001Good. Any other? >> Second? Oh, do we need a second or not? >> No, I know we're just seeking nominations. Anybody else? Okay, with that I will seek a motion to unanimously elect close the nominations and elect Donna Pocis as my delegate. Motion by Zibello. >> Second by Stancosta. Any discussion? All those in favor say "Aye." >> Aye. >> Opposed? Motion carries. >> Paul, did we need to do anything for the ad hoc that was H? >> Oh. I >> I mean, I don't We don't have any doing >> We don't have any ad hoc. I mean, do you see any need for it? >> Well, it was just on there, so that's all right. >> Um I guess maybe we could have a discussion, but I'm sorry. I paused past that because we don't
002have any committees. That's my mistake. Um Do you see any need for committees? Any ad hoc committees? >> Do we know exactly how many we had and how many existed? >> We didn't last time. >> There was a lot of them that were never had. I don't remember where we all sat with it. There was >> Right. So, do they have to be formed at this meeting? >> No, they can >> Okay. >> I think I think the policy is the president can either invoke or dissolve any when he wants to. I don't see any need to have them. >> I mean, I could I wouldn't be able to tell you what one we should have now that exists. So, if you can make if if you have the ability to institute one if it's
003needed, I I guess my opinion is we can deal with it then. >> Sorry about that. All right. Item J, selection of the WASB representative nominations. >> I make a motion to nominate Calandra. >> Are those tears of joy? >> Anybody else? >> We have a motion to nominate Calandra Zibello. >> Once you go to that board of assembly, >> Yeah. >> I think I'm stuck now. >> Come on. >> It's like the Supreme Court Justice. A lifetime seat. >> Appointment. But you're good at it. >> Yeah, but like no, but if you don't want to do it, I'll do it, but if you like doing anything, >> You're good at it, any other nominations? Okay, seeing that I'll seek a motion to close the nominations and elect Kalendra Zebral the Wasabi representative. >> I
004make a motion. >> Motion by Keiser. >> I'll second. >> Seconded by Nest, any discussion? All those in favor say I. >> I. >> Opposed? Motion carries. All right, item K, approval of the existing signature stamp. Do we >> We need a motion just to keep it as is even though the same people are there, but until we get the new one done, which we technically don't even have to do a new one. >> We don't need to do a new one then. We don't really need to approve that, I guess. >> No, because nothing's changed on any of those positions, so we should be fine with the current stamp. We should be fine with the current banking motion. >> So we don't need to do anything with that? >> We shouldn't need a motion
005on K, but we will probably need one on L. >> So item K and and >> Okay, let's let's we don't need one for K. Let's make a motion on L that the clerk, the president, and the treasurer will sign checks for all funds. >> Okay, so it's much like we've always done. Can I get a motion from somebody? >> I'll second the motion. >> Motion by Gorman. >> I'll second. >> Seconded by Nest, any discussion? All those in favor say I. >> I. >> All right, item seven, new business, discussion, possible decision, Moosonee School District strategic plan. >> All right, um I'm going pass these around. This is everything that I shared with you on Friday, nothing new, but just a sheet for you to be able to make a know what's on or
006you see in hand. I thought it'd be easiest to walk through this kind of step-by-step for you guys to be able to discuss, provide feedback versus do the whole thing and then bounce around. Um but if you guys want to change that at all, just let me know and I will do it however you would like me to do it. So, um the first portion that that I started with, so the handout that is coming around is around um mission and vision. So, just a recap of work that's been done around the mission and vision, where some of this feedback came from, what some of that feedback was that brought us to um two samples we wanted your feedback on that that we had shared. Uh work done uh was done primarily by the student
007group uh along with some students uh looking at the current mission. So, the the mission that's on top of the strategic plan that was done in 2019, reviewing that feedback taken. So, a lot of the feedback that was given was um certainly a lot of still relevant ideas, kind of long, a little wordy, um maybe not incredibly like inspirational or clear as to like what that main mission was. So, from all of that different feedback, along with the other samples of ideas that came out of that night, whether be the hope, the concern, um and some of those four other question, SWOT analysis ideas, what were the common themes, we created five samples. From those five, the admin went through and kind of dissected the three that fit the best, so we brought those back
008to that committee meeting on the April 15th. And so, that uh group gave additional feedback. What they did was select favorable language from that, favorable topics, what are some of the things that we're still missing from those three. Uh and from from feedback that came from those came the the two drafts that we created for you. Some of the feedback directly was some of the language we provided that night was maybe fluffy enough that it wasn't clear what that primary academic mission was. And so the two samples we brought wanted to be very clear of like what the academic mission of the district was. And they talked about being very selective of the language that we chose so that it's actionable but also very clear. So one example was one of the samples talked about
009meaningful relationships, another one talked about purposeful relationships, and just being very clear on those you know, hey, we're not here to be friends with students, we're here to build them up and and help them reach their full potential. And so just that word choice being very clear, very direct was something that they felt was very important, especially for the mission, to be very clear and memorable. So when we took all of that um into consideration and just that idea of when we're looking at a mission, what are we here for, clearly define our purpose, define who we serve, be actionable, and and something that should guide a daily decision of if we have a decision between this or that, does the mission tell us which is the the better choice or the more important option.
010Vision, vision thinking about, you know, what do we aspire to be, what are our goals, where do we want to go, who do we want to become, that might be a little bit more inspirational and set that direction. Just included some samples up there to to give us some ground. On the next one though is some different school districts who have missions and visions that I collected for you to kind of just see and and look the difference as far as clarity in what they're looking for, how it's worded, what's their priority, um, and what the purpose of that mission versus that vision statement is. Thinking about timing, um, the Edgar one was just approved in January. They just did, uh, strategic planning and and redid that. Stratford was 2023. Uh, Marshfield did not give
011a date. Stevens Point was 2022 and they're currently undergoing strategic planning again now. So, with that, uh, with the mission specifically to start there and and you guys can start to share your thoughts and provide feedback. These were two, uh, missions that came out of that feedback. Um, pros, we we condensed the these are are condensed quite a bit from the ones we brought back April 15th. Um, we feel that it prioritizes and makes it clear that academics is the num- number one priority. Um, touches on the how, rigorous, authentic learning. Um, pretty confident that if this was our mission, it would probably remain our mission 5 years from now. That there's not, um, pieces that are going to wear out. Uh, student-centered, it's about our students. Um, cons, you know, could ask, uh, wonder
012is it aspirat- inspirational? Does it speak to every student and family? Could it be even more concise, right? Looking at some of those other ones that are even shorter than this. Um, is it memorable? You know, is it a phrase that in 2 years, once this hangs in classrooms, around walls, are people going to remember it, right? So, those are things that we're thinking about out of out of these two. Administration likes the second one better, but I guess with that I would open it up for you guys to discuss and share what you think and give your feedback. >> Yeah, I think these are nice and short. I think it mostly aligns with what we talked about in our meetings. I know we had there was a number of different recommendations, which a lot
013of them got pretty long and you can pick those apart all day long. >> Right. >> Seems pretty straightforward. I like option two before you even put that one on there. >> I like these much more than the ones even at the second one. I think you guys did a nice job of tying them up and really highlighting the education aspect. Honestly, I would be fine with either of them. >> I like number two. And the mission statement. >> Please understand this isn't like a Yeah. >> You have to pick one or two or three. >> Yeah, if there's words you don't like, if there's something you feel is missing. >> I think the only word that it hangs me up on two is the word mastery. >> That was my thing, too. >> Is
014maybe because I mean by the time you graduate high school, you're certainly still learning, but you're not a master of anything yet. If if ever if we ever become masters of anything right in life. I think that would be maybe the only word that gets But I like the the flow, I guess, of more up to >> Yeah, both of them had the word mastery in them. >> I actually kind of agree with that. The mastery part cuz What do we put in in place of that? >> What would be a word you would use? >> I don't know. >> I'm working What are you working on? >> And I and I mean I can share I guess the background where that probably comes up is the idea of trying to build deeper learning opportunities
015in classrooms where we're expecting every student to get to a certain level of a proficiency versus accumulate points to get a D minus, right? And so mastery the the the reason that word comes up and so as you're thinking of synonyms that maybe fit better is the idea of high expectations for all students directly correlated to learning outcomes. Um >> Could >> So, however you would want to rephrase that or something different. >> Could you put because we talked about confidence, um the students being confident in what they're doing? Could you do cultivating mastery and confidence through um rigorous authentic learning for every student? >> I kind of like even the first part maybe taking it I'm not a fan of cultivating I'm not right agricultural around here anymore but I like the part of
016ensure every student um achieves essential knowledge and then take the second part and purpose through rigorous authentic learning for every student. Because that's I agree with the mastery. I mean these kids were hoping going on to further instruction and learning. Um I mean remember that these kids are graduating some at 17, some at 18. So they still have a long way to go. >> Yeah, the only thing with that is when I was in the strategic planning meeting the hard part when you say mastery is like how does that apply to elementary and middle school? Which we always focus on that like that's where a lot of the conversations seem to go is like how do get When they graduate, that's what we need to focus on, but there's 12 11 grades that come before
017that. >> why maybe taking part of one and two and >> Right. What if instead of mastery, you just said growth? >> We're not making an official decision In one of your um thing you emailed, mission number three, it says empowering students to be passionate and adaptable, inspiring lifelong learners who take initiative and lead with purpose. I kind of like that. Kind of close to uh uh Maybe just one. >> So, Tom, you're you're just You're wanting to get some ideas from us. So, the next meeting you might be able to come back >> Yep. >> It's just feedback of what you're looking for. We We weeded it down. Um the the feedback to that one, Calandra, just from that group, and you guys get to decide what you want to do, but that that
018group felt like it wasn't clear that academics were number one, that those characteristics are a byproduct of high expectations for knowledge. And so, that was the feedback why we left some of that verbage out. >> I liked I don't know if you can go back to that what Marshfield's was, how it was kind of geared towards that, too. They said, um "We need to prepare all students for college and career, providing careers and relevant curriculum." It's kind of wordy, though. >> It is. >> I think it's geared towards >> But you could You could take the essential knowledge part of of one and and would kind of sub supplant the rigorous and relevant curriculum piece. >> What if you took empowering all students through rigorous, authentic learning for every student? You got to rewrite it.
019So, you took the empowering all students. >> Mhm. >> Empowering students from that three. I added the word all cuz I thought it was important to put all in. Cuz powering all students and then take three through rigorous, authentic learning in every student. Now, you take that mastery out and you take the cultivating out. I just think of my grandpa attracted it. >> Yeah. >> For hours, just cultivating in the fields. >> That sounds pretty good. >> Yeah, that that sounds good. Yeah. >> Did you get that? Repeat it. >> I have the empowering all students. >> Empowering all students through rigorous, uh authentic learning for every student. I don't I don't like the end of that. Powering all students through rigorous and authentic learning. >> Okay. The big thing with me is I just
020don't want this to be something we put on paper again. We we've got to be able to follow through with this in the next 5 years. >> I think that's >> And what >> wide ranging enough that you could go to an elementary. You know what I mean? Like at some point you want to be able to roll this out and have kids remember it. I think that would apply to an elementary school. >> What do we mean by authentic? You know what I mean? I mean it's things kind of But that's why I like number part of number one. >> I like the essential knowledge and meaning in there as well. I just rather it than um authentic. >> Yeah, you're right. >> It's common sense. >> I mean, relevant relevant goes to everybody.
021I mean, so if it's grade school, it's relevant to elementary. It's relevant to middle. Um So, I like the word relevant for that reason. Without saying every student or all students. >> And that >> Mhm. >> Could you just swap out the relevant and authentic? It's kind of what I thought I heard then. >> Powering all students through relevant rigorous >> You want to read that back? Getting rid of >> With all of that, it would be empowering all students through rigorous and relevant learning. >> Any discussion? >> The only thing The only thing I I notice is And this is where the the mastery or essential knowledge comes in is what what's the outcome? So, we can empower students, but empower to do What's Like, what are they achieving? What's the action? Right? So,
022I guess that is the purpose that mastery fills. But, is there a different way you would say that? >> That's where I like the mastering essential knowledge dialogue. That's my two cents. >> So, your question was what? Can you say it one more time? >> Well, just it empowering, but is there empowering >> Empowering to do what? That was your question. >> What's the What's the What are they achieving at that? >> Well, we want them to be proficient in certain things. >> Empowering all students to gain essential knowledge through rigorous and relevant learning. >> I don't know. Essential knowledge right stands out to me. But, yeah, and >> Does that answer your question? >> Oh. >> Mhm. >> Anything else on that? I'm just throwing >> Well, now you got some more to >>
023Yeah. >> words >> Is there anything that stuck out tonight through Cuz I don't remember hearing the word mastery or cultivating or authentic like in our round tables. Right? I I just want to make sure we're not like shying away where we come away from this and everyone's like, "Well, none of the stuff we talked about that night applied and we took everything out. We just did what we wanted anyway." >> Remember, this has been a series. Mhm. We have students visit We We've been gathering information >> Mhm. from a lot of people. >> Yeah. And I just want to make sure what we're doing or what we're changing still aligns with that in general. >> And I think it does. >> Mhm. >> Are you going to go to vision next? >> Yep. >>
024Okay. >> Uh the two visions that came up um a community united in preparing every student to think deeply, adapt confidently, and contribute purposefully or a united community where everyone every student is empowered to think deeply, lead boldly, and thrive. Um one of the feedbacks from a lot of the groups in on the April 15th date was they liked some form of mention in the vision of partnerships of community, family, and school working together for whatever that outcome is. So, uh both of these include all stakeholders through the community part. Uh targets aspirational qualities that accompany the mission, student-centered, again allows some flexibility as time marches on. Um if you wanted something global or future ready, a couple of those other groups said something about that, but then other people said they didn't want that.
025So, that was kind of a 50/50 feedback from those groups, but just something to consider for this group. Um is there some blend of the two? Because they are very similar. >> Mhm. >> I like the community united. I know that was a big topic when we talked to us just making sure it wasn't just school's responsibility to be accountable for students. >> Yeah. I think that was a pretty good >> like united community. Those two words. I mean, I mean, community is trying to get the community involved and get them united behind what we're trying to do versus what's good for the kids and that's a tough job to get everyone united. >> Any advice? >> I like the first one. >> Well, I but if you like if you want a united community,
026you could put two uh where every student um can think deeply, adapt confidently, and you know, so you could kind of combine the two of them. They're essentially kind of the same, but if you want to just a change united around, you could do that, too, and put >> I like the intro of one and the ending of two. >> Mhm. >> See, I didn't like the ending of two. I thought the end thrive was just anti-climactic. You have to tell me next, "To boldly go where no man has gone before." or whatever. >> You're the next Artemis Crew. >> Any Any other thoughts? Otherwise, we can combine them and bring it back. >> Yeah, yeah, yeah. Okay. >> And then, were you going to talk taglines? >> Uh yep. So, we put taglines on
027there. Right now, the district continues to use expect the best. It's been there um a long time. I don't have that on the slideshow, but it's on your sheet. Um this is just some ideas that came out of the different mission and and vision samples. Uh again, it some districts have one, some districts don't. Expect the best is on some of our stuff, not all of our stuff. Um so, just a decision if you're going to rebrand a strategic plan, do you rebrand with a tagline, without a tagline? >> I still like expect the best. >> I do, too. >> What was the Isn't there a you Matter? What was the >> That's a build like a building value. >> school thing. Okay. >> More of a More of like a student value system. >>
028Okay. That had come up a few times and I didn't know if that would I don't know if that's really a tagline versus something else, but yeah. I think it's something instead of students are >> I see a lot of commercials here. >> Yeah. Right. Yeah. >> I mean >> Advertisers. >> Yeah. Then these out. Maybe we >> How do you feel about Expect the Best? >> Where's the beef? >> In them. >> I like number seven, too. >> Sounds like we're sticking with Expect the Best. Right? Are you okay with that? Okay. Yeah? >> Um the next part is uh Portrait of a Learner. This is um a product of a lot of the work coming out of the industry focus group um and talking just about as we redefine student success, right? As
029we talk to students, as we talk to post-secondary educators, as we talk to employers, um uh a standardized test score simply isn't measuring their readiness at the level it needs to. And our redefining ready local report cards have gone further and done better, but there's still additional skills missing. And so through that work um working with um the industry focus group, uh staff at a professional development group, as well as other research around that readiness factor, these are um five skills that we would like to highlight as as that portrait of a learner as we continue to incorporate more rigorous learning experiences beyond memorization um and and repeating what we learned the day before, but authentic learning opportunities where they're building a product, they're assessing their knowledge, and they're transferring it to a product, transferring
030it to a skill. These were the skills that our local industry identified as the most critical to being ready to enter their workforce. >> And that last meeting's Friday, right? >> Correct. >> 8:30 is it? >> Yep, 8:30. >> And everybody's welcome. It'll be in right here. >> Right here. >> The other ones I attended >> 8:30 o'clock at >> 8:30 on Friday. >> How long is that >> go for? >> 10. >> 8:30 to 10. >> Yeah, boy, you'd >> 8:00 a.m. >> 8:30 a.m. >> 8:30 and then >> One adjustment that came from the community groups that we adjusted, so number four originally with the industry group, it was more about self-direction as a learner. Um, however, the word accountable kept coming up in our community session as a really popular piece, and
031we felt that maybe that's a part of that learning process we really wanted to highlight the ability to hold oneself accountable as a learner to the different skills that it takes to be able to succeed at a high level. So, that was one just verbage change we made as a result of those community nights. >> If you haven't attended those meetings, you can. They're awesome to get a different perspective on what what other people see or want to see. I think those things would be good to have like one of those once a year. >> Mhm. >> Just to make just the connections we make. >> Well, I think our goal is very A lot of school districts have a CTE advisory committee, which is made up of industry partners, and I think it would
032Tom and I have talked about that would be a good thing to use that group for is you know, not all of them, cuz that would be a large advisory group. There's about 30 people in here. Um but a representative sampling of those individuals. Uh we've talked about bringing back the group we did meet with those two nights and just like do an annual like, here's how we did. Do we need to pivot or do we need to stay the course? And just kind of re-engage those individuals on an annual basis at least just to get their feedback and keep them engaged. >> I have a question. >> Yeah. >> Is the portrait of a learner is it something that comes from I mean is that a model that other districts or states are starting
033to go to? Is that >> Yeah, I would say you you saw some states starting to move to that model as early as like 2013, 2014 and more and more have bought in um and more and more districts in Wisconsin now have adopted that. DPI also did just announce that they are looking at the development of one. Um not sure what that's going to look like if it's going to look more along the lines of like a state-wide redefining ready or if it will look more um like a skill orientation, but So, it's a mixed bag as far as full states adopting. However, there are quite a few that have adopted as a state and then um here in Wisconsin it's district to district, but more and more are doing that work. >> DPI is
034starting the process, so I would venture to guess they'll have something approved in the next year. They're doing listening sessions around the state of currently. >> So, with this how often do we pull like past students 3 years out, 2 years out? >> Not enough. That's definitely >> like, hey, what do you got you guys went to college or you're in a job now, what did we miss? >> So, without a doubt um a data point that would be really helpful. We do a one-year post-grad survey, but it's it's not it's just what are you doing now. Mhm. Um we have a little flexibility to change that. Right now we're rigid in what that is because it's a Carl Perkins requirement. Um however, that that requirement has changed a little bit, so we're hoping that
035maybe that can be our end to start asking some different questions within that survey. Um but it's something that we have identified that we really good >> information >> Right. Do a better job getting >> The email addresses, like the at Mohonasen schools, do that do they get to keep those or they No, you don't. >> Which is one of the challenges. >> So how are you going to collect it? >> So we pull the seniors into the home room a month before graduation. We say, "Fill out this form and make sure your personal email is on it cuz you're losing all your Mohonasen schools access and we want to get a hold of you." And >> we started doing, which might help, is we had them all start a Parchment account. >> Oh, sure.
036>> Then that gives them the opportunity to add in other outside of school email. So hopefully we can track them better that way as well. >> Yeah. >> But yeah, that is a challenge. >> Yeah. >> No matter where >> It could be some good feedback. >> Yeah, I think that >> Yeah, I don't >> one to two years out would probably give us as much information as that. >> Is there any way to change that and to keep it or would that >> I'm guessing there's some kind of storage. The email you also probably don't want liability of what they're using it for. Cuz they're all up in that stuff. >> They're 21 years old. >> Let's just separate them. >> We don't need the FBI. >> I have my college email at Mohonasen.
037>> Uh any other feedback on that or ideas or >> This is some really good stuff. >> Yeah. >> Okay, then the last portion I handed that out, um is taking all of the SWOT analysis elements from the the two nights, the feedback, and putting it into some pillars for strategic planning growth. I gave you in the email two options. This first option is what you have on on paper. That is our preferred one. However, if you guys want the alternative one, that is >> Or anything else. >> That's fine. Yeah, or if you want to split it up differently. The difference between this and alternative, it took two different pillars and spread one of them between growth and partnerships. So, it took the growth of staff and students and put them under one pillar
038of growth for all versus um a student one and a staff one. So, that's really the difference. So, a big area of topic was obviously student achievement and staff development and retention. Those were probably two of the major pieces that came out of all of the questions and activities in the community night. Um So, highlighting that in the growth area, the staff growth, staff feedback is improving professional learning opportunities, personalizing that more to make sure that teachers get what they need. So, including that in that growth of how we redesign those days to make sure that that employee satisfaction with their growth and their learning is addressed over the next couple years as part of our strategic plan, as well as just district alignment to those goals and making sure that decisions we're making are
039around growth for everybody. Another area that was of big concern is those partnerships, whether that's family, community, and >> businesses. And making sure that those are a priority of work moving forward. Moving from simply communicating with families to collaborating, inviting families to be more involved in their child's education, informing them of more, making sure that they know how they can help. Um, and so that communication piece with families. Uh, the community part being a two-way street, right? That the community knows more about what's going on in the school, but also there was a lot of things like making sure that the community is that the school is still a center of the community and that they have access when they can have access and that it continues to be a hub of what Mosinee is
040about and does. Um, and then the employers' part of um, making sure that our our students not only continue to have a wide variety and diverse pathways for their options after high school, that they know what are part of their options after high school, but then that we continue to increase access and exposure at younger ages. How do we get businesses into talk to our younger kids about different opportunities and options? How do we get our kids to our local businesses to see what's in their back door? Um, so continue to grow that relationship. Um, and then alignment is just that category that um, is more of the district level of you know, when budget decisions are being made, that the strategic plan is being considered, that as the facility plan is continuing to be
041updated, that the strategic plan is being considered. Um, and then that those systems, similar to what Greg mentioned, are in there that we bring back a a feedback from parents and community on the strategic plan in a year or two. Um, that our industry group continues to being engaged. What are those systems to make sure that we are actually continuing the work. >> And it's something that should be reviewed every month at a school board meeting. Are are these decisions fitting our mission, our vision, and what we want to accomplish? And if you don't I live close to school. Like this weekend, we had about a thousand dancers here. >> Mhm. >> You couldn't park anywhere. People really connect, especially to that community center. And I'm hoping our new fitness room will make another connection
042with adults where people are coming. Our pool um is used unbelievable amount of time. And I'm hoping the community and it's amazing the number of people that are connected to that. And we need to keep building relationships. >> So, would you like to talk about these three pillars now, or do you want me to go into the different areas within each pillar before How would you like me to proceed? >> I like the three pillars. >> Mhm. So, looking at growth, you have a much more um wordy summary on your paper, as well as the the document I shared with you. But, under growth, the five areas that that we would target, the first one being the primary one, academic growth for all students. Core instruction is prioritized. Um it's ensured that it's rigorous. And
043and this is where um we would have the the goal of improving student outcomes on learning. Number two would be the implementation of a lot of those skills in the portrait of a learner, increasing those relevant and rigorous learning opportunities, being able to take that core academic knowledge and transfer it to a real problem, uh a real-world connection in that learning. Number three would be targeted at improving um teacher engagement or staff engagement through the improvement of the professional learning systems that are directly aligned to those academic goals. So, that employee engagement survey uh that you guys reviewed last month, right? Those questions about you know, have they do they feel like they have somebody giving them the proper feedback? Do they have access to the right learning to be able to achieve? Do they
044see meaning in what they do? Right? So, if we did that really well, you would see an improvement hopefully in those scores. Um number four would be just that general staff engagement data for retention and recruitment. Just prioritizing workforce development and ensuring that we have high-quality teachers in front of us and improving our systems to make sure that we can improve that retention. Um and then number five would be just that dis- those district systems to to provide data that goal one through four are working together to improve student learning and that they're not isolated and siloed. >> Any discussion? I think we're ready to move to the next one. >> Okay. Partnerships, the first one being the improvement of family partnerships and relationships, enhancing collaboration at all levels including some of that family perception
045data survey. Do they feel like they're welcome a welcome part of our school? Do they know what's going on with their child's education? Do they know where to go and find answers if they're looking for answers? Just all of those different collaborative pieces at all levels. There was also a lot of feedback about you know, there's this assumption that as kids mature, families need to back off of their child's education and and welcoming them back in for a for longer and making sure that families of all age students feel engaged in in their their child's education. We can improve and enhance responsibility without feeling or having families feel like they're not welcome, right? And so, improving that. Uh second one, expanding those diverse pathways as well as increasing awareness and access to uh career pathways
046and awareness down that K-12 spectrum. Um So, again, making sure that we're talking to the tech, uh increasing those dual credit pathways, increasing those different career cluster accesses, increasing YEA partnerships so that students have a more diverse opportunity to access those. Um and then that awareness and access piece so that they understand what those jobs look like, what does the labor market look like? So, a job might look great, but do they understand what that that market looks like for them and where they would have to live and what kind of job conditions would be a part of that. Um and understanding those changes along the way. Uh the third one would be engaging that local labor market to ensure that our work is relevant. So, continuing to understand, what does that local labor market
047look like? What do our products do to contribute to that local labor market? What do we have to do better of so they're ready? Um Just making sure that that engagement and partnership with that local those local community business people so that we can supply that future workforce as best as we can. And then number five, just This is where actually you had mentioned, right? Alumni, how do we engage alumni for data markers? Um the high school this year for course selection night brought back alumni to talk about their pathways and how their course selection set them up for that, right? So, how do we do that more? How do we collect better data to know that what we're doing is actually working and they're ready and feeling prepared. >> I think the the one
048of the biggest complaints I get revolving around P1, um, once your kids the the devices that they use, parents feel as if they can't help their children through their educational journey because, you know, they don't know what teacher uses what, the login is, how to how to get on it, how to access it, their kid doesn't know how to how what to do, and I I feel that pain point myself, so I do think that one's uh especially important. How to, you know, cuz parents do want to help, but once we get away from all the paper that you get in elementary school, suddenly there's a major shift. And we're no longer getting a stack like this every night, and I always would go through my kids' work every day cuz I can see it
049right there, but how do we bridge that and maybe ease into those those older grade levels and still let parents participate and and be a another set of eyes on >> what's going on. >> You almost need like separate instruction for parents. >> Yeah, even I thought like just like a cheat sheet though, like I feel like it would a sixth grade uh son who doesn't uh Yeah, he doesn't use a planner, he doesn't >> get better, I'm just telling you. >> I'm just saying I don't know what he knows he knows what's going on, but if I had a a cheat sheet that would say, you know, in order to see the grades do XYZ. If you want to see this teacher uses this, your kid's login is this. This teacher uses this, the
050login is this. Like this is where you see and monitor because it's like, you know, there's Skyward, but there there's so much more that they're using that I'm just not familiar with. And I ask him and everything's fine. >> I'm good. >> If you could get into Canvas and see what the >> I was just going to ask that. >> Yeah, Canvas use Canvas. Do they use Canvas? >> in It starts in fifth grade. Uh the challenging part of the Canvas is there's not a parent login, so you have to log in to your kids >> account to see it. >> Oh, okay. Cuz I thought that was super helpful once my kid got into fifth grade. >> I don't know if all of that is correct. >> There's a parent side that I've never
051turned on. >> Oh. >> But >> So we don't have it. >> night for Kristen. >> No email address. Just keep putting it >> But just like some just creating some sort of bridge to to allow parents to easily access and still feel like they're playing a a parental role in developing their child in the educational sphere. >> Yeah. It it comes down to moving from pure communication to collaboration, right? How do we work together to make sure >> Well, I remember a year when we had a mom actually come to math class because she could not understand and help her child, you know, but >> but that's another thing with the new math and stuff. >> Based on the conversation last week, I guess it was, about Liftoffs and then Jessica's request to talk
052about a screen time policy, I it would be my thought, I was thinking about it after the meeting, do we look at one special board meeting and just tackle all of this at once because I think it's going to be difficult to tackle some of this during a regular board meeting cuz it's a it's going to be a lengthy conversation already. So do we hold a special board meeting where we talk about like academic direction, screen time philosophy, >> Almost like a >> parent health >> retreat type thing where we we could got some time where we cuz there have been discussions about do we go back to the basics? Do we you know, we we need to probably have a some philosophical discussions about this. >> The only reason I would say a special
053board we need to do that is then there's nothing else on the agenda but that. We get into a rich conversation. >> You come here and you know, what what are we >> And not worry about Oh my gosh, I've been here since 5:00. I have to, you know, we still got to do close session and we still got to do this and we still got to do that. That was just something I was thinking about after the meeting. >> You and I talked about it. I thought it was a good idea. Just because then we can talk more about the direction and get more precise. Especially when the strategic plan is set we can say, "Okay, we got it. Now what do we do?" >> Your regular meetings don't have to be so long
054cuz you're not trying to cover so many different things that you get dilute the effort on any one major thing like this. >> Well, then people can ask more specific questions and get more specific answers. >> I think it would give us some time to I mean, I would say let's we can do it until June. This is an extremely busy time of the year for the principals especially with graduation. >> For a meeting like that, could you engage with principals and people that are more, you know what I mean, more directly? So it's not just a discussion amongst the nine of us, but we've got more input that >> The conversation would include admin and I think the way I would look at it is we we might I don't know. I've always said
055I like linear thought processes. So let's just think linear like let's tackle this problem first and have a conversation on that. Then let's tackle this one and >> Yeah. >> go through kind of a decision-making process to try to keep the conversation somewhat focused in on a couple things so we're not going all over and then I think it would give us a chance to >> have some players for the end of the meeting where I need to get this decided, this decided, this decided. We're not going to walk away and come back and talk about the same thing. >> Or this is what we think, go admin, go do it. Or go put something together that we would approve at the next meeting. And whether it be a policy, whether it be a procedure,
056whether it be a cuz I know Christie was talking about putting together some form of a tech guide that was going to include screen time recommendations. We've been talking about that administratively. You know, and trying to tighten in on some of that stuff over the last probably month. It's just Like I said, it's hard to get us around the table during the school year. >> And I like the idea of it. I just think even just defining what screen time looks like in a classroom could be easy and an elementary school would be different. >> you need to be careful, too, because there's screen time during school and screen time outside of school. >> Well, and I just So I I didn't mean to hijack the conversation tonight to segue to that. I'm just telling
057you that was my thought process on it cuz I would rather have a rich conversation on it and not feel like we're being pressured because there's five other things on the agenda we have to try to get to. >> Have you seen any results from the screen time thing you flipped on? Does it just measure how long their computer's on and they're logged in? >> Uh it has a little bit more than that. It has like stats of like which sites are the most popular and has a little dashboard. >> Yeah, and that would be something we would then present to have a chance to get a couple months of data and one month of data. >> Do we want to get to alignment? >> Yep, so the last one is alignment. So really three
058other areas surfaced in just about every conversation with stakeholders, uh facilities issues, um concerns about budget, and keeping up with certain policies, whether it's screen time or other policies, right? So one, two, and three is just continuing to look at those. Obviously, with the high school project being done, um quite a bit of stuff on that 10-year plan, right? That that was there a year or two ago is gone. So just continuing to look at the 10-year plan, um and matching it up with the vision, budget decisions, making sure as we balance that that we're looking at, you know, students first and working out backwards. Uh Um and then policy, thinking about things like screen time and and where our instructional focus is and making sure that we're reviewing policy, that everything is lined up
059the way we want it to. And then four was um infrastructure needs and assessments, uh especially as it relates to um technology and equipment. Can you handle it? Can Are you keeping up just like the cabling that's going on this summer, making sure that it it does all keeping up with what is necessary of what is going on. >> Uh one more thing, when we get this done, I'd actually like to schedule periodic dates that we It's an agenda item that we look at it. And you know, I'm halfway through the year, so we can say, "Okay, yeah, we're we're doing this. We're doing this. No, we're not doing this." Some school districts, when I went to the conference, they highlighted them in different columns. Red, not doing. Green, done. Yellow, in progress. I thought
060that was a great thing, cuz then we could always come back to it and say, "Okay, we're actually trying to follow through with this." >> I think the next slide, um so great segue, >> Thanks. >> Yeah. Um kind of gives uh gives a lot of what you're talking about. It it gives us an annual, you know, in our conversations uh each school district does a SIP, um or a continuous improvement plan, school improvement plan, depending upon if you want to start with a C or an S. Uh and and those would kind of align to those first couple pillars. And then obviously, as Tom said, the third pillar would be more district-based uh with some building involvement. So, that's where some of that review process would come in as the schools would be tied
061to the pillars, which would then give us all these different data points to review with with the board and community and whatever on a quarterly basis or whatever. Like, how are we doing on the engagement surveys? You know, what does the local screener data look like? Student achievement data? How are we doing on industry group and ACP tracking, which is the academic and career plan? And you know, what does our alignment look like? Obviously, we talk budget, you know, settlement facility planning is on that committee every month. Um but I think it would give us that an opportunity. But I Sorry, Tom, I didn't mean to steal your conversation. >> No, that it's perfect. Um I I wanted to make sure include these to show where measurement of success can come under each of these
062pillars. Um I had mentioned fully acknowledge that each of these goals are are too wordy, but before we wordsmith everything down, I wanted to get your feedback on the different pillars and things like that. Um but to be able to make goals on an annual basis for each building and the district, uh these are just sample data markers that fit into all of those subgroups of each pillar um to ensure that we have a way of measuring our progress, measuring our success um within each of those. >> So, I think as I'm sitting here thinking about it, I think one of the things I would look at is our strategic plan that we created I think is a or or we're recommending or looking at, however you want to phrase it. It's a different process
063than I think what is typically maybe done cuz we're doing it a different way. But I think what I like about it is I think you could argue that what we've created here could be our guiding principles, our North Star, or whatever it is. And then the goal aspect of it, which would be the nuts and bolts of the percentage of kids you want here, there, and everywhere can be adjusted on an annual basis using the data and and the buildings would have involvement in in that conversation as well. And then the accountability would be to the individuals on an annual basis, the you know, obviously the the board and and then if we brought that group back on an annual basis, just kind of a here's how we did. Are we still on the
064right track or do we need to change something one of our guiding principles? >> Any questions, discussion? >> I just wanted to mention thank you for sending that parent survey. It's really nice to see that we had such a good turnout on it. Do you think you could present it to us in a way like you do >> Absolutely. Yep. >> Well, cuz it's >> Yep. >> The best part about that was free. >> Well, yeah. It's uh >> So, we talked a lot about the community surveys, the family surveys, the teacher surveys. Do we ever take student surveys? >> Tom, we do student surveys. >> Um we do student engagement surveys, but um we do not have a student at like perception survey since we got rid of Leader in Me. They had They
065had one built into that, but with the dissolution of that, we don't have a student perception survey. >> Okay. Yeah, I was just curious we hit on three of the four and I'm like a fourth one. >> would be certainly worthy of having that data. >> One One thing um the first time I've heard is alumni reaching out to alumni and what their their their education at Mosinee and what it led to and what it did for them, what actually they used from their education here, what the opportunities that they have seen out there for kids. Um I I I really like that. >> DC Everest has something I can get to on DC Everest where you can submit what you did after school, but it's similar >> Yeah, I think having the parchment thing
066will be much easier. That way we have an email address on it cuz that's typically what happens is they they walk across the stage, they disappear, their email gets cut off, and then they we lose all access to them. >> Yeah, I don't know how you get a hold of them. >> Well, now they have to create last reunion. >> I don't think we want to hand out diplomas in >> pizza. >> I don't remember much >> the first day. >> I saw you get a little fuzzy there. >> The the students are very thankful to you for doing this. It's a lot of work, but I think we're moving in the right direction. So, I appreciate your work. >> Yeah, Tom did the heavy lifting. >> One thing I want to mention before I
067forget this next thing. With looking at your alignment and with the thing we talked about with the policy adoption, can we always make sure, and I'm sure we are, that we're looking at the handbooks and making sure that we're referencing what policies are changed and so that there's always updates to you know, we don't have something different in one section that's different in another section. >> I did a lot of work on the employee handbook last year, so that there's less a lot of it more says reference policy, because you're exactly right. What happens is you change the policy, >> Right. >> And even in the student handbooks, in the athletic handbook, all of these things tie in. >> And I was I looked at I reviewed the student handbook um and they do have
068they're referencing more policies in it than what it's been, which I think is >> I like that idea. >> is wise. I agree with you. I think it's the smart thing to do. >> Mhm. >> Cuz then the handbook automatically changes when the policy changes. >> Exactly. >> Anything else? Okay. We do have one item that wasn't on your uh because graduation happens before the next board meeting, um I'll be at graduation. Is there anybody else that's going to be coming to graduation that might Okay. Would you want to hand out diplomas or anybody else? >> What's the date? >> May 15th. >> 15th. >> 7:00 Rex Center. >> Do you hear by 6:45? >> No, Captain Gallons. Just regular >> We always wait both by the rec center. >> Yeah, right outside the doors
069of the rec center. Just hang on. >> And we decide to come later. >> Yeah, you can. It's just we we talk about who's going to hand out diplomas and be on the stage. >> We message you if we're available. >> Yes. >> How many do you need to shake or how many do you >> care who's ever there. >> Okay. >> I got tired of shaking hands last time. It's like 150. >> I'd be happy to go, but I don't need to be >> You don't need to be there. If you don't want to, I can do it, but I wanted to know if somebody wanted to do it. >> Yeah. >> Okay. >> We can trade off. >> Okay. Anything, okay. Um with that, I don't think a German I'll take a motion
070to adjourn. >> I'll make the motion. >> Motion by Gorman. >> Second. >> Okay.