001school board. Start with the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right. Next is our mega statement read by our very big big boy pants student today, Mr. Steve. Well, my friend that sits next to me all the time is at a DECA thing. So, she will not be here tonight, but she uh put reports in and stuff. So, we're going to start with the mega results, and that is that all students will graduate prepared with the knowledge, skills, attitude, and behaviors necessary to achieve their personal goals and make a positive impact in the world. Thank you, Mr. Olsen. And what do we have for a student report this? Well,
002I'm just going to give her brief summary rather than the multi-page one. But at the high school, FFA and FBLA celebrated the CTE week with fund dress up days and a teacher appreciation breakfast. 16 DECA competitors are headed to state. I don't know if this is the event they're headed to now or not. A men's hockey team are competing at 7 o'clock right now in the playoffs. So, I know that you will all be anxious to get home and see how they're doing. The rest of us will be here till 9:30. Um, at the Chipoa Valley High School, some of the JAG students participated in a JAG spotlight event at Stanley Boyd High School. Congratulations to those of you who did that. And they presented with three other schools in front of an audience that
003included state senators. No pressure, right? Okay. Students also had the opportunity to take a field trip to the CBTC and listen to an Air Force guest speaker, attend a virtual spotlight event, view a West Credit Union budgeting and career pathway presentation in a field trip to the Professional Hair Design Academy. That's pretty cool. At the middle school, students and staff participated in the Winter Olympics, which included some minutes to win the games, and it was a great way for the entire school to come together. The Chip Falls Middle School will be hosting a family teacher conference on the evening of February 20th and 25th. And at Halmstead, students created cards for veterans. And each card they made, they received a dollar from a local veterans group. By the end, they had raised over $400. Good
004for them. Hillrest as a school, they are working to to on continuous random acts of contest. They have a goal of reaching 391 acts of kindness, which is the amount of students and staff combined. Park View, the Parkview PTO hosted a paint and popcorn night last week. 16 Park View students were recognized for the quarterly roar awards. Do you know what that is? Oh, they're a lion. Okay, that's what it is then. A student com a student competed in the bloomer rope jump contest and was just 12 jumps away from tying a world record which those are crazy numbers when they start doing that. Stillson the students met in their happy hives to participate. They're bees so that's where we got the hives. They met in their happy hives to participate in a chair dance
005activity from conscious discipline. In addition to that, they also competed in a marshmallow and toothpick tower building contest. Not a marshmallow eating contest. I don't know if anybody's ever done that, but that's not pretty. They also are running a readathon with a goal of 100,000 reading minutes. In conclusion, our district continues to show kindness within the buildings and throughout the community. Thank you for your time and attention and sincerely, Addison Zimmerman. You're not taking questions? No, you might get a portion of the scholarship. All right, board members have any questions? [Laughter] All right, next. Next is uh public comment uh section. Do we have any agenda or non-aggenda related public comment? We do not. All right, we can move on to showcase a school. One of our favorite activities at 5.01. We're going to be
006showcasing Chipua Valley High School and Jamie Gansky is going to present on that. Hi, thank you for having me here tonight. As he mentioned, my name is Jamie Gansky. I have the absolute amazing job of a dual role this year. So, I get to be the principal at CBHS as well as the mental health and resiliency coordinator for the district. Tonight, I get to present about CBHS. So, just really brief tonight because I want to give the bulk of the time to our students to tell you all the wonderful things that is going on at CVHS. So, briefly, we have three main programs at our school. The PASS program, the GAP program, and transition. Some unique things about CVHS is that the with the GAP program, the main route that students take is entering what
007is called our GO2 program. So that is the GED option two. Because we are an alternative high school, our students are able to go through this GED program but still graduate with a high school diploma. The other unique thing about our school is our JAG program and that is what we will be highlighting tonight for you. JAG stands for jobs for America's graduates. The mission is to empower our nation's young people with the skills and support to succeed in education, employment, and life. JAG provides vital job skills, hands-on experience, and a year of followup to support the transition from graduation to employment, military service, andor postsecary education. So again, instead of me telling you all about Jag and Steve did an amazing job of telling you some of the things they've been up to recently,
008I'm going to let the students tell you about their experiences. And I think one thing that you will notice throughout their speeches is that the people of our school is what truly makes us such an amazing place. I think you'll hear that quite a bit when they talk about Grace who is the JAG teacher who's doing an absolutely phenomenal job with these students. So to get us started, Allison Fastpender is going to be our first student. Well, good evening and thank you for your time today. I'm here to give a student's perspective on JAG jobs for America's graduates. My name is Allison Faspender and I'm a senior at CBHS. I've had my the privilege of experiencing this program since my sophomore year. When I first joined JAG, I was a soft-spoken, heavily anxious 15-year-old who
009would sit in the back of my sophomore class, praying to any higher power to draw the least amount of attention to me as possible. Then one day as I was scrolling through the CBHS announcements Google classroom, I found a posting from Grace Glor. Looking for student volunteers to job shadow businesses of their interest in our community. Making an effort to put myself out there, I forced my shaky, sweaty hands to respond to the Google form. Little did I know that action would change everything for me. From that day forward, I grew more and more interested in the opportunities that lay within Jack. Through my past two and a half years with JAG, I have grown tremendously, not only in terms of my career skills, but also as a person. I have a have had a
010chance to create resumes, apply for jobs, accumulate a professional wardrobe, make a plan for after high school, and so much more. Additionally, Jack has given me the space and safety to discover that while I am a sister, daughter, friend, and student, I am also an adaptable leader, hard worker, self-confident, self-confident individual, and so much more. If this program didn't didn't exist, I have absolutely no idea where I'd be. Before joining JAG, I was this little insecure freshman whose only goal was to make it to Friday. Now here I am brave enough to stand in front of you all and share my story with the resources provided to me within this organization. I have found my passion in life, library science. I now have a plan for my future. I now have a purpose to put
011my all into my schoolwork. I am now capable of things that I never would have thought possible even just two years ago. And for that I am eternally grateful for this opportunity and our leader Grace Glor. And now I would like to introduce our next speaker, Kaylee Burke. Hello, my name is Kaylee. Today I stand before you as a proud senior at Chipua Valley High School. Here there we have faced challenges together as well as celebrated achievements. CVHS has empowered me to pursue my education, discover my passions, and unleash my full potential. We have a strong support system and teachers who truly care about us and our future. Without these teachers, I would not be where I am academically. Because of CVHS, I was introduced to a program called JAG. Before JAG, I did not
012have a job or plans to get one. But our JAG leader, Grace, not only gave lots of positive feedback and support, but also provided outlets and pathways for getting jobs. I have really grown a passion for pursuing an education in the medical field, which I have been encouraged to follow by all my teachers. I was able to become CPR certified through a class that Jake provided. Grace has also walked us through things we needed to know for interviews and I used that advice and things she taught us to get my current job. Thanks to CVHS and Jake, I've made plans, focused on my education, and improved. Without the programs and support provided, I definitely would not be where I am at today. And I have improved on so many levels, and I'm very thankful for
013the help and support I've received. Thank you all for your time. I'd like to introduce our next speaker, Bella. Hi, my name is Isabella Miller. I've been at CVHS for two years and in JAG for one year. I am now a senior. I plan to go to CBTC and pursue nursing. This school has been a breath of fresh air since I got here. Over the past two years at CBHS, I've seen my classmates grow and achieve so many things and it is truly inspiring to see. CBHS and Jay give so many opportunities to learn, gain experience, and feel prepared to take on life after graduation. The teachers and other staff have made CBHS a positive, supportive environment for students. They are incredible and have helped me and many others achieve things we never imagined. Last
014year, Jake helped me get into my CNA classes and helped me get a job that covered the expenses. With the support of my teachers and grace, I was able to push through and completing my CNA classes was one of my greatest accomplishments. During my time at CBHS and in JAG, I've learned about many different career pathways and opportunities. I never thought I would be here talking about my education goals and passion in life. The first CNA job I got was really hard and it wasn't the right fit for me. I wanted to gain more education and experience in nursing and I wanted to get a new job. Grace helped me look for a new job that would be a good fit for me and that I would really enjoy. We looked prepared. We worked on
015interview questions and mock interviews and I used all the things that Jake has taught me and I felt confident that I was going to get the job. I ended up getting the job. Jag, my teachers, and CBHS as a whole is one of my biggest blessings. I've changed my perspective on life, my future, and my education. I never thought I'd be successful before I came to CBHS. Something I've learned being in high school and being in healthcare is that you should always be grateful for everything, even the small things. As I'm here talking to you today, I am healthy. I've got a good family, and I'm able to care for myself. There are so many people in this world that don't have the ability to do the small things we take for granted. Over the
016last four years in high school, I took everything for granted. I wish I could have gone back and done it all over again, but I can't. And I lived in so much regret until I came to CVHS and joined JEG. I've been able to make the best out of the last two years in high school. I'm so grateful for all the opportunities and the time I have every single day. Anything can change by tomorrow, so make the best out of it. Always be kind and smile because you never know what someone else is going through. Positivity and kindness might make their day just a little bit better. Thank you, Grace, and everyone at CBHS for everything you've done and your endless positivity and support. Thank you all for listening to our stories. Our next speaker
017will be Zoe. Hello, my name is Zoe Klein and I've been a student at CVHS and a part of the JAG program for three years. When I first joined the program, I definitely didn't value myself and I definitely didn't have any goals for my future. But the more I went to class, the more interest I got from it. Jag has made me a better student, better listener, and overall a better person. Jag has inspired me to want to go to school and has given me motivation to keep going with my life. I realized now there's so much more to do after graduation. Jag has also taught me that no matter what job I have, it's still important. Prior to joining JAG, I didn't think of my employment as a stepping stone for the future. It
018was just a job and I didn't put any effort into it. Partly because I didn't have the skills and partly because I didn't have the selfworth. Now I've been working at the same job for over two years and been pushing myself to make achievements ever since. I am now looking forward to my next stepping stone what it brings for me. Nancy, can we just give a round of [Applause] applause? Decade and that is potentially the best presentation that I've heard great things out of you guys. Thank you. Hey, Grace, just keep wiping. Just don't mind me. I'm not a crier. and this their speeches got to me at the JAG spotlight event too. To say that I am proud of these students is an understatement. I think every staff and student at CBHS has made
019me a better person and I just want to thank all of the students that came today to share your stories with our board members to let them know how special that CBHS and Jag has been for you. This was amazing that you were able to share. I I'm very excited that we were able to spotlight JAG for you and have you hear from our students perspectives. One change we made in our schedules this year is that every student has Jag in their schedule regardless of eligibility. And they only time that they will not have JAG during a semester is the one time they have college and careers. And so one thing moving forward that I might be coming to the board is to see if we can have JAG worth a a credit moving forward
020in the future. But thank you again. The last thing we are going to end with is I received a phone call from a former student at CVHS and he said Mr. Sheller had encouraged him to reach out and share a story a year or two after graduation. And so I thought we would end with a former student telling you why alternative schools are important, how the alternative school has changed him for the better, and what the alternative school does different than the normal high school. So are you ready? Uh my name is Dwan Woodard. Uh I'm a previous student of CBHS. Um I want to say I graduated just back in uh 2023 there right after the pandemic. Um, when I first started going to CVS, uh, I had went right after, uh, CO or
021right when we started kind of open back up. Um, a lot of the classes were online. I was on online for that first part of, uh, COVID there for that first, uh, half of that semester. Um, going in back to school after that, trying to readjust after everything. Um, as most people and people that weren't in school, you know, we all struggled. Um, you know, just trying to catch up on credits, whatever it was, I was credit deficient going into my 11th and 12th year. Um, I want to say my first two years at the uh, traditional high school, my GPA was a 1.2. Um, not that I wasn't skipping class or anything like that, it's just that I wasn't doing anything when I was there. I wasn't making any potential of my time when
022I was there. Um, a big part of going to the alternative school for me was trying to at least catch up like most people do. Um, when I first started going into the alternative school, um, a big first thing that you notice in the change is just how the teachers and everyone communicate with each other. Everyone there has a lot more of a closer bond. It's a lot more open. Um, I know when I was there, um, you know, a lot of the teachers we called by their first names just because it was that personal of a relationship where you could come out and talk to them and speak to them and things like that. Um, by the time I left um, the alternative school after two years, my final year, my GPA was a
0233.8. Um, so it's not that I wasn't capable of doing it, but I just needed someone there that could help me accomplish it was all. Um, having teachers like Emily, Joy, Scott, and Lisa um, all helped me get there. Uh, Mr. Showler was a part of that. Um, I wasn't a part of the JAG program, but I was in DECA. That was a big thing for me the first two years and probably my best two classes. Um, the alternative school by doing that put us in a lot of positions where we could try and find ways to at least elevate and just do better. And especially when you have a lot of your peers there that are on that same level as you, you kind of motivate each other to do it, you know, work
024with each other. Um, by the time that I had all finished up, a lot of us had finished early. Um, I know a couple of kids, you know, getting out, I want to say June 8th was our last day, you know, getting out 3, four days in advance or, you know, finishing classes in January because they had just had that much help to be able to work ahead. Um the I think that's the biggest part of why the alternative school is different than the normal high school. Having those smaller class sizes, you can really uh work with a kid more one-on-one. Um I couldn't really learn in a class size of 30 kids. I I just wouldn't pay attention, especially if I have people around me that I know I'm going to talk to in
025the halls or whatever it is. Um, by going to the alternative school and having people that are all there to truly help you finish whatever you're trying to accomplish, it makes that 10 times easier. Um, of course the teachers at the traditional high school care, but when you have a 100 kids you have to watch versus, you know, maybe just 50 or 60 in a day, um, it makes a big difference. Um, since leaving uh the alternative school, I have since started working at a car dealership. I work at a Buick uh Chevy DM uh GMC dealership. I sell new cars and used cars. In the last year, I've sold over a 100 vehicles. Um this month of alone, I'm going around 10. Um, a big part of that was having the opportunity to work
026on things like my resume and things like that, but then also have references and stuff that I can use using people like Emily as references and people that will truly give their honest opinion on you that helped you work to whatever point you're at. Um, I would say that was the biggest thing for me was being able to have that help. Without that help, I can't guarantee that I would have graduated. Um, especially being credit deficient. um with the help of everybody there uh being able to graduate with a 3.8 GPA, especially while trying to take care of family members and other things at the same time and all the other things that kids have going on at the alternative school, it makes things a lot easier. So just having that as an opportunity and
027also having things like JAG and DECA to try and help kids at least think what their next step is going to be, especially when you have a kid that's been credit deficient two, three years in a row and they're not thinking about what's going to happen two years after they graduate, a year after they graduate, they're only focused about today. When you have people that can kind of guide you on the right track, that's something that's irreplaceable. when you have good teachers, good staff, and most importantly, people around you that care. When it comes from the teachers to, you know, the lunch lady, you know, checking on you and asking you how your day was, um, everything seemed very open. It was the best thing that could happen to me school-wise. Was a big thing
028that helped me graduate. It's a big reason that I'm here today and able to sell, you know, 100 cars in a year, open for more next year. Um, I would say that's all I have at this point. I appreciate you guys taking the time to have me here and speak. Um, I hope to see you guys again. Do you have any questions for us? I guess I have a couple. There's another thing that Well, and this is for your students and you need to take this back to the rest of your classmates. Every year we do a walk and learn at your school and every year we show up for your graduation. So as a school board we care about you guys even though you're not where we can see you every day. But you
029need to know all your classmates need to know how much we care about what you are doing. There was another part of this equation here. We did a walk and learn this year. This is the first time we opened up for people outside of the staff and the school board. And there were two proud parents that walked and learn. Addison, your dad. And if you think you were crying when Addison was talking, you should have heard her dad talk how proud he was and how the program has helped. And then um Bella's mom was there, too. And she, like I said, you you didn't see a few tears there in the back right now, but there's So, it's the whole spectrum we're dealing with here. It's the kids, it's the families, and how we're impacting
030them. So, you need to take that back and tell them that the school board does care. Mr. Sheller was right to have you come in here. That's awesome. The the five of you speaking like that and we can just all picture, you know, all of you as sophomores could have went the wrong direction and this school this school could have failed you, but because we have this alternate school, this is just incredible. We have five young adults that are going to be success stories. So, thank you for coming tonight. Yes. Thank you. Welcome to state because the movie is really exciting. Hockey game, right? That was what is the hockey game? We have an update. Not yet. All right. Mr. Woodard, if you want to leave your card here, too, just in case you sell
031on an extra five or six. I unfortunately don't have any with me today. Olson knows where to find you. He's always in the market for a new Mrs. Karen. Good luck following that. I know. I'm like, come on. Jeez. You can just blow by. Everybody's doing fine in science. Let's just Well, we we might move six we might move 6.01 to the end. I'll let you go right at 9:30. All right. 6.01 is academic performance in science. Let me pull out the sheet that I need. All right. Members of the board have received the CEO's monitoring report on R 2.1 academic performance science 2.1C. It is now the board's responsibility to consider the report as evidence of reasonable organizational progress in this area. Temporary superintendent program temporary director of curriculum and instruction Miss Sue Kern
032has developed for our review. This time I would ask her to provide an overview of the report. Thank you. So before I get rolling, honestly, right as I sit and I listen to these students who have been faced with so many personal challenges and then challenges academically and I I wrote down what defines student success, right? Is it is it every Wisconsin forward score? Is it every benchmark score? like it's there's so much more to our kids and what they're learning and what they're doing and how they're going through their whole academic journey that I know this information is important there's so much more to each of our students than the score that they get on an assessment. So I'll start with that. Um so based on the results criteria um that I will share
033in this monitoring report this evening, it is my determination that we are not making reasonable progress in the state assessment targets set forth by the board and are making reasonable progress in our district standardbased assessment targets. The first two targets for reasonable progress are stated as on the Wisconsin state assessment in science, we will increase the percent of students scoring and meeting advanced and on the Wisconsin assessment in science, we will reduce the percent of students scoring developing and approaching. As you can see with the the new terminology, the the wording of those proficiency bands made a shift. So when I am sharing the data from the year prior, the names of those proficiency bands have changed. Um and therefore I had to change them on this report as well. Um science performance is assessed
034at the state level on our forward exam in grades 4, 8, and the preacct secure exam in grades 9, 10, and the ACT at grade 11. The results of the 23 and 24 administration of these assessments are shown in the graphs that you received in this report. In science, our student overall proficiency percentages on the forward exam in grade four and 10 saw an increase in student proficiency levels. In grades 8, 9, and 11, we saw a decrease from the previous year. Although we witnessed a decline in proficiency levels in grades eight and nine, in those grades our students did do better than the overall state average. Um, so this is where it becomes challenging for me to make a determination uh because in certain of our grade bands, our students are moving and growing
035and in other areas they're not. And so when we look at the overall proficiency levels on the Wisconsin forward and that's the determination even though we're growing in certain areas and maybe not in others and yet we're o above the state average in all areas that's where I have a challenge as far as making a determination. Um it should be noted that the 2223 school year was the first year that our 9th and 10th grade students took the preac. Therefore, the 23 um benchmark score in our new baseline at those grade levels. The preacct secure scores are predictive of how well students may perform on the ACT when they reach 11th grade as well as a predictor of their readiness for college level coursework. Our ninth grade students meeting proficiency fared better than the state
036average. And our 10th grade students meeting proficiency was below the state average. Additionally, we did see growth occurring from 9inth grade to 10th grade and from 10th grade to 11th grade. As our data shows, we saw nice gains at the elementary level from 23 to 24. We credit this as an intentional adjustment to the scope and sequence in elementary science to ensure that our students are gaining exposure to the standards and the strands assessed heavily on the Wisconsin forward in fourth grade. At the elementary level, dedicated time has been allotted um to balance science and social studies instruction with our English language arts work. The pair this paired with the implementation of our cross-disciplinary text in English language arts leads to an anticipation that we will continue to grow the number of our students meeting
037proficiency in science and social studies both. There continues to be a a concern with regard to the percentage of our students who are not meeting proficiency levels as established by the Wisconsin forward at the eighth grade level. Our instructional specialists have been working with the middle school science teachers to take a deep dive into the specific areas that our students seem to be struggling with and to make assessment and scope and sequence adjustments as necessary. I'd like to give credit to Amanda Hill Hobley and Marina Lame who have spent um time working with all of the PLC's at the middle school to dive into the Wisconsin forward um and to come up with action plans for um not only science but every content area that we have related to the scores that we're seeing at
038the high school level. The instructional approach of modeling continues to show an increased engagement with our students in coursework and the student center inquirybased approach to learning. Um, classroom assessment proficiency levels continue to show very favorable results. Finally, we continue to encourage and support applied experientialbased coursework and experiences for our students to allow them to apply their knowledge and skills in the area of science through internships, independent studies, and dual credit certification coursework across the K12 system. The area of science is in phase four through seven of our curriculum process. through the collaboration efforts in these phases. These key strands are the areas of focus. Continued review and revision of the developed universal curriculum to address these concerns is an ongoing process for us. This includes data reviews of common assessment outcomes and making adjustments
039to lessons and assessments based on student outcomes and inputting the curriculum assessment and lesson revisions into Embark. A significant amount of time and energy has been dedicated by our teachers and our department to in entering the courses into the science area uh so that our curriculum is visible and is updated and transparent and accessible to all teachers and the public. The curriculum instruction assessment task force has been and will continue to provide curriculum instructional support and coaching to all of our staff aligned the actions that are communicated by the academic chairs in their 7-year curriculum work plans. At this time, I will take any questions that you might have with regarding to this report. Right board members, we'd look for a motion to accept this report as our own so that we can discuss it
040further. So move. Motion by Makawam. Is there a second? Second by Beer. Any further discussion? All those in favor say I. I. I. Opposed. The motion carries. Academic performance R 2.1C is now ours to discuss further and science. uh board members have any additional questions as we discuss using our results monitoring report approval process which language to use. So what you're saying is we are above the state average but we're not bettering ourselves against ourselves and that our eighth grade program seems to be struggling more. Would you say it's it's is it a class thing or is it a program thing? Class. So when I get the results, I go in and then I have conversations with the administration and the the teachers themselves. And I had the opportunity in November to meet with the
041eighth grade science teachers. Um learning that last year one of our very well, they're all very strong, but one of our veteran teachers was out on an extended leave. um during the time that the forward exam was being administered. Um, and the individual that was subbing was doing as good of a job as they could, but they were not the veteran teacher who could manage and make sure that the students were being prepped well for that assessment and that the actual administration of the assessment to my understanding did not go as well as it likely would have had that person been in the classroom. Um, and when we went to that deep dive into the data, I mean, we can look at individual student names and when we were going through that, it was a
042major aha, right? that there were many students who demonstrate proficiency continually in that eighth grade class, but on that particular assessment on that particular day, not farewell because they weren't necessarily engaged fully in that assessment. You were confident that we're on the right track with this going forward. 100%. And this is a there's no chance we're going to change this curriculum like this is a seven-year program or whatever you're saying. So I mean that's always throws a wrench and things when you change it. So we're going to stay on track with this then going forward. Then my hope is that whoever comes into this position will continue to manage our curriculum revision process on that seven-year cycle because we just completed a seven-year cycle. um social studies and science were um reviewed in my first
043year and so the state will go through I don't suspect with the amount of um revision in science and social studies that took place at the state level that there will be a significant shift as there was seven years ago in both science and social studies. It was pretty well blown up. Um, and so there might be minor tweaks, but it won't be anything where we're completely starting from scratch. I guess finally, the only thing that I would say is even if your numbers were all positive, I would still ask you how we can do better because that's just who we are as a district and a board is we always want to get better. So I I can say continue to support the staff. The the staff are critical. We folks have updated resources
044and you as a board have supported the um the purchase of new and updated uh resources, materials, workspaces that are aligned to the necessities for our students. I think we're in good shape that way. Um but it's it's the staff. We can have the best buildings. We can have the best curriculum, the best materials, but it's those individuals that are in front of kids every day who are passionate about what they're teaching and who they're teaching that make all the difference in the world. Um, and right, I listened to this young man talk about for him having a a a school that allowed him to be more personal with the the staff, having smaller class sizes, so he was getting more continued feedback. that made a difference for that young man and I would suspect
045it would make a difference for many. Not that there is necessarily research that shows that smaller class sizes are guaranteed to have a high impact in student achievement, but I can tell you as a person who taught many years, it was far different for me when I taught 15 students than when 36 students because Haddie, John Hattie in research will tell you that feedback is one of the most important um influences on student learning And if I can't give immediate timely feedback to students because I have 30 students in the class that I'm trying to manage and give feedback to in a timely manner that makes a difference. So that would be my recommendation and get a rock star like me. Um, no, I'm just kidding. She wants No, but right just keeping those the
046staff that have that passion get the contract. Right. Unless board members have any other questions for uh using our results policy motion language. A motion. I move that the district has um made reasonable progress with noted exceptions on R21 C science. Motion by McKillip. Is there a second? Second. Second by fear. Any further discussion? All those in favor say I. I. Opposed. Motion carry. Carries. The board finds that the district has made reasonable progress in R 2.1C academic performance. Noted exceptions. With no exceptions. Can I just make one more comment? I know we're probably moving on, but um since it's the last one I'll ever have to do I mean get to do um I think that the the areas that we're looking at need to be refined. Um and I just I think the
047way that things are worded it just right the first two areas just they're coupled. So to combine those together I think would be important. Um, and I just think maybe even breaking it down by fourth grade, eighth grade, right? Breaking it down by grades may be a better way of making it would be easier for somebody to make a determination. So, so the monitoring reports belong to the superintendent. So those those indicators that you provide to us can be chosen by you and that's when we accept it. We're saying that we're accepting the indicators you're providing us because our policy um just refers to you know the science and and whatnot. So, we may need to have um like a board workshop or or whatnot because we're going to have a couple of new people.
048Um and you know, I do recommend that when you change a monitoring report like kind of like our policies, right? Green added, red crossed out so the board can see. It's just a transparent thing. And so it's not necessary that you you approve the indicators before they are brought forth. That's done at the time of the meeting. Good to know now that you know I was say Chris Chris will give you her reports. I'm sure she will. No, but that is I mean that's Sorry. I should have onboarded you years ago. No, you probably did. It's a lot. All right. Thank you, Mr. Thank you. Do we have a score? Uh one zero. Can't see. It's one zero, but we don't know who has a one. I mean, look how blurry that is. Can you
049read? We're running for the wall. No. Who's home? Memorial. Memorial. That must if I'm reading it right, I would think when they grow up. Okay, that's wrong. Home's usually on the left, right? Yeah. No, usually on the right. On the right. Maybe I'm wrong. Maybe hockeyy's different. They're definitely different. Um, you have a score for us. Cards are up one zero. Thank you. Okay, so I was wrong. I am I stand corrected. Somebody want to make a motion on that motion that Martino is corrected. Yes, I second that motion. All right. The board's consent agenda uh is presented here. Does anybody have any questions regarding the board's consent agenda or request the removal of any items from the consent agenda for separate consideration? Hearing none, I would look for a motion to approve the board's
050consent agenda as presented. I uh motion uh to approve the consent agenda as presented. Motion by Martin. Is there a second? Second. Second by Olsen. Any further discussion? All those in favor say I. I. Opposed. Motion carries. The board's consent agenda is approved as presented. Next is the superintendent's consent agenda. Would anybody like to request any item removed from the superintendent's consent agenda for separate consideration? Hearing none, I would look for a motion to approve the superintendent's consent agenda as presented. I make a motion to um to accept the superintendent's content consent agenda as presented. Motion by Martin. Is there a second? Second. Second by McKill. Any further discussion? All those in favor say I. I. Opposed. Motion carries. The superintendent's consent agenda is approved as presented. Next, uh, matters reserved for board action. 9.01,
051there are no items removed from the board's consent agenda. 9.02, there are no items removed from the superintendent's consent agenda. 9.03 is consideration of a request for detachment of a property from district. I have to go to a different script here. All right. This is a petition to alter school district boundary. Uh, agenda item 9.03 903 is consideration of a request for detachment of property from the district. This agenda item includes a public hearing. So, I will look for a motion to temporarily suspend our regular rules to allow petitioners to speak and present during the hearing. I would note that they're not going to be here tonight because one of them is or they're sick with a the flu, but nonetheless, we're going to go through the motion and we're going to do this same
052thing. So I would look for a motion to temporarily suspend our regular rules to allow petitioners to speak and present during a hearing. So moved. Motion by McKillip. Is there a second? Second. That is second by fear. Any further discussion? All those in favor say I. I. I. Opposed. All right. Motion carries. the uh uh regular rules are temporarily suspended to allow petitioners to speak and present during this hearing. Uh we have now begun the hearing. Chad Trobridge, can you please provide a brief introduction about the public hearing? Thank you, Mr. Chuck. Uh this is something that uh you don't see very often. In fact, it's been 15 years to the date since we've had a a request for detachment. By statute, property owner has the uh right and the ability to request attachment from
053our district and to attach to another district. Uh I think the reason why you don't see many of these happen any longer since the advent of open enrollment. They just haven't been as necessary. Uh so for us, we haven't seen these very frequently. Other districts uh sometimes see them a little more frequently than we do. Uh but uh the family did get their petition in uh by the required deadline of February 1st. So you can see that they have kind of a unique property here uh that sits on a boundary uh and is a little bit unique. Um but tonight um as you review this there's there's one of three things that you can do as a board. You could approve the detachment allow the property to be be detached from the district. You can
054deny the detachment or you can take no action which also constitutes a denial. So that's a little overview. As Mr. Czech said, our petitioners are not able to join tonight in attendance. So I'll try to answer any questions I can about the petition if you'd like. Otherwise, we can move on to a recommendation. Is this attached to the property or to the people? I mean, if if their kids are all gone to on to school and graduate and stuff, but it stays with the property and wherever the next homeowner is, it does. So, that's in perpetuity. So, what does this mean for property taxes and voting and all that? So, they would they're tax payers in our district. They vote in our district. And if they were detached, would that stay the same or would
055they then be taxpayers in a different district? At least for the school district, they would be taxpayers in a different school district. They would vote in that separate school district. So what would the what would the incentive for a school district be to say we're going to voluntarily give up this, you know, however many half a million dollars worth of our tax base? Why would we just want to do that? uh and that's why it doesn't happen very frequently. There's not a great reason to do that. Uh sometimes uh and a lot of this I think emerged you know late 50s early 60s when school districts were coming together. There were sometimes trading of property things that made more sense to be in a district than another. Uh in this case there's not a not
056a trade in question here. It's just a a straight detachment. So, uh, well, this is the time, uh, now for the petitioners, uh, Sarah and Adam Boss to come forward to present their petition. Understanding they're not going to be here. Why don't board members take a few minutes everyone's already done that, look at the petition that's on our agenda, see if you have any questions. This is essentially their their presentation for tonight. So, um, I would add too, this has gotten a little more technical than it was in 2010. Thank Angela for getting very smart with this uh over the course of the last few weeks. She's done a lot of leg work on this. I appreciate that. And I mean I did look at all this and their kids have been open enrolled in
057the Oaklair School District. There's nothing prohibiting them from continuing to open enroll. Right. Right. That's what I thought. I I think this would set a precedence that we don't want to have. Um especially since we're bordered by so many other school districts. Um as Mr. Czech said, it's there's really no incentive for us to do this. And as long as they can open and roll, I feel they're still getting what they need. I I I just don't want this next year come back and there's three more properties that we got to address because they don't like the boundaries as we draw them for elementary school say for example. So I think this is a a precedent I don't want to set this uh circle here. Okay, never mind. I think I'm understanding that's just a
058closer up version of this. Interesting you talk about a trade because, you know, in terms of looking like a jerrymandered district to to a certain extent, I can see how back then they would have said, "Okay, maybe this district goes to Oaklair and then those acres go here and we straighten out a little bit." There are a lot of handshakes back then, but they built in 2018. So, this wasn't like 50 years ago and things have changed. So, um, do board members have any questions about the petition? Typically, we would then ask them to Sarah and Adam, but if board members have questions, maybe Chad can answer the questions. Hearing none, uh, now is the time to hear the recommendation from administration Chad Dro. Our recommendation would be that you either take no action or
059deny the request. uh the reasons for the proposed detachment would reduce the total property value of the district. Does the board have any questions for either Mr. and Miss Boss or Mr. Trobridge? If not, I would look for a motion to either approve the request to alter the district boundaries to detach the property from the Chipo Falls Area Unified School District and to attach it to the Oaklair Area School District or to deny the request to alter school district boundaries to detach the property from the Chipel Falls Area Unified School District and to uh attach it to the Oaklair School District. And if no motion at all is made, then that will be our taking no action. The only question I have before we do that, um, they mentioned that their main concern is the
060sports. Is there any particular reason why open enrolling into Oaklair would prevent them? Not at this time. The only thing I can think of is if they change their open enrollment status to a different district. There are some eligibility requirements that do follow that. I'd make a motion that we deny the request for detachment of the property from the district. Motion by Makawam. Make a second on that one. Second by Martin. Any further discussion? Never done this before. So I don't know that this requires a It says voice. Voice. Y. All right. All those in uh favor say I. I. Opposed. Motion carries. board has denied. Uh, let's see. Read this in particular. I wanted to do this, too. The board has voted to deny the request to alter school district boundaries. Therefore, the board
061must adopt a resolution. I would look for a motion to adopt a resolution for an issuance of an order of denial or just that one. teach that one because that's what we did. Okay. Yeah. Motion. Motion by Martinell. Is there a second? I'll second it. Second by Maw. Any further discussion? All those in favor say I. I. Opposed. Motion carries. There are no other petitions to consider. So I will look for a motion to adjourn the public hearing. Make a motion to adjourn back to the public hearing. Are we It says make a motion to adjourn the public hearing. What does that mean exactly? So you started the hearing and you suspended the rules. Yes. So we have to go back to the part. So we're we're adjourning the public hearing. Yes. Correct. Okay. Going
062back to motion by Martin to adjourn the public hearing. Second. Second by McKillip. Any further discussion? All those in favor say I. I opposed. Motion carries. So we are now out of that portion and back to going to our regular regularly scheduled program. All right. So we have a hockey update because we're adjourning one thing here. 9.04 is consideration of excellence in education banquet sponsorship. Um so this is something we can do relatively quickly. I think every year we ask how much we gave last year and somebody tells us I move to approve the 1250 platinum 1250. I make a second to that. Motion by Mckill, second by Martin. Any further discussion? All those in favor say I. I. Opposed. Motion carries. Next is the consideration of senior uh graduation party donation. 500. I move
063to appro approve a donation of $500 to the 2025 Chih High McDonald senior graduation parties. Motion by McKillip. Is there a second? Second by Makawa. Any further discussion? Sorry. All those in favor say I. I. Opposed. Motion carries. Uh next is 9.06 6 is consideration of the policy committee meeting notes or hearing notes and that would be uh presented first by Dennis chairperson. Well uh we had another very exciting and eventful policy meeting. No food. Wow. It's all about what you make. No food. No food. We're working on that. Um so we went through a handful of policies. No major revisions. Um really mostly just grammatical errors and and other minor things of that nature. But um did you have anything to add anybody? Were you as it was high on the meeting as Mr.
064Fear? It was pretty exciting. Oh, it was exciting. Okay. I just wanted to I just wanted to make sure you inflating this. Quite the event. We're going to do it again real soon. Unless Sher or Peggy has anything to add. Uh we would look for a motion to approve the 2025 policy committee meeting notes as presented. Motion. Motion by Martin Bart. Is there a second? Second. Second by McKill. Before we vote, you know, you don't get paid by the motion. Okay. I just want to keep this moving along. All those in favor say I appreciate it. All those in favor say I. I. I. Opposed. Motion carries. Can I interject something really quick? So, it's still one zero and I was um act 20 um there will be policy language that will need to be
065approved before July 1. So, know that we'll be bringing that language forward. Nola is working um on that language right now. So, when that hopefully gets into our hands, we'll get it to you in May or June. Thank you. And then uh consideration of Neola policy revisions again Dennis Fear. Well, this is right. Is that right, Peggy? It's uh these are attached the actual ones the actual revisions that were gone through and made. So is this what was actually about? This was a regular periodic update from Nola. So it does include as Mr. Chair mentioned earlier just some grammatical grammatical not necessarily changing the spirit of any policies but just going through their legal review and update the the title nine and it's included here too. It is included. So the recommended action is to
066approve the miola policy revisions as presented. So moved. Motion by McIll. Is there a second? Second. Second by fear. Any further discussion? All those in favor say I. I. Opposed. Motion carries. 1.01 is the student representative application and interview process. The application window is February 21st to March 14th. The interview dates and committee are to be determined. Last year, the interviews were held on May 16th and scheduled between 4:30 and 8. The interview committee uh chose to interview all eight applicants. Keep that in mind if you want to be on this committee. Interviews were in person for 20 minutes with five minutes in between interviews. Steve Olsson and Sher Jasper conducted those interviews. Student will receive a $500 scholarship at the May 2026 meeting. The current representative will introduce the 2025 rep at the May
06725th meeting. Uh so Miss Goodman sent out information to all the juniors to encourage students to reply. So as far as we're concerned, I think what I would need is uh the interview committee by what? The next meeting. Usually you decide at the April meeting, the reorganization meeting. Okay. All right. So we got some time for that. Um but I think you know start circulating interest. Send me an email if you are interested in that. Next 10.02 is the second Friday in January pupil. Can I ask a question though? Um because this says interviews were held. So we don't know the date for the interviews yet. You're right. That's what I thought. Y okay. Second Friday in January pupil count. Uh Mr. Thank you. Uh you have attached the official pupil count numbers from the
068Friday January 10th count. second Friday in January. Just a couple highlights here. Early I'm going to compare January to January and then I'll give you a January September update. Uh so January to January this this year to last school year at this time down one early childhood student, 27 4K students, 18 in grades K through five, 30 at the middle level, 13 at the high school. So down 66 total overall. But if you Compared to our September count, we are up 12 from our September 2024 count the board or yeah just some move in move out in line with our current trending of slight not anything you have anything stick out at you as far as class sizes, everything? Yeah, I mean we still got some areas that you know we keeping a close eye
069on and uh in this time of year uh we're deep into budget and staffing for next year. So you know that that incoming 4K number usually corresponds to about our kindergarten enrollment is going to be. Uh so that number we're Board members have any additional questions. Thank you, Mr. Trobridge. Next is our compensation study update. District services, school nurses, OTPs, SLPs, schools, and co-curriculars. All right. Thank you. Um, so just an update on where we are at in our compensation study reviewing those individuals and the co-curriculars. As President Czech shared, we're at the February meeting. So um, we have some shifts from the January update just based on making proper placement of people um, on the new compensation scales and then some handbook updates. Um so for the handbook updates um currently we we have
070a running list on our executive summary of about 44 changes that we want to discuss um with our committee that's coming together made up of staff members who um abide by that handbook. So we'll be doing that in the spring. Additionally um this was a year selected for legal council to review our handbook. So, I'll be working um with them um and their feedback as well specifically on areas that they see we need to change and then making sure the areas that we're looking to make any adjustments to um fit within their recommendations and parameters. Um just a reminder, we did make some changes to the handbook back in December around remote learning. Um, we did use one of our remote learning days and I think having experienced it now for the first time, we've
071worked out some of the kinks. Um, but overall, I think it went as as well as it could um, from the staffing perspective um, in that regard, just having not experienced that before. Um, so these are the costs um, of if we again kept everyone on their current scale, what the increase would be with the new study. um and the movement on the scale. Um again with the board's guiding principles as well as the districts um we agreed that no one would take a decrease in their compensation. Um and so everyone would be moved to the next step that would um give them an increase. Um so we looked at both the what would happen if we use the 51st uh percentile as our midpoint as well as the 61st for our midpoint. And again,
072the ones in blue are the ones that are being moved from the certified or the teaching scale off um onto their own scale. Any questions on that slide? So, um then our co-curricular group um has been meeting as well. Um we looked at the work that they had done a few years um back. Uh made sure that everything aligned to sports with similar commitments working to refine our job descriptions and expectations of our co-curricular adviserss and coaches. Um but the proposal of the co-curricular group would be to use the base teacher salary to determine how we would compensate the co-curricular schedule. So um what that would mean is our base right now is at 43,000. Um, but if people still support this process that we wouldn't necessarily have to study as deeply the co-curriculars because
073it would shift based on teacherbased salary increases every three years as opposed to um going through and uh following a formula and making comparisons. we would could still look at um our comparable districts, but we felt like um looking at our comparable districts and looking at the increase that they were pretty similar and didn't leave a lot of difference. Um they also are proposing that each year the co-curricular uh each consecutive year the co-curricular supervisor advisor coach would receive a 2% increase um from the year prior to help with retention in those um specific coaching or advising roles. So that's why um that would show an increase for next year. We are talking that we would in combination with the compensation process work that's being done. Um we would like to see the co-curricular get
074moved back on the same cycle as a teacher cycle. Um because that's when then they would move and progress um if we use if we had approved to use the base teacher salary. So it all happened at the same time as opposed to on different years. Sarah the 2% increase would that be like um so it's for the individual or the position the individual so the individual would have to remain in the same position to experience an increase in compensation. So, a returning, not a new. Correct. Correct. Um, and we also talked that um every So, our proposal would be that everybody would get a 2% increase going into next year because we agreed that co-curriculars would be studied and that would just be the co-curricular schedule for 2526. And then in 26 27 we'd
075make a a scale that pulled out of 2% over time because that would then align with the new base salary for certified staff. So there would hopefully be less confusion um with the movement. But but if you just got if a coach just left and then a new coach came in that next year, wouldn't they still get that 2%. No, they go back to base. The 2% is based on the years of service or the seasons of service. They would get this 2%. Because this is correct because this is what So does that mean that our coaching salary is not going to be competitive? Because I mean if we've had Reiko here for 70 years and now somebody else comes in, they're coming in at what? $5 to coach. They will not come in at
076$5. Um, if I can just have a moment to pull up the They wouldn't come in less than what the previous coach There still there'll still be a base. There still be there will still be a base. So, right now, Coach Reiko just gets a base and he never gets an increase. He always gets $5 bankrupt, right? Well, I mean, but if if you have a 2% increase and you're putting it on the entire budget, then doesn't that mean that you're putting it on every single coach, no matter what for this year? Yes. even the new coaches for for this year. Yes. But in the future, we would create a scale that would uh be for each of the different positions. And so we work to get resignations so that we know are we budgeting
077and putting in the increase in our staffing to reflect continuation of coaches or if we're going to have to get new coaches. the the problem right now is they they're not on a three-year schedule. So, the 2% is to get us back on that schedule and then we would be like the other positions would be looking to update those as we go forward kind of align it with with the base teacher salary. See, I still don't understand that because I I first of all, I don't agree with coaches getting a bump based on longevity. I think the coach's salary should go up to be competitive. If a new coach comes in, it's not like a new superintendent. We expect them to be up and running right away. Sorry, superintendent. It takes some practice. I mean,
078this year that but but I'm saying I look at coaching salary as being that's the salary that Chihai pays for this job. I don't care if you've been here for 30 years, you've been here for one year, this is what we're paying our coach. Yeah. And that's my understanding and that's what we have been doing. Um but our committee felt like they wanted to help to retain coaches be because it would be an increase. So what we've always done is this is the set amount and it never changes un unless base changes and increases. And so they felt that by giving a 2% increase to the people who have been here, it would help to keep them in their position so we wouldn't have so much turnover and that our base we would still look
079at to stay competitive, but we would ba use the teacher base salary to help that. I see what you're saying is you you if it's $10,000 for uh Yeah, we're voting on this right now. So I understand, but no, I want to take the feedback back to the committee because we meet a couple weeks. Yeah. I just wanted to understand it. So, what I would say, Dave, is it where it more applies is like your middle school levels or your junior V JV levels. So, if you have a middle school coach getting $2,500 a year to coach girls basketball and now he'll get an automatic 2% raise. So, that be $50, but then you're going to pay him 2% every year he stays on to retain that position. So, we're not always looking for middle
080school coaches. Does that basically sum it up? Yeah, that's it. But I I still do understand number, but there is some incentive and and every three years we would still make sure that we're competitive with our comparables. And so if we're not competitive with this model, then we need to adjust that base, but wanted to try to give a little bit more to that base pay to help with the retention and acknowledge the years that advisers and coaches have put in. And again, I'm just asking questions to understand it. When would this essentially come to a a a vote where we would be getting a recommendation this is what we're going to approve or disapprove okay sir are are coaches evaluated every year or they are so I mean would that be something that you
081might want to you know with because 2% increase with this with the uh acceptable evaluation of performance some of our records might be hard to convince our constituents to give a 2% increase just for being here another year in this particular season. I just want a clarification for um this year we'll be looking um at voting on a 2% increase and then next year when you do the teachers compensation this group will be included in there. Yes. Okay. Yes. And then that's why I was saying this the 2% just on top right now is to get us to a point where we can get on a cycle with the teaching scale. But I would think that a lot of the work that they did this year would lead into what they might want to bring
082forward. Coaching has always been based on a percentage of base, right? Not always here. Used to be when I first started it was just a set amount. You you you know you had a list of of coaching jobs and this one play pays a thousand. this one pays 2,000. It was based on how much work like if you were head coach or and so we moved off of that a long time ago. Then it became tied to essentially it would be a percentage of the base pay. Um I I think what what we're trying to do I don't know if I agree or not but I understand the thinking that is how do we retain coaches if we're not giving them an incentive to return. And it's not just head coaches. It's, you know, like
083all the sports that we have at the middle school and advisors and sports. It's DECA and forensics and debate and it's everything. Correct. So, but then we also have volunteer positions. We do still have some our staffing plan will bring forward some changes in some of those volunteer positions this year. Thank you for that feedback. And then just one more. So according to my schedule that I was given, the March would be the action and then that would be part of the balance budget in April. Additional questions or feedback for me to take back to the groups. All right. Hearing none. Thank you for your presentation, Mr. Dur. The 2024 2025 midyear scorecard progress report is next and we'll start with Mr. Trobridge. Thank you. Um we're in our fourth generation of our three-year strategic
084plan and we are at a midpoint of year two of a three-year plan and we just thought it would be important to give you an update on our progress this year. So we're going to lean on our leaders to provide you an update tonight and we'll start with student success and Miss Kern is here. Perfect. Thank you. Um, so the student success pillar, our primary focus this year has been on the development of a student success dashboard at all levels. So an elementary, middle, and high school. Um, myself, Katie Kappenburgger, and Scott Marty are the um, pillar leaders at the district level. Uh, Scott works primarily and closely with the high school team. I'm working with the middle school team and Katie's been working with the elementary team on the development. Uh I have to
085give a huge shout out to Mike Burrow who is um taking our vision and the metrics that we're providing to him and creating um these dashboards based on the feedback from the building leadership teams that are talking about um what specific metrics we want to pull in specifically at the elementary and middle level. The high school has had a student success dashboard now for three years. Um and so um we're focusing on areas specifically that we've been having trouble collecting on which is like volunteerism um and community service. Um but we have a mechanism now for collecting that data at all levels. So those dashboards should be much more accurate um when they're presented to the board. ultimately um you know again I won't be here but I do feel like when we talk about
086the whole student the whole child and where they're moving and how they're doing collectively in all of the key areas um of of learning um that that student success dashboard replaces or or is used as an artifact um to measure how students are doing right now the decision at the elementary level was that we would just look at fifth grade. So like a culmination um then middle school, 8th grade, and then at each grade level 9 through 12 or sorry 9 through 11. Um with the ultimate goal that 100% of our graduating seniors are college or career ready by the time they graduate from from Chih High. Um we're also um deep in to professional development. And I have to give another huge shout out to Katie Capenbarger and our elementary instructional team, our academic
087chairs, our building principles um who have been navigating act 20. It is a beast. Um, and they have done so um, valiantly. And our staff at the elementary level specifically w with what they have been tasked with to accomplish in professional development and training um, and just the work that they're doing with students um, has been phenomenal. Um and so uh we continue to focus on that which obviously has an impact on student achievement specifically in the areas of English language arts. Um and um yeah uh we did develop a definition for um community um ba community connected learning because that was one of the metrics that we were pulling into our dashboards. So now based on that definition which is consistent in elementary, middle, and high school, we can pull that data and Mike
088can pull that um uh consistently for all of those levels. So I'm excited for the team who will be able to share those dashboards. I think that report we move to August uh because then we would have the data that we need to populate those dashboards and hopefully all three of them are ready for consumption by you um at that August board meeting. Thank you. We'll turn it over to Miss McMasters. Caring culture. Hearing culture. Yes. Um so uh the first two years of our three-year plan we really focused on students and um as it says up there emotional self-regulation and sense of belonging. And in this last um goround uh our our pillar really felt like we needed to focus as much on adults and the connections and the relationships that adults have and
089that are working in our buildings with our students and how important it was for us to um kind of have some actions around that as well. So, a lot of things have been happening, but specifically with caring culture, um our actions included, um our building administrators and department leaders creating opportunities for our staff to gather informally. Um that doesn't sound like much, but it it creates what a lot of staff need, which is connections at work with their peers and the time to do that because our staff are extremely busy. Um they are being asked to more than they've ever been asked to do. Um, and so creating these opportunities uh kind of outside of the day that people can have to just get to know each other and to be in a different um
090know each other personally. Um supporting connections for our students through activities, clubs, and extracurriculars. So, we really wanted to make that extra push because as you know when we see um a lot of our students who are struggling, what we also see is um no connections to extracurriculars. Um so, we've been tracking that data and so far this school year um 812 high school students and 520 middle school students have been involved in activities, clubs, and extracurriculars, which is already at the level of where we were at the end of last year. So, I do believe we're going to see that we've seen an increase in that. What we've asked is that um our buildings, the staff that are working with students, all staff, whoever that may be, um really just take that little extra
091effort to kind of try to help students get involved. And so, that that appears to be enough. That's unduplicated numbers. So, there are students that are in two or three um activities, clubs, and that's so that's an unduplicated number. 812 individual students and 520 middle school students. So, we were happy to see that midyear. Um, and then central office administrators um culture pillar really felt like it was important for they wanted to see central office administrators in buildings more um that they want to know that we know what's happening and I think that probably goes for the board too. I think the learning walks are a good piece of that. Um, so I think staff will need to know that we do know what they're doing and we appreciate what they're doing. So we have
092increased um that as well. Um, another piece I didn't put in here for elementary is that uh we had a couple days of training in conscious discipline at the elementary level and have continued to look at that emotional regulation piece for our elementary students too and are working on that five-year plan of how to improve and increase um using conscious discipline as well. So, we are on track with our actions for this school year and we think we're going to see some good results at the end of the year. So if if you draw that connection right that even though we are managing pillars our work is so interconnected. So when Chris is talking about specific actions related to students becoming more engaged in extracurricular and activities that's one of the metrics on the student
093success dashboard. So the work that's being done within those pillar areas complement each other significantly. So in the our people pillar, we also overlap with the caring culture pillar and working toward um self-regulation and student behavior. Um so we've been partnering with the conscious discipline and we'll be continuing to do some work at the secondary to review um their data of this year uh their behavior data. Uh that has seen a significant decrease in office discipline referrals and having some opportunity for more conversation around what's going well and and why that's happening as well as what challenges still exist. Um we also um do have people in place from different employee groups across the district serving on um our student behavior subcommittee, our subsh shortage subcommittee and then our compensation process review as well. They
094are meeting regularly working to accomplish the charge put before them. Um all also all of our supervisors who round with our staff members and do a regular check-in have been intentional about um finding out from our employees why they stay. And we are in partnership right now with Kathy Streker and the PR office and u Mr. sinking, two of his students um at the high school who are recording or video recording our staff members with their um reasons for why they stay in the district to be able to push back out to their colleagues to have that nice reminder that this is a good place to be. Um as well as to use as a recruitment tool uh moving forward as we're coming into hiring season. Um, also we've been looking at our progress monitoring
095data monthly that's shared out with each of the departments or schools for the R people pillar and um encouraging more conversation around that data and um we're working to uh determine if we're needing to to develop problem solving protocols to look at our work um and specifically our progress monitoring data. Um but the last time last week when our our people uh administrative leaders came together, we were feeling like we thought that was a tool we were going to need. Um but because of the work that we've been doing in these subcommittees, um they they feel like we've been able to navigate and not need a protocol to reflect um back on um because we've been able to keep moving forward without coming to a barrier on decision making. So we are on track to
096complete our strategic actions by the end of the year and are eager to see how the actions we've taken impact our employee retention at the end of this year. Thank you pillar leaders. All this magic takes money and places to do it in. So that's where uh finance facilities and operations comes into play. Also making good progress on strategic actions much of which the board has been uh involved in or apprised of. Uh this year was the year to update our master facility study. Uh you heard that report in January from ATSNR. Um we also updated our long range enrollment projection with applied population lab that was presented to the board in December. This is very interconnected with the work of the elementary boundary review committee. Uh that is making reasonable progress. Uh we intend
097to wrap up all of their work by the end of March. And then there's some anticipation of celebrating some successes here. The parent caregiver experience survey is actually out right now. Um and the buildings will use the results of that as a communication tool in the areas of resource allocation and facility satisfaction. We wanted to provide you that update tonight. Happy to answer any questions that you might have. Uh we do intend to communicate this with staff u in the coming days. wanted you to see it first. I feel like I ask this a lot. Are are we disagregating the data so that we know are there certain segments of our kids that are not participating compared to maybe the general population? And when we do that, are are we developing strategies then for how
098to support maybe the there's a segment that pops up is yeah, we don't we don't do anything outside of show up at school. If we show up, are we disagregating? So we kind of know. So academically, yes. As far as collecting the information on students that participate, that's fairly new, isn't it? That we're collecting. I would say there are certain pieces like panorama data is disagregated. When you go into it and you can disagregate with different groups, it's actually pretty slick being able to go in and do that. That poll of students, I just have names. I didn't go any deeper than than that because with panorama data I mean so we are you are looking at it are and you know I know cell size isn't going to be viable so to speak for
099every particular group but are we seeing some groups that are showing up more than others panorama doesn't go by groups the way so like panorama is a much more individualized piece I mean you can go in small groups like a school can do that but that district level is a little bit more difficult to get that information out of that so that they can see is there are there some gender disparities is there some socioeconomic disparity or racial I mean I I think I think we don't well we don't know about that if it's all happening and I I do think it's a really important piece that we strive to do more because it it can maybe help tell our story to improve right and you may be doing it we just don't know we
100do on the academic side of things, especially when we the state report card because the state report card breaks down all data into the the different groups. So, but sometimes presenting it didn't correct. Yeah. So, I understand, you know, with it being new, probably just one of those pieces to put out there for striving toward. Yes. Right. And I think it's being done. I just we don't display that data or pull that data in that way because panorama's data isn't used that way. So like it depends on the data you're collecting like forward data is different than very different than like panorama data. So it kind of depends on what we're using that data for and how we would disagregate it then for that. I mean I think you know we've we've had a lot
101of feedback over time right that there's a lot of bullying and there's a lot of problems and a lot of it's racial. We've had that feedback that we we we don't that we work very hard on. But I guess if that data can show well that's not what that's not what kids are indicating you know in the surveys that would be helpful. I mean we dis I don't wouldn't say disagree but like like I follow expulsions with you know data demographic data to see who we're seeing coming through there. ODR data, we do look at that, you know, are these students with, you know, um, a disability, are these students of a certain race, you know, that type of thing. Those are definitely disagregated. Um, yes. So, Mike Burrow and I have been disagregating data
102very in depth since December with the civil rights report that we're required to do. Every district in the in the United States is required. So, and that breaks our demographic data into the categories that they're specifically looking at, but it breaks it down very significantly so that we can look for trends that way, too. Yeah. I just think if if that can fold into like a monitoring report or something somewhere so that people understand that that we are paying attention to that and it does matter to us as a as a district and a board. Um I think that would be good. Board members have any other questions? All right. Uh, thank you all for your presentation. Next is Yes. And your hard work. Um, elementary attendance boundary review update. Mr. Trobridge. Thank you. Uh
103the committee held its third meeting on January 29th focusing on the development of potential adjustments to elementary school attendance boundaries. The committee reviewed community feedback, established guidelines for bar boundary scenario development, and began drafting initial proposals. Key discussion points included public feedback emphasizing minimal disruption for families, overcrowding concerns, and equitable resource distribution. The committee also reviewed foundational data from the ATSNR master facility plan applied population lab enrollment study to help guide their decision making. A draft scoring system was introduced to evaluate boundary proposals based on factors like community input facility utilization and transportation efficiency. All the members participated in an interactive map mapping training session and then worked in groups to analyze current boundaries and develop initial proposals. Each group documented their rationale to ensure alignment with community priorities and technical guidelines. The meeting concluded
104with a review of next steps including refining bounding scenarios and maintaining an inclusive and data-driven process. The next meeting uh now scheduled for March 5th uh we'll focus on further refining those proposals based feedback. A public input session is scheduled for March 19th and committee will come back together for a fifth meeting March 20th. Uh this committee does remain committed to a transparent and collaborative approach to ensure that final recommendations reflect the needs of the entire community. Board members have any additional questions? All right. Thank you, Mr. Trobridge. Next is a booster club facility project update. Uh Steve Olsson. Um Mr. Thompson contact me just to give you a brief update. Uh their fitness center committee continues to meet almost weekly. Um they are basically at this point focused on fundraising. They aren't near their
105goal yet. So nothing will happen till it reach their goal and they don't know at any point when it's going to happen. So just to let you know that they're still working on it, but there's no timetable set because it's all to be determined on the fundraising proposition. Board members have any additional questions for Mr. Olsson? The only question I have is this. My I've got five kids in the Chipway youth wrestling program which is massive and they had their youth tournament this weekend at the high school. There was a ton of kids there. I don't know how many but gym was packed. I think they had 10 mats going. So what are the chances we going to have a bigger space for this soon? It's all, like I said, it's all about the fundraising.
106So, that's the best answer I can give you because they're independent of the school board and so they're working the best they can with the resources they have, but there is obviously no timetable that's going to be on their ability to fundra unless you would like to write a check. That could probably make it happen. We just need one major donor to start. Big check. Um, is are they still trying to explore the FEMA avenue or No, I believe they're still looking at all different avenues at this point, you know, like I said, to to get their goal. So, they're they've got a ways to go, but nothing happens until they know that they've reached their financial commitments. I have uh openly encouraged not to pursue the FEMA route. I just you look at politics
107right now and tell me that there's money available for a building in Chipoa Falls, Wisconsin when North Carolina doesn't have money. Give up on that. Let's go back to the drawing board and get what we can afford. It's my opinion. But anyway, we got to get that as soon as we can. Our facilities are extremely lacking for not only the space reasons you talk about, but many other reasons. other gym would be espec give more opportunity for more weekends, more time. I'm very surprised how how big the program has grown. You know, there's there's got to be 40 or 50 kids that are, you know, very young, 10, 12 years old or less. And so, it's a very good program. Like I said, I was amazed with how many how many families from all over
108showed up. So, it was a great turnout. But, um, definitely even with 10 mats, it still took from 8 to three, I think. So, saw the cars in the parking lot on Sunday. It was crazy. I know that happens every weekend through the hoops program or their cardinal flight program or their vol, you know. So every weekend that those gyms are packed with consulting and stuff which is what we're here for teaching your kids to couple years. All right. Next is the Neola technical changes. Mr. Trobert, thank you. These are even more simplified versions of changes that policy. uh you have previously agreed that these are things that need to go through a formal policy adoption. Sharing them uh with you tonight as information so that you are aware any questions about anything in particular
109in the policies for the technical changes otherwise thank you Mr. Trobridge 10.08 a discussion of board activities. January 30th was the all staff holiday and years of service recognition gathering. Peggy and Sharon, thank you for attending that. I could not make it. And so Sherry, it's my understanding you presented for me. I got I got to do the welcome after you got to do the welcome. Thank you very much. Thank you for attending. Thank you. A long time ago. Seems like a long time ago, doesn't it? But but I think the big thing here is you know this is something that Sarah and Kathy and well Kathy doesn't have staff but you know and and folks like they're putting in tons of effort to make this happen and it's it's it's very appreciated and I
110will give the most credit to Angela and Kathy. We were asked to assist and they they took the lead on it and did a great a great job and we were happy to help. Thank you. Thank you. uh February 6 with a podcast recording for myself and Addison Zimmerman and that was fun. Mr. uh Trobridge was the moderator and it's not on here but he had done that himself the week before month before month before I actually listened to it. It was surprisingly well done. Appreciate that. I think you should have Mr. Olen as a featured guest on your podcast. Oh, no. He actually, like I said, he described his description of the board activities and the commitments and, you know, the pluses and minuses of being a board member and so it was done
111well. Addison uh did well as well and I because Chad did the previous one and then uh did the moderation. I threw her under the bus and said she was going to moderate the next one. She wouldn't mind, you know, would she? Hasn't occurred yet. Okay. All right. February 17th teacher recognition at elementary schools and Steve and Peggy both attended that. Tell us a little bit about that. That was a a fun day. So, um we went I think Chad and Sue and Sarah and Katie. Katie. Yep. We went um to each of the elementary schools. It was a professional development day and for the training um the literacy training that they did that came out of ACT 20 um just as our staff is they went above and beyond um and rocked that training
112and so they were recognized by the AIM Institute um and so Katie had um handwritten notes with the pin that they re received and we handed them out to each of the teachers at the elementary school. So, it was fun. And then they all had their picture taken with with the one banner that sent. Yeah, it it it was fun to do. It's fun to recognize the effort that they put in. And you know, Katie said it really well. She says, you know, you had to have 42 hours, but we know that every one of you here had much more than that. And it's just like anything else when we task you teachers with that, you know, you're going to go over and above whatever your time was dedicated to. You went over and above
113just to make sure you did it right. So, um, it was nice to recognize the effort. Excellent. Thank you for attending on our behalf. February 20th is Jim Falls learning walk. Steve and Peggy again. I might have got in a little bit of trouble because we were working on electricity with stuff and I really kind of got into it and maybe I was helping my table a little too much and I maybe I forgot when we were supposed to get go to the other room and I looked around I was all by myself still working in the fourth grade class on trying to get our table going. So these fourth graders had like a college level electricity program put together. I don't know about that but they we were rocking it. I don't know what
114we got. They left you. They They're young. They don't know me yet. So, it worked out just well. Maybe they maybe they're beyond their years. Maybe they understood. We're my people. It was fun. As always, we enjoy doing this stuff. And it's good to to recognize the efforts that the and the schools appreciate, you know, doing this. And I always reminded one couple years ago, Jeff enlisted me to go to all the schools when in the first day back and recognized him. We went through the high school. You were there, too. But you left, if you remember, right? We went to the high school. Some of us work. Well, yeah. And I remember leaving the school building when we were at the high school and we were approached by a couple of veteran teachers and
115they thanked me and they said, you know, this is the first time we've seen a board member actually come through and and see what we're doing. And so that's those are the efforts that we have to make because I think it makes them appreciate we appreciate what they do even more. appreciate that. I I'm always amazed how quickly you picked up electricity as soon as it came about, Peggy. Yeah. So, I mean, it's a a great opportunity. I mean, we got to see science, which was our monitoring um report, and then we also got to see a little bit of of math as well. And there was also um a group of kids um who had additional um they went in with the library where they were working on like science projects to extend their
116learning. And so they were like giving like a a problem or some guidelines and then they just kind of went on their own to build their stuff. And yeah, it was really neat. Just for final disclosure, I might have mentioned to Chad, we went to the math room. I told Chad that I probably don't belong here, so I'm going back to the science team. We kept him out of the art room, too, so I didn't make a mess. And not in the gym either, right? Yeah. So, when we send a particular board member, we also have to send someone back. Yep. All right. Uh 10.08 8 is discussion of board activities or discussion of meeting, excuse me. Um, anybody have any questions or comments regarding this meeting? All right. 11.02 future agenda items and upcoming
117events. March 10th to the 14th is spring break. District offices are closed. March 14th at 8 a.m. coffee and commerce at Niss's Caribou Coffee. March 19th at 6:15 p.m. EBRC public session number two at the Chipo Falls Middle School Auditorium. March 20th at uh is the board learning walk Cardinal Transition Academy. March 24th at 4:30 is business after hours market on river. March 25th regular monthly board meeting and to be determined apecially special board meeting for potential elementary boundary change. Uh Angela will send out a doodle poll. Anything that's missing from the upcoming events. This isn't technically a board event, but I just want to invite slash encourage you all to come to the harmonic showcase showcase Friday at 7 o'clock. It's free. The middle school show choir will be there. They've um got placed
118in every competition they were in. And um the harmonics placed in three out of the four. And at Memorial, they finished higher than any show choir here has ever done before. So, they're very talented. Much like the booster club and the uh hockey game that's going on. I think that is a board activity. Well, there you go. Miss, you have an update? One. Wait, there's two minutes to go. Yeah, two minutes. Get you out of here with those two minutes. And it reminds me, so the last meeting, you guys took it over. I don't think you guys got it done by 8:45. We need a motion. Motion to adjurnn. Motion by Martin. Second. Second. Second by McKill. He seconded it. I got it done earlier than we were supposed to. Those in favor say I.
119Right. I opposed. Motion carries. We stand ajourned. I don't even