation was a little bit of a walk and talk about our old athletic facility. We still have a football field there. We still have a track with field event settings on that in that area. We have a tree line, albeit it has a sizable hole in it and that we needed to move the bleachers and press box through that hole. So we had a conversation about what's next. No decisions, clearly no decisions were made and likely no decisions would be made during the school year. We're simply discussing what options exist. And the way I refer to it is a zero to 100. You
118can do nothing or you can entirely redesign what presently exists or somewhere in between. We haven't again made any decisions. Troy was there to give us the lay of the land. He's seen a lot of facilities and he's designed a lot of athletic areas and he was giving us his recommendations as to what to do. Everything comes with a price tag. unless we do nothing, then there's a much less of a price tag. Um, and we had a a good conversation about future of that facility. Um, and I'm not sure if you have any comments in regards to what your um thoughts were. >> That that was most of it. Some of the stuff we talked about was removing the trees, leaving the track or not, right? um leaving the track or um figuring out
119how we could get uh you know additional soccer fields there. Uh, one of the things that I brought up that's important to me is, uh, additional parking, uh, just because I know that when we get overloaded with track and, you know, football and but there's times we have multiple events, baseball going on during track season, um, cross country, uh, that that sometimes parking is at a premium there. Um, but again, again, no decisions made. I think there was just a a you know 10,000 foot highle conversation on potential ideas and and options and that was where we left it. >> Couple of priorities that have already been articulated to me and I'll articulate them to the public. Now football needs a place to practice. Right now they're practicing largely on the turf surface but they
120can't do that if there's a soccer match that starts at 4:30 that they can't do that. Many soccer matches are are played at seven, but sometimes there's a double header because you have a JB crew, too. So, you just can't get on the field. So, they need to have a place to practice. So, where we used to play our games is where they practice. Um, soccer uh needs a place to play. They have a practice field, but they largely practice on the turf field as well. When there's football in the way, they go back to where their games used to be played. Um and then there's uh youth soccer is looking for places to um set up shop to because they're pra they're they're playing and practicing all over campus right now already. Uh they
121are our kids. It's a booster activity. It isn't a WIAA activity but they are our kids participating in athletics. Uh so we have partnered with them for the longest time. So those are already articulated interests by our various athletic groups. And to concur with what Steve said, I'm not sure we have a a shortage of parking, but we are always in the process of trying to find more efficient spots to locate parking so folks have better access to our venues. We're in uncharted territory. We just did this facility upgrade and we knew there'd be things. And one of the things that floated to the top of the list is how to navigate the logistics of our parking scene. We haven't figured that out entirely yet. Maybe we never will, but it's a conversation. >> I
122do think now that the some of the projects are done and this year it will be I'll be curious to see like at football game, are people going to utilize the middle school and intermediate school parking lots? There's room there. We've got access to those bleachers. I'm curious with the year under our belts. I think some of the wrinkles will get worked out here. >> Well, and and and remind me, Ryan made a comment about doing something in one of the parking lots where they were um repainting lines or moving things around where they were going to pick up a handful of spots there anyway. That's absolutely true. One thing I noticed as an observation, remember we had to cancel our first home game last year. We simply weren't ready. We played on the road.
123Our first two home games, I remember watching folks park in the north lot by the high school, which is a great parking spot, they came in the main entry on that side of the football field. Then they walked all the way around and sat in the visitor bleachers when they could have parked at the intermediate and been in their seat much faster and not have much parking to contend with at all. People just don't know the logistics of our setting. It's new. I get it. So, I think we'll probably be better this time around than we were last time. >> And and we've talked about communicating with teens that are coming to the facility. >> This is where you should consider parking. Please tell your parents. You know, I I think that'll help. You know,
124there's there's no reason a team coming from the northeast should park in the high school parking lot when you park at the middle school or the intermediate school on your way. And plus, you're going to have a shorter walk into the stadium than someone who parks >> over by the elementary >> because we have the second access point now into the Yeah, cuz we didn't have that last year, but we do this year. So, >> yeah. But but yeah, on those days where you've got uh football, cross country, all those things, you're going to get those, but it's one day a year, >> right? >> You know, and I think we we make it happen. We grin and we bear and we say, you know, sorry, you try to help people that struggle with handicap
125access as much as you can. >> Yeah. And we had conversations about that, too, right? So that's that's still an ongoing conversation. I do have a question that I left that that meeting. What are they doing on the northwest side of the football field? I saw stuff that was >> wooden frame. I was wondering what that was, too. >> That's another one of Tracy's signs. >> It's her last project. >> It's my very last project. That's the It's a stadium sign. Okay. >> Um a large stadium sign just facing Warriorway that um just says home of the Warriors. And then it has our all of our scoreboard sponsors listed. >> Okay. um because we did not put them on the scoreboard because you can't read them if >> they're on the scoreboard. >> So, we
126did a stadium sign. We did the same thing at the baseball field. Jorgensson Field has a new sign out there. Yep. >> And then the sponsors are in the gyms. So, it was just part of the whole scoreboard project. The final piece. >> That's a big sign. >> It's not a big It's not a big picture of Tracy. >> I think we should put one on there. >> That'll be on the back. >> Big vinyl overlay. I came I came in today. I'm like, are we building a new pres? What's going on there? That's that's a big sign. >> Which, by the way, the the Jorgensson Field stuff is fantastic. >> So good. >> It looks so good. >> Turned out Connie and I and Jeff Burn when Jeff was here had multiple meetings. Uh,
127and our intent as a district steadfast for me to end is to honor the Jorgenssons in the memory of the Jorgensson family and to do right by the Jorgensson family. and Connie was involved in every single solitary decision and she was a was and is a delight to work with. It's it looks beautiful and it is it jumps right off that scoreboard as you drive down Minneapolis. It is really nice. I I love it. >> It does. And I I do want to, you know, point out too that um this project was a little special in in kind of waving from our policy just because some of that stuff was in the works prior to there was a memorial bench that was ordered prior to the district purchasing that land. Um and that was the
128agreement that was brokered in the purchase of that land is that it would always remain Jorgensson Memorial Field. That's the way it was when we purchased it. it it isn't something new and obviously if you've been in the community any length of time you know that. Um and so I do want to point out that that is a very special and different project than what's ever would be or ever has been on this campus >> and and probably will ever be moving forward. But it it was um uh it was done very very nicely and the the community I've heard nothing but great things from the community regarding how that turned out. is very special. >> And that surface over there, those two softball fields are designed for softball and for youth baseball. They're basically
129ready to play on. And when you put youth baseball and softball on those fields, those fields from April through October are going to be kids on those fields three, four, five nights a week. >> Next summer is going to be a game changer. >> Those lights will be on a ton >> and that's exactly what we want. Yeah. The only other thing um is George and his crew are are still working on stuff. It never ends. >> Yeah. >> Never ends. But >> they do a good job. >> I need an update on the high school rough. Didn't we tell >> they're on it? They're literally on it. >> I see. They were literally on it when I pulled when I came. >> I brought the circus truck back. It got It got everybody nervous.
130>> That should have been on your agenda. So that that's what the truck is there doing the work that was RC. >> Okay. >> All right. Anything else left on building and grounds then? >> No. >> Okay. Then uh we'll move on to our action items and obviously we'll we've talked about the strategic plan but Sean go ahead. Um, so you're done with strategic plan um, tableabling and I'm moving on to donations. Is that what you're asking? >> Nope. I mean, was there anything else that you had to add plan? Okay. >> Uh, the only thing that I will add is I did a broad brush stroke of a quick addition to one of those goal areas, but I'll bring back any suggested changes next time and you can weigh in on that. >> Okay.
131>> So, you can table however you need to do that. table the strategic plan and talk about changes for the the district side the school board side school board side the district side by way >> I I did like the uh like that as well anyway there so there's a a motion to table the strategic plan until next month is there a second >> I would second that >> okay April it's been properly moved and seconded to table the 2520 20 uh 25 through 30 strategic plan. Is there any further discussion? Steve, I agree with you. I liked the district portion of it. Um this was literally just a jumping off point for the for the board's goals, things that we've talked about. Um I probably expected that we might want to table some of
132this. I appreciate the work that was put into it, but I think we put a little more teeth into it and as we think about things to contact Sean, we won't have another meeting per se before that happens. So, obviously, we can't meet together. So, we'll um Sean's pretty good at word smithing some some things based on what we have, but maybe we'll be in contact with each other in the meantime, and then we'll roll something back out at the next board meeting. >> Does it sound Yep. >> sound agreeable? Yes, sounds great. >> All right, any further discussion? Hearing none, we'll proceed about vote. All those in favor of tableabling the 25 to 30 strategic plan, please signify by saying I. I. >> I. All those opposed, please signify by saying no. Motion pass.
133Strategic plan will be tabled. Next, moving on to donations to the district. Uh Poke Bernett, thank you for a $1,000 operation roundup grant for the tech ed department to purchase cordless overload sanders and nail guns. That's the only donation this month, but a significant one for sure. >> Nice. >> Make a motion we accept the donation presented. Thank you. >> Second. It's been properly moved and seconded to accept the $1,000 um operation roundup grant from Pope Bernett with many thanks. Is there any discussion? Hearing none, we'll proceed to vote. All those in favor of accepting the donation from Pope Bernett, please signify by saying I. >> I. All those opposed, please signify by saying no. >> Motion pass. The donation to the district is accepted with many thanks. Thanks, Pope Bernett. The tech department's going
134to love it. >> Moving on to personnel action. >> Uh personnel, new employment contracts for Jay Glenn Bors, clubhouse assistant teacher. Deborah Bonds, lower elementary Montasauri teacher, a long-term sub. Anthony Buché, custodian. James Chisum, bus driver. Casey Doan, eighth grade volleyball assistant coach. Claire Halverson, softball assistant coach. Kristen Condor, middle school track assistant coach. Alicia Lee, library media parah Catherine Magnine for softball head coach Carla Mal Malave. >> I knew I was going to mess it up. Bus driver Tracy Wongit. Uh custodian Jaclyn Wisermanman, seventh grade assistant volleyball coach. Emily Bristlin or resignation for Emily Bristland as a regular at Perah. Riley Casabon Bloom bus driver in tar and hail as a custo. >> Okay. Um is there a motion to accept personnel action as presented? >> I will make that motion. >> Steve, is
135there a second? >> Second. >> Larry, it's been properly moved and seconded to accept personnel action as presented. All those in favor, please signify by saying I. >> I. I. All those opposed, please signify by saying no. Personnel action is approved. Motion passed. >> Um any community comments? They left. So that doesn't look like we're going to have that. Um there's no reason to go into close session. I believe you. Correct. No thank. We've cashed all that out. All right. >> Make a motion we journ. >> Is there a second? One. All right. It's been properly moved and seconded to adjourn the meeting. All those in favor, please signify by saying I. >> I. All those opposed please signify by saying no.