Mosinee school board 12-16-25

001I'm just waiting for Jackie. >> She had to get self. I really >> you are wonderful. Jackie, >> you ready? >> Okay, just take your time. >> All right, I'll call the Tuesday, December 16th, 2025 meeting to order at 6:04. All right, second item. Roll call of directors. >> Zebro >> here. >> Gorman >> here. >> Kaiser >> here. Maple >> here. Sankoski >> here. Namitky >> here. >> B >> here. >> Nest >> here. Canadler >> here. All present. Great. Item number three, pledge of allegiance. [clears throat] I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Item four, approval of the agenda. Any changes? Any adjustments? >> I'll make motion to

002approve. We have a motion by Gorman, >> Second by Bower. All those in favor say I. >> I. >> All those opposed. Motion carries. Item five, approval of the minutes. That's from the November 18th, 2025 meeting. I will seek a motion. >> I'll make a motion. >> Motion by Kaiser. >> Second by Stanowski. Any discussion? All those in favor say I. >> All those opposed. Motion carries. Item number six, student board report. Welcome. >> Thank you. Good evening. My name is Ruby Slowiki and I'm back for another month of highlighting student successes in the high school. Winter activities have officially started and we're about to start finals this Friday. Skills USA attended [clears throat] the district 5 competition at Slinger High School on November 20th and everyone came in first, second, or third place in

003their category. They also attended a Green Bay Gamblers game on December 13th. Forensics has officially begun the season and members are picking up pieces to rehearse and perform. FFA held its Christmas party on December 8th. They had food, games, and lots of holiday fun. In addition, they wrapped up their their fruit sale to raise money for a trip to the Mall of America and the world's toughest rodeo. Concert choir students were busy making make baking for the Christmas craft sale on December 6th with all proceeds going to support their fundraising efforts for the competition in New New Orleans. The high school choirs also held their winter concert on December 13th, showcasing all their hard work over the last few months. The boys basketball team battled against Littleoot on December 13th where the non-conference final in

004overtime was 74 to 75. The jazz ensemble and symphonic band had their winter concert on December 13th where they performed the pieces they had been working on. It went extremely well for their first concert of the year and they'll begin working on pieces for their next concert. Girls basketball battled against Oaklair Memorial on December 15th where the final score was 52 to 55. FCCLA was busy preparing the Christmas craft sale all month, working up working at the craft sale and had a meeting today to wrap presents bought with money earned from the craft sale for a family in need. Finally, the high school recognized the outstanding academic achievements of dozens of dedicated students during the annual awards ceremony. 34 sophomores were recognized for having a 3.8 plus GPA. 28 juniors were recognized for having a

0053.6 plus GPA. 39 seniors were celebrated for a 3.4 plus GPA and seven seniors were also celebrated for achieving a composite score of 30 or higher on the ACT. They were presented with the distinguished ACT excellence. >> That's all I have for this month. >> Thank you very much. >> Nice job as usual. >> You can leave or stay if you want to. >> That's awesome. >> Awesome. Just remember the small people when you make it big. Uh item seven, special presentation a discussion possible decision donation from the International Brotherhood of Electric Workers. >> Yeah, we have a handful of uh donations up this month. The first is the IBEDW donated $1,500, $500 per building to help offset the cost of student lunch balances. Like I mean I'm only in my second year here and

006I know they've done it every year since I've been here. Um and I think they've done it much longer than what I've been here. So, we really [snorts] appreciate all their effort and uh and work for that >> and obviously the typical thank yous and everything. >> Yep. Yep. All going out. >> We have a motion to accept the donation from Gorman. >> I'll second. >> Second by Kaiser. Any discussion? >> All those in favor say I. >> All those opposed? Motion carries. Item B, discuss and possible decision donation from Janet Hansfer. >> Yeah, same concept. um they donated uh $1,000 to be used to help offset the cost of needy student lunch balances as well. Um so we really appreciate them. Uh as Paul alluded to last time, it'll be in the thank yous

007have gone out um along with the the tax deduction form along with uh it'll go in the next link which I think is in February I believe. So uh we always recognize donations in the link as well. So >> is is that Jim's wife? Does anybody know? He used to be the airport manager >> long. He was very supportive. >> He used to do the Young Eagles flying with our school and everything. Very supportive of kids. >> Yep. So, we once again want to >> thank them for their donation and we recommend approval of the donation. >> I will seek a motion. >> I'll make the motion. >> Motion by Gorman. >> I'll second. >> Second by Stanowski. Um, any discussion? >> All those in favor? >> Did you have discussion? >> I just have

008a question. Okay. >> So, when we get these donations that offset the the student lunch balances, how is that applied? How do you use the the discretion to does it go in a just pool? How how does it >> Yeah, it goes in a pool. Um, typically we allow the lunch uh individuals to kind of decide uh how they see fit, but it goes in a pool and then anybody that has a negative balance um that is of need um is who uh they use to offset the cost for. Um, obviously there's free reduced lunch. So, some of those individuals already give free lunch, but it's other people that make uh that don't qualify for that that have a need um that either we've identified uh through our conversations with them through student services or

009the lunch department knows from their experiences. >> So, it's there's no SOP for that. It's just their discretion. >> Yep. >> That answer your question? >> Okay. I will Okay. All those in favor say I. All those opposed say nay. Motion carries. Item C, discussion and possible decision donation from the Knights of Columbus. >> Knights of Columbus uh gave a donation of $3,140.3 from their state council intellectual disabilities grant to help offset needs in our special education department um that that Brian oversees. So, uh, they'll use those funds, uh, as they see fit to, to purchase, uh, needed equipment and/or supplies or help offset cost of Special Olympics or something along those lines as well. Um, uh, that they have that that come up on an annual basis. So, once again, we appreciate their donation

010and we recommend approval. >> Motion by Kaiser, >> a second. >> Second by Bower. Any discussion? >> All those in favor say I. I >> All those opposed [clears throat] carries. Motion carries. Uh first of all, you know, we have a great community that constantly gives. We have a lot of great organizations and kind of it's a great place to live. Thanks to everybody. Okay. Dis item D discussion truency presentation. >> Okay, we got Tom up to kind of talk about that um how the truency process works. So, um we'll turn him Wait, wait, wait. >> Oh, I I'm sorry. I must have an older one. >> Okay. >> Yeah. Yep. Yep. We eliminated the move summer school to the next just because we just approved somebody this this month. >> Oh, yeah. >> Um,

011so the I [clears throat] was asked to just provide an overview of what truency it looks like in attendance. If there's any questions as it comes up, please ask. Um, so just as a a general overview, um, included the Wisconsin state statute of what truency looks like. Um, students [clears throat] become truent or habitually truent when they miss all or part of five days a semester without a valid excuse. Um, through 118.15 all kids um under the age of 18 have to attend. That's where the the the law comes into play with school attendance and becoming truent. Um and then there is a subsection 3C in which parents um are only allowed to excuse their students from school for up to or part of 10 days in a school year. Um that does not include

012professionally excused absences. So doctor's notes, um therapists, counselors, any kind of professionally excused absence would not count towards parents. So throughout this presentation, we're going to be talking about two different elements to help understand what truency looks like. it it comes in the form of unexcused absences in which a student's not there and the school was not notified or in abundance of excused where now we have to call them unexcused because the parent is calling their student in too much and they're missing too much school. So there's two arms to this. Um along with the state statute, Marathon County has an ordinance. Really it just takes the state statute and adopts it and adds uh county specific Um, when we talk truency, schools to schools, it's very difficult to have common conversations because every county

013handles truency different. And I would like to take this opportunity to uh applaud Marathon County. I have yet to run into a school who talks about their county in a more positive light and what they've done to try to address truency. We have a very strong system here. Um, there are some counties who will refuse to take a kid to court for truency. They will not adopt and put them on the docket. We get two days a week where we have judges hearing cases. Um, so they've been very progressive. They communicate with schools very well. So, I I would just like to take that opportunity to applaud Marathon County. What they're doing to get kids in school is beyond what a lot of other counties are doing. Um then I just included what our board

014policy is. Um which again really just takes state statute, county statute, and puts it into um our board policy. Um and so it's 5200 if you want to look at it in more depth, but again, um I'm going to highlight the language that includes and and is adopted straight from state statute. the two areas of parent excused absences and unexcused absences. Um again, not to include professionally excused or other um types of absences. Uh I included a link to the handbook in which uh our procedures are detailed if you want to look them in more depth, but I'm going to highlight the them kind of on a I guess eagle-eyed view here. Um so starting from scratch, when a student is absent, parents are required to notify the school of ab an absence. If a

015student is marked absent and no phone call was made, um, in Skyward a W app appears, it it stands for a web absence. So, if a parent sees that, they know somebody was marked absent. There's no excused. Um, and it sits there. Uh, there's also a ROOC call that goes out. So, you get one that says your student was marked absent today, notifying the parents. Um so they get that after school. Uh parents have within 48 hours to call and rectify that before it comes and unexcused. So understanding that life gets busy. Maybe everybody in the household was ill. No phone call was made. They have time to recoup call the school notify hey I didn't call in. However, so and so was at home um sick. >> So time. Sorry. So [clears throat] the

016parent gets called. You said after school. >> Yes. >> What about like a young students? >> The elementary they call. >> Okay. >> Right. So if a student is marked absent in the morning and no call was made, they call, hey, so and so's not in school today, >> do you have them home with you? Do you >> Okay. Do you do you call? >> We do not. Um so they will be marked absent and then um we we target it and mark them for that every week. So if we're seeing a pattern or anything like that, we do follow-ups and kind of reach out to our families that way if we see the pattern. But I do believe [clears throat] um we send out emails and things like that if kids are missing periods

017just to kind of hunt them down because in the event of an emergency obviously we need to know where they are. >> Yes, I remember calling um after a certain time then I would call. >> I think what's happened on some of that Donna is the robocall. >> Oh the systems have taken over calling. Okay. So you don't have to do that individually because of the the time uh that it takes for admin assistants to make all those individual calls when you're talking about 600 kids >> sometimes in the building. So yeah, >> so um so that that's how uh an absence would convert to an unexcused absence. And so then once we have unexcused absences and potentially eventually excessive excused absences, they enter a tiered system. And this is where Marathon County developed this

018coming out of CO. Um so this was um this is three years running where this tiered system is has been put into place. Um, coming out of CO, we weren't sure that they were going to let us back in the courtrooms. And and this was kind of the DA's attempt of saying we will, but we want a a very procedural step knowing that we've exhausted all all options before we take a kid um into court. And it it really empowered the schools um through this process and continues to. And this is a system that again gets talked about on a state level of other counties trying to replicate. So level one would be a student has um gets their first unexcused absence, maybe it's uh maybe it's two depending on the situation, face toface conversation

019with that attendance officer uh which is usually our assistant principles. Um sometimes it might be Kelly Remendini, our dean of students and athletic director. Hey, you were marked unexcused what happened? Uh there might be some kind of local consequence of detention, something like that. Um, but it is that initial conversation um of what's going on, why didn't someone call, where were you? It's it's digging into some of those facts, understanding what happened. >> Just a >> Are you notifying if the it's a split household, are you notifying both sets of parents with the robocall or just the family? One >> parents opt in when they do their forms on where >> Oh, so they can get so both of them could get it. Okay, great. Thanks. uh level two. So if a student reaches three

020or more unexcused um or this is where that 10 excused threshold might come in. Um there's going to be a second meeting. Now counselors uh or another staff member who maybe has a relationship with that student is roped in um into that conversation of trying to understand. Uh there's a student school refusal assessment scale survey that they're taking that what that's trying to figure out is identify the root cause. Are they staying home because they want to be with family? Are they avoiding social situations? Um is it's geared at trying to find what that barrier to attendance is so that a plan can be put in place to address that to get that kid to come back to school again. Now, uh, we have documented, um, not just ROOC calls, but phone calls to parents

021of, hey, this is going on, what's going on? A plan is developed, whether that's maybe a schedule change, a regular meeting with the school counselor, maybe we're looking at an atrisisk referral, referral for mental health counseling, depending on what that survey might come up. Um, if a student is a IEP or a 504 student, that team will meet to to determine his attendance impacting that student's ability to reach their goals. Um, in this situation, uh, if applicable, that 10day medical letter would be sent home saying, "Hey parents, you you've exhausted all of your days. From now on, we need a professional excuse or they will be unexcused. please call the office to set up a meeting um with what goes on there. Level three, uh now a student becomes uh habitually truent. They've reached five

022unexcused absences in that semester. Um we've got a review of the file. We've got a formal notice being sent home of habitual truency. third level meeting within that uh letter is stated that we need you need to call and set up a meeting so we can discuss attendance. Um in that third level meeting uh there's a parent survey that can be filled out for their perspective as to why that student is not coming to school. Um again looking at conditions and interventions to avoid truency citation some of the possible solutions up there again maybe maybe at level two they didn't go the route of counseling. Maybe level Three, the determination is counseling. Um, here I officer Krowy tends to attend those meetings. Now, we can be threatened with a municipal citation. So, you can cite

023them under municipal uh statute without having to go to the county level. He can write a ticket. They can go to the municipal court. Um, and so that that team needs to decide if that's the right course of action. Uh there's in that meeting parents are provided the formal handout explaining the truency process telling them now your son or daughter is habitually truent. These are the steps that we'll take if this continues to be a problem. Level four if they continue now the students have to attend what's called uh an attendance correction committee. This is a requirement that must be documented before the court will hear any habitual truency cases on a student. So now this is a team that meets uh usually it's the counselor's team, the school site might be involved um [clears

024throat] both of uh officer Krowy typically uh school administration and now they're looking to review those those steps that we talked about in level three. Are they working? If they're not, what are the next steps? If they are working, continually to progress monitor is attendance improving. Um here there may be opportunities for additional uh local decisions of consequences. Um in in my experience typically at level three officer Crowley likes to issue the warning and if it gets to level four now a m municipal citation might come. Um we also have United Way provides us a check for in attendance incentives every year. So, we might work on, hey, if you come to school for two weeks, you know, we can get a monster or, you know, some kind of incentive system. >> Do they still

025have an outside person from the county coming in um checking on the kids that are um ruined or have other issues going on at home? No, it it last year when we were talking budget cuts, the mirror image contract was one that we cut in favor of adding the dean of students role to Kelly. Um, and so she now she's getting involved in the attendance process. Um, and I can explain that when we get to kind of that piece. >> Um, >> so this is level four. If a student's uh attendance still does not improve, that's when the school can issue a truency citation. Uh, that goes with a certified parent cover letter. um they are issued a court appearance date. It's Wednesdays and Thursdays after school. Um up at [clears throat] the Marathon County

026Courthouse, you have an initial visit with the judge in which the judge uh reviews the attendance record. Uh talks to the student about why they're missing school, make sure that they understand that it is state law, that they have to be there. Um that's the initial one. Then um at that point he turns it back over to the attendance correction committee to monitor and then through that monitoring that committee either recommends a sanctions hearing or continuing to keep it. If it's a sanctions hearing, they can go back to court and that is where they would um receive potential sanctions or solutions from the judge um in which that uh truency is a criminal violation at that point. And um there's a just a list of potential ways um or penalties that a student might face

027if they get to that level. Um, >> they've really beefed it up. >> They have beefed it up. Um, you know what? One thing that I will say that I like that that the judges have really done is they've turned to electronics as a punishment. I once got to keep an Xbox in our vault for a month. Um, because the student was staying up too late, not getting up for school, and so the judge ordered I confiscate his Xbox for a month. So, um, they're trying to get to the root cause of why kids not in school and help schools with that. And I will say that not every county is doing that. Um, and and that has been a benefit. Um, considerations that impact attendance. And so like just uh I guess some of

028that decision making that goes into it as well as some of the challenges that we are facing when it comes to attendance. That 10 excused absence limitation is becoming more and more difficult for families and schools to consider why cost of health care and office visits. If a if a family um knows that their student has a 103 degree fever and the flu just went through the house, it's really hard to ask them to go to the doctors, pay $300 for a note um when there it's 103°ree fever and our policy says they can't come to school. Um that that makes it really difficult. We're seeing uh an increase in uh a difference between school calendar and family work calendar. Uh families aren't necessarily taking vacation when we have off. Uh they're taking vacation when

029it's a downtime in family business. Um and and those days add up really fast when you get sick a couple times and you go on a five-day vacation. Um and that's just a reality. And so when we're working with families, we just talk about communicate with us. Um just make sure that we're constantly talking um if that's going to happen. And we're seeing a huge increase in open-ended medical notes to get around that professional note piece of um a a doctor may write something for uh something that just says they're allowed to miss school when they want due to this condition. Um and we're seeing an increased number to that and under state statute we can't do much about that uh because that falls under that professional excused note. So, those are some of the

030the when we're talking those 10 excused absence limitations, some some things that we deal with that aren't always easy to navigate. Um, when we're dealing with a student with unexcused, trying to figure out what kind what's going to work, support versus sanction. Some kids support is going to work way more. Some kids that sanction is going to work way more. Um, for some kids, the first couple periods, the threat of a municipal citation is all it takes. um others that's not going to to get them to come to school. Uh we we are finding the most important piece is that family engagement uh of of involving parents in the conversation as much as possible. Um one thing I forgot to mention that Marathon County has done that again is unique. They have uh created what's

031called the diversions program. So, when we're working with families of younger ages, obviously if you have a fourth grader, uh if they're missing school, it's not always their fault. Um, however, under state statute, as a parent, you are legally liable to get your kid to school. Um and so they've created diver a diversion program where if parents don't engage with kids getting to school um there can be criminal charges and work with families on that end of how and again that works in the form of both support and sanctions um to to force them to engage in that if it comes to that. Uh and then there's this all or part of day discrepancy. Uh so state statute says all or part of a day. So under that by the letter of law uh if

032I miss uh 8th period every day uh 10 times a year for maybe leaving out of town to go up north with my family, you ran out of your 10 parent days excused by that definition. Um but yet uh is that the same as a kid who misses 10 full days? Um so navigating that with families that interpretation uh within schools is different every day and it is really difficult because even DPI does not differentiate. They group it together and say well if you're here 70% of the day we count that a full day. Um, so there there are discrepancies and so when we're we're talking about the impact of that navigating and and weighing when we're dealing uh with what happens to each student who's missing. Uh those are all different considerations that come

033into play. Uh the one thing that I think we're really happy with is we've done a lot of work around chronic absenteeism um through that tiered system and you can see the payoff with attendance rate improvements. Um if you recall I mentioned when we did report cards that all attendance is a is a year behind. Right? So the most recent attendance data that DPI publishes is 2324. They just collected 2425 on December 9th. So that's why that's not up there. But you will see that increase that we've seen. Um, and I included what the DPI's calculations of how to to calculate calculate that is. >> So, how has the attendance been this year so far? I mean, I I can say when I did this, I looked at our numbers coming from our system, and

034it's right in line with like that 8.9%, you know, so we're we're above 90% as a school. When I look, we're closer to 94 95. Um I mean, I don't you want to weigh in? >> I I feel like it's repeaters. I mean, we see a lot of that and just trying to navigate with those families on what that looks like. Um it really just depends. Um, I guess, but I feel like as as a team, we've gotten better about keeping on track and and looking at it week after week after a week. So, kids aren't slipping. So, I do feel like because we've been more deliberate about having those meetings and having those conversations with families. Um, they recognize we're not the enemy. We're just trying to help and um, we want to see

035their kids in school each day. So, I feel like we've really seen some gains. Um, I feel like we're doing the best that we possibly can. And >> I can't say at the middle school level right now, we have not had to pursue anyone to court at this point. >> That's awesome. >> Would it would it benefit once we get an extra SRO to introduce it a little bit sooner as you said some of the students that seems to put the fear into a little bit more? So, >> yeah. Um maybe >> just a thought especially if you're not if it's not like a repeater. >> Yeah. Um and part of that is when we deal with like Sorry, I'm assuming you're referring to like the citation, >> right? >> Yeah. Um sometimes we're at

036the mercy of what the police department feels is the best call too. Um, and so what typically what what they ask us to do at that point is decide, is this a kid who is going to progress to potentially the county route or is this a one-time thing? Because what happens is they don't like to issue that municipal citation if we think this is a student going down that route because it creates double court dates. Um, and the system gets kind of confused and even the county asks us not to sometimes. Um, and so it it's kind of that decision- making process of which avenue do we think is going to be best for that student. >> And some of the times it's for parents like sometimes we we talk with parents about like this

037is an option. Sometimes like please issue that immediately and sometimes you know they they want to avoid it but you know so that that's why that family conversation engagement is really important. >> Thank you. >> Any other any other cards? Great. >> Thank you, Tom. >> Appreciate it. >> All right. Item eight, public forum. Public forum provides the public with the opportunity to ask questions about or address issues including schoolboard agenda or non-aggenda. Uh, do we have anybody? No. Okay, let's move on. All right. [clears throat] Item number nine, consent agenda. Was there anything that need to be pulled out? Was everything approved? >> Okay, I will seek a motion to accept. Got a motion by Bower. >> Second by Gorman. Any discussion? All those in favor say I. >> I. All those opposed. Okay.

038Motion carries. >> Item 10, discussion, possible decision approval of monthly voucher list. >> I'll make a motion to approve. >> We have a motion to approve by Nest. >> I'll second. >> Second by Gorman. Roll call vote. Sorry, >> I got behind a little bit and right >> so we're starting with >> yes >> zebra >> yes >> Kaiser >> yes >> Maple >> yes [clears throat] >> yes Yes. >> Motion carries. Item number 11, discussion, possible decision, acceptance of monthly treasures report. >> I'll make a motion to approve. >> Motion by Nest. >> I'll second. >> Second by Kaiser. Any discussion? >> Any discussion? I will seek. All those in favor say I. >> I. >> All those opposed. Roll call. Thank you. [clears throat] >> Okay. So, >> yes. >> Zebra, >> yes.

039>> Orman, >> yes. >> Kaiser, >> yes. >> Maple, >> yes. >> Sakoski, >> yes. >> Ninski, >> yes. >> Awesome. Motion carries. Item 12, new business. Item A, discussion, possible decision 2627, school calendar. Yeah, there's one uh recommended change that we're going to ask from what you see in front of you, and that would be to move uh the inservice date from March 29th to March 5th, and then move that end of the six week rotation to March 4th. Um just uh fits better with the calendar year, it's to the six day um or the end of the six week grading period. Other than that, [clears throat] um everything else stays as as we talked about. Um last month we had a conversation with uh staff building principal work through it with their BLTs.

040So this is what we're administration is recommending approval of. Any >> can you talk about that soft start date again with the is that going to be is that mandatory for all the students or will that count as an absence? >> It won't count as an absence. It's designed for it's it's technically going to be summer school because it's before September 1. So you can count it as summer school minutes which then increases your FTE count which I think helps your budget. >> Will we have to run a full bus route for that day? >> We'll wait and see how many kids we have. We may have to um but it it's you're right now you're paying for 175 bus days. So that would be one of the is what a lot of schools run

041something similar to this and they have found success with it. [clears throat] >> I'll make a motion to approve. >> Have a motion by >> I'll second. >> Second by B. Any discussion? >> I'm sorry. Go ahead. I was just So, I know the last couple years we've done spring break the same week of Easter. Is that do a lot of I mean, is that are a lot of the surrounding schools doing that or would you consider I've heard from families that they don't some families that it's just sort of a conflict having spring break that seemed having to make that decision of going on vacation or maybe being home for the holiday. >> I know Greg's going to make a comment. I'll just make comment. Whenever you talk about the calendar, you want to

042talk about differences of opinions, usually it's around their holiday schedule, their vacations, and so the calendar is always tough. Now, I'll let Greg comment. >> I guess I would say that commonly when you look at uh where Easter falls this year, you'll see a lot of schools butt up to it. Reason being is if you moved it, say you move spring break a week earlier and ran at the 15th or the 19th, then you'd be coming back for 4 days and you take off the 26th. So, if that's the case, then you're going to have to add one other day back into your calendar. >> Easter falls, I suppose, >> right? Then you're I mean, if Easter was the 9th >> or I'm sorry, like the 11th of April, you wouldn't butt up against it,

043>> right? >> But it happens to fall. I would say it's fairly common when it falls in March that people take advantage of that because otherwise you'd be looking at, you know, let's hypothetically say we did move it to the 15th. Then we take off Good Friday the 26th. We we take a week of school off, come back for four days, and then have a three-day weekend for Easter. So then the 26th, you'd have to add that day back into the schedule somewhere else, which then means you might have to come back to school. I mean, then you're adding it somewhere else, adjusting, uh, you know, Christmas, uh, taking a day away somewhere else, running >> running school just the seventh, you know, then then, you know, it's >> building the calendar is >> least

044favorite things to do on an annual basis. >> Just curious. >> Yeah. No, it's Yeah, good question. It's fairly common. I would say when you when Easter falls in March that people put up to it >> just because it eliminates that extra day you have to take off. >> Right. And the only question I was going to ask was are you going to have a different one for the 4K for the Mondays off or can we put an extra >> something on this calendar to reflect that that have to go to school on Friday for just those kids that go on Monday? >> We we will look at that. Obviously, if the board approves the move from the 29th to the 5th, then we're really only looking at maybe one or two Mondays on here.

045So, um once we if the board approves this, then we'll go through the minute count with the 4K and >> um >> or just maybe add an extra >> and it'll be added whether Well, we might just give them a separate calendar because they like [clears throat] to see a separate calendar because they have 4K Monday, Wednesday, Tuesday, Thursday. So, we built a separate calendar for 4K this year. We probably do the same thing next. >> Okay. Okay. >> Any other questions? >> Nope. >> Okay. Did we have a motion? >> Okay. All those in favor say I. >> All those opposed? Nay. Motion carries. >> I wonder. >> Thank you. Item B, discussion possible decision annual school safety drill update. This is the annual school safety update that uh we have to have with

046the um you have to submit to the DOJ website uh or SharePoint I believe is what it's called by January 1st. Overall, we did three drills uh one at each building as as we're supposed to do. All three drills went well. Um students and staff are adjusting to the new procedures that we have put in place. Um so uh we also worked with staff at our most recent professional development day and put them through a reunification exercise which went really well. Uh staff had the opportunity to uh see how that process would work. So I think that that worked out really well so they could see kind of how it the whole process works. Not to mention we had the tabletop a couple weeks ago with I mean we had uh Mosid PD, Mosini Fire,

047EMS, Safer Fire, EMS, State Patrol, Cronin Weather, um Mountain Bay, um I'm trying to think if I miss and then emergency management ran it and I think that's what we had. We had I don't know 15 20 people here around the room uh talking through uh something happened. had a great follow-up conversation. Uh the the survey results were very positive about it. Uh they thought it was great that we're doing it and and actually because we did it now Wasau has reached out to emergency management to conduct one there because uh they realized the need for it. But overall things went well. So uh administration is recommending approval of these so we can then submit them to the DOJ for the January 1st deadline. >> I'll make a motion to approve. Got a motion by

048Sankowski. >> Second by Nest. Any discussion. >> Okay. All those in favor say I. I. >> All those opposed? Nay. Motion carries. Item C, discussion, possible decision. The WASBY delegate assembly resolution. >> Yeah, this is uh this is this is yours. Um this is the delegate assembly resolutions. Uh for the delegate assembly that happens on Wednesday at the state convention, Wednesday afternoon. Um, Kandra is your representative. Uh, so typically what I've always said in these situations is is you have the option as a board to uh say we're going to vote on we want her to vote this way on all of them. We want her to vote this way on certain ones or we're only going to dictate to her certain ones. We want her to vote a certain way or you can just

049say we trust your judgment. The one thing I would say uh is is if you there's sometimes amendments on the floor which then means that what you see in front of you may not actually be the resolution that's voted on in front of the assembly. Am I I've never been I've been through one assembly virtually. I've never been through one in person. >> Yeah. So typically that's what you see um is there'll be amendments on the floor. But like I said, and and the other thing I'll tell you on this and and then I'll I'll let you guys talk about it is these these WBY resolutions, you're not you're not agreeing to law by any stretch of the imagination. This is basically telling WAB's lobbyist what stance they should take on certain bills that come

050before the legislature. So, by no means are are is WASBY getting to create law or policy. It's just the the stance of the schoolboard association on certain issues that may be come before the legislature. So that's all I have to say on that. >> I read through this there's a lot >> this is really a lot. I don't know how you want to handle in the past. We've always made the motion accepted that that you the person delegate uses their best judgment. So moved. >> I have a motion by Courtney to allow our delegate Gandra make her own decision. >> Second by >> and second by who? >> Bower. >> And additionally, what we would do is we would say if a board member has a strong opinion one way or another about it, then

051you just email her and she can take that point into consideration as she casts her vote. >> Yep. >> Fair enough. >> And again, like Greg said, this is not law. This is just what they're going to lobby for. >> Any more discussion? >> Okay. All those in favor say I. >> All those opposed. Motion carries. >> It's a different format we use this year. >> Yes. >> Different to look at >> interesting reading material. >> Yeah. >> No, seriously, there's some things in there that could be a little controversial, >> right? And the CISA also has some of these delegates >> delegates and we were given information about a couple of pertinent ones that they're concerned about. >> And the one thing that they've done too at WASBY to make the process quicker is

052they had a couple delegate assemblies that went till like 5:30 6:00 because people were word smithing like >> you know is should be >> am or whatever you're talking about. I'm terrible at word smithing. That kind of they're they get into word smithing like you know where a semicolon should be versus a comma and they've kind of taken that out of the equation from the people so they the the delegates can't debate that kind of stuff anymore. >> Good. >> Item D, discussion possible decision strategic plan portrait of the learner process. >> Yeah, I'll turn this over to Tom. Um you know we had our second uh uh session a couple Fridays ago now. uh you can kind of see some of the work that that has happened with that going forward and and kind

053of the process that that we've been using administratively with the portrait of a learner portrait of a graduate. Um so I will turn this over to Tom to present kind of the process that we've gone under as part of his role he is taking kind of the leadership of this. So I'll turn it over. >> Sure. Um I guess uh I would start by um saying a lot of the rationale uh behind some of the work we're doing we we've shared already a lot of the statistics right about disengaged students changing uh changing expectations in the workforce um and just trying to get a better handle on how to make school more relevant, how to make sure that our students and our graduates are better prepared. um and how to really increase the value of

054a Mosny High School diploma the best that we can. Um and so all of that as a backdrop as to the rationale why the work uh that we're we're going through um is happening. So don't want to rehash all of that. So I didn't include all of that but just reminding of those presentations that that we've given throughout the year. Um, so, uh, what I'm hoping to do today is is just share the process. Um, kind of review some of the stuff that you did see, but really dive deep into what, um, what we're doing and and hope to do with the portrait of a graduate. And then, uh, just give an idea of how this might fit into a strategic planning process. Not that this alone is a strategic plan, but how it fits

055into that process. Um, and how hopefully um, we can kind of work together um, through that. uh get an idea. So, um that's kind of what we hope to do here. So, um starting back uh if you recall this summer, we talked about the work we did really trying to align a lot of the instructional practices that we're working on all within um some pillars to to create an alignment from our the initiatives that we do, the the e feedback that we give. Um and that that evolved into the creation of or at least the draft of a portrait of an educator. This this picture of the things that we value that we know are high leverage that lead to student learning um and and those pillars were were student centered learning, instructional excellence, uh

056collaboration and community and professional growth and um leadership. Right? So that that all evolved with talking to our staff, different staff meeting activities. What are the what makes a really good teacher? How do we know when students learn? What's present in the classroom? What do we value out of really good co-workers? Um what do we expect out of our co-workers? If we want to build the best possible school and district, what are those standards? Um that does and and started as a way to define culture and really evolved into the foundation of what we want. And even through this, I I would say that there's edits that need to be made as we continue to work. This needs to be a living document. It needs to continue to to come to surface and continue to

057define and clarify and as we work with teachers help understand what that looks like. Uh but really the purpose uh like I mentioned is that that alignment and and how do we take all of this stuff that we're doing and move it in the right direction and leverage it so that it's not more on plates but it's all directed in one area and that it all is is leading towards our ultimate goal and that's increased and better student outcomes for the students in our building. Um, and so again, it's a work in progress, but that foundation was needed to address some of those learning outcomes and how we we bring it um forward to our staff, how it lives. Uh, and so that was kind of the first step, but the the big piece and

058the the piece we want to highlight is this idea of um a portrait of a graduate. And how I would define this is creating clarity around what are our expectations when a student gets a Mosy High School diploma. What does it mean? What are those what are those essential things that we're going to say made up their experience here in this building? And so when they apply for a job, how do we connect what we're saying our kids can do with what's expected of them in the workforce? And how do we make those connections and how do we build that? We have some built-in elements already, right? When we talk about college readiness, we we have our standardized tests, okay? We we can point to our our testing data, but that has shortcomings that we've

059talked about. We've developed our redefining ready report cards to drill down into even more granular data to understand beyond standardized tests. How do we ensure that kids are college ready? What are those readiness indicators? From a career standpoint, we have some of those. We've developed a a very successful and robust youth apprenticeship program. We have dual credit credit offerings. Uh but when we talk to employers and when we read the research about recent graduates, it's not enough. That by itself is not enough. Um and so how do we drill down on beyond that? What does the experience have to include that helps make sure that those students um are are ready? Um, and so this is an excerpt through our work with um with our industry leaders that we're using as kind of uh that

060that guiding idea and and I would just highlight that italicized part. Um that the achievement gap by itself reflects academic measurements by itself that that are old and and are not necessarily central to student success today. Um and so shifting that that idea of what are the skills that a student needs beyond academic that's still going to be a part of it. But beyond that, what do they have to do with that knowledge as as as workplaces evolve as technology changes the roles of different jobs? What is it that they're going to have to do with that academic knowledge and institutional knowledge that they develop? And what are those skills? That's the readiness gap that we're trying to to close. Um, and when we look at our school district's mission, um, you know, if we

061were to undergo a strategic plan, I I think it would definitely be something that we would want to look at and and in its current form, right? We want our students to be a productive member of a multicultural society. We want to build partnerships with community. We want to develop lifelong learners who are adaptable for future change. What we're trying to do is define what that is, right? What are the skills that actually are needed for us to fulfill that school district mission? And we can sit in our silos and and try to understand what that is. But this industry group and some of the other partnerships that we're proposing is getting all the stakeholders together who are living this daily and and actually defining this um and trying to understand how do we create

062that in our building? How do we measure this in our building? And then how do we ensure that our students are prepared for those things like our mission states? Um so process as we develop that and and um how we would propose continuing to move forward. So we've had uh two industry group um meetings where that really serve as the baseline. Uh we shared a lot of national data with you earlier, right? But what it's really important to understand is we can take a look at the economic world jobs forum of 2025 and the predictions for 2030, but that those world outcomes and that world research isn't necessarily defining the experience in Marathon County, right? And so the purpose of this is is to actually get local data. Is this research true in what you're

063seeing? Right? our success and health as a school depends on on the vitality of our local community and and our local economic labor market and being able to produce. So, this industry group has built immense partnerships. It's helped us define and and understand what the our local companies are saying is needed and where those trends are and where those shifts are to try and help us better prepare. Uh we are scheduled next week Tuesday to engage students in some of this work understanding what are their feelings um about their future. Uh you know Joe and instructional programs you mentioned some of that fear of like we're looking at careers but what is that career going to look like in five years? We want to get a better understanding of what are student perceptions of their

064future outlooks? How do we best address that? But then how do they also interpret some of this information that uh our our industry group is providing and getting their feedback? Does your experience here in our high school actually meet the needs of what the local employers are telling you that you need and help us understand how to bridge that gap? Generate ideas of how to change our our school experience so that way we can do that. Um, we're working on a parent feedback survey that would will collect their input on a lot of this information. Um, we have plans for a teacher roll out of this industry data to collect feedback from them. Um, and then ultimately we would love to present this data to you guys to amend, craft, make, and and adopt what

065this portrait of a graduate would look like. Um additional considerations that we're thinking about is how do we continue to engage parents and community in the learning around the need for some of these shifts. We're looking at um you know different community informational nights um considerations of uh either a speaker or film to help with that. Um, and then another thing that came out of our industry meetings that is an incredible idea and and we're we're trying to figure out how to do this, but how do we strengthen our past graduate network to get feedback of our of our one, two, three, fouryear graduates out? Are you ready? What were the roadblocks? What could change in high school to better prepare you? But how do we strengthen that network and communication? Um so within the

066industry focus group here's kind of how it worked um and what was done. So the first session was centered around four four questions. And so the first 20 minutes was reallyformational. We shared what our current uh school accountability system looked like, how we measure student learning, um how we uh have developed a local report card to better assess where we're struggling to find information around somebody's skills. And then we wanted to hear from them. So their work centered around four key questions. What are the top skills needed for young employees to succeed in your workplace? What are the top skills currently missing in your new new employees? Um what future trends do you anticipate in your industry that students need to be ready for? Um and what are some ideas that you would recommend high

067schools consider to support and bridge this gap? Um, so those were the four uh major questions and and you have them up here if you want to see kind of their data. Um, under the first meeting outcomes, I I hope if it's a PDF that link works, but that links to a spreadsheet that that highlights the five skills if you want to look at them in more depth. But it all came down to five major skills that they've identified that they see as increasingly important um increasingly a gap in in young employees. Um, and the the skills that they think high schools high schoolers need to be able to demonstrate. The first is communication and interpersonal skills. The ability to know the audience that you're communicating with and appropriate communication to that audience whether that's

068written, spoken, um whatever that is. Uh critical thinking and problem solving. I heard routinely in just about every group students academic knowledge is beyond what we have ever seen. they but they need a standard operating procedure of how to go from A to B to C to D and they're really good if that's in front of them but when they see a barrier of when B doesn't go right the ability to problem solve without asking the direct supervisor of how to do this um it is a major gap that they're seeing uh self-management and personal responsibility included in that is general professionalism that they're seeing um continuous learning, curiosity, and coachability. The ability to continue to learn, the the self drive to want to learn something new. Um, and the ability to take constructive feedback

069and not get hurt feelings, but want to grow from that constructive feedback. Um, and then digital literacy and adaptability. Just the idea of the constant change, not necessarily knowing specific programs because those are going to be routinely able to change, but the ability to learn new programs and adapt as those programs either shift in and out. Um, so the second meeting then we took those five skills and then attributes that they listed under those skills. Um, and we asked them to dive deeper and give us more information about what that looks like. And so we asked them five uh four questions there. One, we listed the attributes and we said which of these are the most important and and tell us if some of them are like so so and which ones are really important.

070Um then we asked them please provide examples and context of what these skills look like in your industry understanding that what that skill looks like in banking and finance might look different than what that skill looks like um on a shop floor. Right? So context. We wanted context of what that skill looks like. Then what does successful demonstration look like in this workplace? So if if you get a new employee who's doing this skill really well, what does it look like? Help us understand what that success criteria is to measure whether or not our students can hit that. And then just any additional notes. Were there skills missing? um where there's skills uh that are are overvalued here that you think aren't as important as what the first meeting may seem. Um just other additional

071supports high schools can provide. Um and so that second meeting outcome just additional data to to build that continuum of of if we're talking about these skills, what do they actually look like in the workplace? Um and what are they looking for them to to be able to demonstrate? Uh here is a a list of participants who have been part of this process. Scroll up a little bit. We had representatives from all of these locations at at least one of the meetings and uh for I would say almost 90% both of the meetings. Um so you can see we had a really diverse representation of different industries. Uh we still have um a couple local ones in particular that I would love to engage um in particular like the medical side of things. I I

072think we're missing some perspective there. Uh and we need to grow in that area. Um but outside of that, we have a pretty diverse uh representation of different skills, businesses, size of businesses. Um here [clears throat] >> at the time you also had several students. Yeah, in the second one, we included students to just listen um and and to be able to answer some of the questions that that employers had of students um really to bridge the gap. So when we do the work next week Tuesday, we had some students who had some background as to the conversations to help so we didn't have to spend a lot of time filling it in. Uh overall feedback and outcomes, uh we left the second meeting and placed two yas immediately. Um, so when we talk about

073this the the mission of our school district building stronger community partnerships, um, whether or not we decide that this is part of a strategic plan or not, this is something that we have to continue because the the partnerships that have happened by just sitting down in a room for an hour and a half were incredible. Uh, an hour and a half later, I got an email from the chief manufacturing officer of a local business saying, "Hey, I heard about this meeting. I heard you guys got this new equipment. please let me know how we can come in and help your instructors learn the industry context. Right? So, these different partnerships that are happening and the feedback from businesses uh about how we can continue to work together has been really strong. Uh we did some

074exit surveys that just helped us understand whether or not they felt this work was purposeful, whether or not the facilitation was organized, that their voice was heard. Um and we had 100% that there's a disagree that's not correct. It's agreed. Um, and most important, we have quality and local data to support. Instead of using the the international World Economic Forum as our priority, we have local data of local companies that we're hoping to place our graduates with as often as possible, telling us what they need out of our high school graduates. Um, so from a school standpoint, uh, we can build a portrait of a graduate, but work that still needs to be done and how this fits the scope and sequence of a potential strategic plan is it gives us it gives us an

075end goal of what our graduates want to do. So we can backwards design what these skills look like all the way through our system, right? because we can't expect a s a a a freshman to come in and never be exposed to feedback around problem solving and then in four years expect them to be perfect, right? So, how do we build those ski those skills in a continuum all the way through? But also knowing that it's going to look different, right? We have to build the foundations of a learner. If we want um students who are able to persevere through a problem, be resourceful in finding answers um and and being able to ask the right questions, right? We have to have a strong foundation. They have to have a really good foundation of how

076to read um the the early literacy, a strong conceptual math understanding um at a very early level at K2. From there, we're we're helping them now understand how they best learn, right? getting them to be self-aware of their strengths, their weaknesses, their passions, uh the things that they don't like to do, so that when they get to high school, right, we're pairing them with the right the right pathways, the the right course selections, that we're not just taking courses because our friends are taking them, that we're taking things that we know what we're really good at, we know what our passions are, we know what our future holds. Um so we can start to create those pathways. Um, and what does this look like in the scope? I think it's really important to to note

077that we're not at no point suggesting that skills and mindsets that come out of this work is replacing anything academic. They go side by side. But what we're saying is it's no longer enough to be able to simply recall facts and regurgitate what we learned a half hour ago. It's that can we take this academic knowledge that we're learning and actually transfer it and produce a product, right? Can I do some research and create a presentation to the right audience and demonstrate that I know the the correct form of communication? Can I reach out to an industry expert, write a professional email, and set up a way to learn from somebody else on a topic that I'm studying? So, this is not a one or another. It's how do we meld them knowing that simply

078recalling facts is no longer enough. And we heard that from our employers that that they're fine at that, right? But how do they take that knowledge and actually transfer it to create something for a business to to help redesign a process to help make a company more efficient to analyze data to make more money? Um, all of those go together and that and that's what we're suggesting. Uh, some examples of some others. I just threw this in there to help understand that this we're not the only ones um doing this work and going down this this pathway. In fact, a couple states have have developed this statewide. Um here in Wisconsin, that hasn't happened, but there are other districts doing this work. Um where where this could fit into a strategic process and how these

079these two process can can come together. Um, again, I think it provides an opportunity for backwards design. If we can gather all of this data and work together to paint this picture of what we want our graduates to be able to do, it gives us a model that we can make the rest of our decisions about. So, when we're when we're talking budget, does it align to what we want for our students? Right? When we're talking facilities, are are our facilities decisions being made around this backbone of what we want out of our students? When we think strategic plan, right, you have a lot of different pillars. Um, and this provides that framework for what that teaching and learning frame, that pillar can be um and how we can prioritize different decisions that we make.

080Um it also gives us that local definition of what college career and life ready is. We have data around college career. There is no data around life ready. Right? So engaging parents to talk about what are you fearful about your kids not being ready to do when they graduate and are off on their own and how do we work together to support that work? What are you fearful of your student not being ready for after high school? And really coming up with a clear definition. Like I said, when when they get that piece of paper across the stage, what are we ensuring that piece of paper means? What what kind of experience did they have and what are they ready to ready for with that? Um, and I think it just provides that framework. It

081it engages uh perspective of all different stakeholders to come together and create that strategic plan around this portrait of a graduate. Um what what we would love to see done is like I said if the board decides to go down a strategic plan route we would love to see this be a part of it. We're engaging stakeholders already. They're coming to meetings. We are getting the data. Let's use that data to create that strategic plan. Um, a lot of the people that are already engaged are the same people that are going to come to a community night if if we engage in an outside facilitator. Um, and they're coming here willingly. They're they're here. They're providing the data. It has already started. Um, and we're we're hopeful to be able to continue that. Um, again,

082not saying that that is the strategic plan that we take that data and together build it with you. Um, I I have here just a a proposed draft timeline of what that would look like if you guys chose to go down that route. Um, of the different stakeholders we're looking to engage. Um, as I said, we have a parent survey almost done and ready to go out to families. Um, asking them what they prioritize for skills, what are they fearful of, um, engaging them. Part of that will also be um a willingness to join a future parent night for further in-person feedback. Right? So, we want to collect universal data, but then also invite people to the table who want to talk about it, who want to learn about the direction um and so we

083would include that. Um, on January 19th, we're getting ready to engage staff in this work, um, to present the industry data so they can see that, talk about what a portrait of a graduate could do, um, and get their feedback on these skills, what it could look like in a classroom, um, what they feel is the value of it. Uh again, in February, we would look at a a follow-up parent feedback night um to collect in-person data to to get into much more depth uh to talk what that looks like. Um at that point, we would want to bring all of that data to you guys um to say, "Okay, here's what we're what we're seeing. Here's what people are saying. Here's what it could look like." and build it with all of you um

084on what that portrait of a graduate could look like. Uh once that would happen, we uh we would engage the industry group one more time with whatever a draft looked like to get additional feedback. What does this look like? How do you guys feel about this? Um and then we would talk about uh additional open community and parent nights to get additional feedback once we had something that we created with their data. Um, and then hopefully at the end after we collected all that data, you guys would amend and adopt and create whatever else additional steps around a strategic plan you would want. Whether that's a facilities, we have the 10-year plan that you can use, whether that's budget, um, any other arms of the strategic plan that you typically see. >> Yeah. Yeah, I

085mean and I would say that the process that that is laid out before you um we actually discussed and finalized a little bit of it today um during our admin meeting is I think uh uh probably a larger collection of data and inputs than a traditional strategic planning concept where you come for three day you know three sessions and it's run by somebody. I think this process is is going to take longer but I think it's going to provide more data. um and and more input uh from various stakeholder groups um including the school board. Uh we'll have plenty of opportunity to provide data input as well on this process. Um and I think it's just I think at the end of the day I think it's going to create a better product um and

086a product that's living and breathing and as easily to adjust as needed. Um and it's it's how we operate. It's it helps define who we are. >> Just a question. [clears throat] >> Yeah. Question. Um, have you ever talked about course requirements? If you're if you're changing this route where say a student decides later and all of a sudden he might not have her have all the elements to graduate because the requirements. Are we going to look at that avenue to where a kid might not graduate because they're not getting all the required classes in if they want to go down a certain different type of pathway? >> I I guess correct me if I'm not understanding you correctly. Okay. Um, >> we would still be bound by high school graduation requirements. A student wouldn't

087be able to navigate that. >> Okay. >> Right. Um, instead what you might see is, um, let's just say I I'm I'm a social studies teacher, so I'm going to use that as an example, right? Um what we might talk about is instead of uh in a world history test I give 25 questions of multiplechoice the the the the range of thinking that I expect the student to do with that knowledge is is probably limited. We we might be talking about how do I incorporate this skill, right? Maybe I create a simulation in which um you know uh Caesar's coming back to Rome with his army and you're Pompei and you have to decide how are you going to save the Republic of Rome and and not allow it to be an empire right so

088it's more instructional practices changing not necessarily what classes they're going to take more of what kind of thinking are we required and how do we take this academic knowled that we have to do and it's still very important, but what we expect kids to do with that knowledge is deeper. There's more transfer to a a demonstration of product or skill. And I think and I think that the further off uh I wasn't sure if your question also included like if a kid was headed for the let's say the trades and wants to go to a four-year school and they don't have algebra 2 >> in order to you know to get into college do we have opportunities for them to get the algebra 2? I mean, I think that's always constantly conversations that we're having

089is I've always said we have to have multiple pathways, multiple lanes to get kids to where they want to go and then we have to create on-road and off-road ramps for them as needed. So, if that's the situation, you know, we will do whatever we can um you know, short of taking the class for them >> and that and that >> helping them get what they need to do to reach their life goal. [clears throat] >> That would be that could be a problem now though, right? Like >> yeah, >> you could I'm not going to college that >> ask my son different hours of the day. My daughter, she's already in college, right? If you ask him at different hours of the day, their idea is something entirely different. Some days he wants to

090be a plumber. You know, you that's a different Some days he wants to be an engineer. That So that's something that would exist now anyway. So there would have to be a pathway for that. >> And if I'm understanding what you're saying, Tom, we can't we're not changing the state requires what the state requires. So instead of knowing that Caesar crossed the Rubicon, you need to know what you maybe try to have them. What are you going to do about it? Right. >> Because honestly, I don't care if any of my welders know that they did, but I would like them to be able to think that. Cool. >> Yeah. Or Yeah. [clears throat] Or or the critical thinking of of what what elements created a situation where this great republic in world history collapsed

091and became an empire and a totally different government. like what conditions happened there and and create that and what leadership attributes were present and >> the process is very important. Go ahead. >> So when I I requested this agenda item a couple months back just talking just to bring up the strategic plan and at that time I didn't know really any of this existed. So I don't I'm not suggesting I think this is all really good work. I like that the parents are going to be engaged in this. Um, you know, I think this could be a huge part of it for me. I think it's good to have just some shared goals and this could be part of it. Like I would never >> we're not getting rid of our strategic plan. >> Okay.

092>> Like I mean we're still going to go through the process >> because last month we said we didn't really know we were going to >> Well, no. I mean that's something we're going to bring up and that's what the discussion is. I don't see is what I see is the board's role different where we're using our resources about education and I think the board should use their resources about finances and facilities and community involvement >> instructional is a big piece of it and and I think this is all really good work to be part of it of course like I would never s in my mind I would never suggest like let's scrap this and start over if that was >> I think the question really doesn't necessarily come down to a strategic plan

093or not. I think the question becomes what's the process you want to have to result what's the process you want to engage to get to the end result. Um because this process is drastically different than a strategic than a traditional strategic planning process where a facilitator comes in and takes you through a question and answer a group session over a handful of evenings and gets you to an end result um that that's on paper. >> Why do you not like that process? because I think a lot of the stuff that's on there is not measurable and doesn't have, you know, you look at the current one and I'm not I'm not trying to get here to bash the last one, don't get me wrong, but it had things on there like adequate progress. What's adequate

094mean? What what's the definition behind adequate? >> Sure. Then you then you drill down. >> So that's the problem I have is a lot of times strategic plans that process comes up with language that doesn't have a measurable outcome that makes it very and and some of the stuff on it was like develop a fund 46. Well, you know, in some cases a school district that didn't have a fund 46 8 10 years ago was behind the times because that was a natural operating concept that school districts developed. I mean, uh, so that's kind of where I come from on it, Jessica. I think it's just it's what the outcome looks like. Um, and I've seen too many traditional strategic plans that have outcomes that don't really move the needle on much because the language

095that the facilitator puts into it is vanilla and superficial where I feel like this process gets us better buying from the community but also has a chance to move the needle as a school district. >> Well, but I love it. I love it. Thank you for all the work on it. Thank all the the staff and the the community members. I think this is fantastic. Um I'll make motion to approve to put it into our strategic just strategic plan. >> Okay. >> I think uh I'd like to see every opportunity for all the board members to participate in even this before we get to a formal or not formal strategic plan. I think some of the board members might not care. Figure it's all going to get done good and well. Some might be interested

096in learning some of this stuff and participating. And I think maybe some of it is because it's done at certain parts of the day where some members of the board can't get there. Is that something we can take into consideration? I missed the meeting. >> I should have been there. I I'm just telling you that I like the work they're doing, but I I don't think this is the end all end all to our plans. I think we need to talk about other things like eventually with the board about facilities and finances and community involvement and that might be >> so I guess what that process looks like I guess is maybe >> well this to me is just more of the actual academics of how we're going to apply them more than what are

097we going to talk about facilities what are we going to talk about finances things like that and I don't think we need to hire a consultant I think we have an administrative team with us that can direct us and we can make our own plans. They don't have to be complex plans. >> I I shared >> I agree and I don't know that we need to hire someone formally, but I would like to see like the board sit down and say, "Well, these are our goals and then align them with what the administrative goals are in the community and that's all a huge part of this. I mean, >> just to have a formal like how is this proc what is this process going to look like? Have a strategic plan. board goal is going

098to be different than like the community's goals or the the the educator's goals like wouldn't they be >> pretty much we all have the same goal don't we >> of course >> so what do you mean by that then >> um >> but also I think it's it's helpful to a lot of the board members if they want to participate in this kind of stuff >> but we all were invited >> a learning process >> and one person came but we were all invited >> right but it was kind of last minute and we Before we get out of hand, >> I think you need to understand that we will have meetings >> to finalize a strategic plan. >> Just so you know, and we will have board input and we will have administrative input

099and community input. It's just the process is starting. Okay? So, I don't want you to sit there and think that they're going to make decisions for you. >> You get the final decision. But I think what they're doing is very important. Tom, you want to say something? you're [cough] going to suggest. I I I agree and and I included in on the bottom of that proposed timeline, I I would invite whether it was open to any board member or if you wanted to assign delegates to the like the task of each time each time we meet, please bring somebody, right? And um even if you wanted to assign somebody like on a debrief or a post to come look at the data afterwards and talk about what this data means, how does that fit that

100fit in? Um I agree the more that we come up with this together this more >> becomes a living document right um I think um sometimes the fear especially in in an everchanging world when we develop uh a five to sevenyear strategic plan by the end of the five years the the goal we had five years ago is no longer relevant and so creating one that can become a living document that we review as part of our continuous improvement process a as a board holding the school district accountable but also the school district moving that forward through that initiatives and action steps I think is important. Um, and that's why I also to to I think Kandra's point and and Joe's point of you know what once we get that data sitting down and you

101guys having a retreat to analyze that data and how does that fit the rest of the pillars? What are your goals as a board? Because ultimately that strategic plan and that portrait of a graduate is yours to adopt. >> And and just remember a strategic plan is just a plan. It's a long-term plan and and that's where I envision we're going to go. I might be misunderstood because last meeting I thought we talked about that we were going to kind of decide at this meeting whether we were going to have a strategic plan or not. >> So or what that might look like. >> Maybe it was my fault then strategic plan is not necessarily this issue right >> like Tom like you had mentioned too you're building this backwards not forwards. You're not starting

102with a board saying here's what We're dictating the end result needs to look like and then having everybody else adapt to that. We're saying here's what students need to come out of school with. We're getting that feedback and they're going to bring it back to us and say, "How do we feel the board can support?" >> I've been involved in age strategic plans and to be quite honest with you, much like Greg said, most of it was just on paper where you paid a consultant $15,000 to tell you the way you should think. And I don't think that's the way to go. I think we have enough expertise on the board administration that we can say here is our facility plan for the next five years. Here is our financial >> and maybe maybe our

103strategic plan doesn't look like that. That's fine. But what does it look like? I I think that should be >> I think it's going to be a plan based on what we think it should be important. What they're doing is they're actually going to the nuts and bolts about what the students need, >> right? >> Rather than us telling them that. I think if you were to ask me what a strategic plan looks like, I think it has to be a roadmap, but it has to have measurable outcomes, measurable, >> concrete things that you can look at and and avoid using words like adequate or or approximate or or uh you know, develop a fund 46. I mean, that doesn't need to be in a strategic plan. That can just be a quite frankly, somebody

104in my seat should be telling you that we should be developing a fund 46. a strategic plan should not dictate that. >> That's something that's my responsibility as a superintendent to bring to you if I'm doing my job. Um, and so that's the way I look at that. And and and quite frankly, that's a that's a checkbox, uh, you know, like a 10-year maintenance plan. I mean, if if Dan and Steve are worth their weight and gold, they're going to create one and bring it to you and updated as as needs come up and as needs change and as as things get checked off the list, something new gets added. And I would tell you probably things get added faster than they get off the list. But that's what those are things that should be

105expectations, not outlined in a plan. So if you're looking if my opinion on a plan my opinion on a plan would be it's something that lives and breathes and changes and pivots and it leads the direction that we want to go and avoids vague terms and I think Jessica used the word smart goals. >> Yes. >> It needs to have something measurable in it. >> Guys, did you look at the one I sent you from our last five years? If you really look at it, there's there's an accountless amount of things we didn't even address >> in five years. And I don't want that. If we only have like let's say facilities, we have two goals. Okay, then let's accomplish those two goals. The finances, if we have two goals, that's fine. Let's accomplish two

106goals. Let's just not put something down in paper. Let's actually look at things that we make board decisions on on a regular basis to accomplish. But that's on leadership to ensure that those that we are truly striving to those objectives. >> I know. But ultimately you approved the last strategic plan. So the leadership [clears throat] is your >> Yes. But also we the administration is the one that's saying >> I'm not saying you personally. I'm just saying that we had a strategic plan that we didn't accomplish probably 60 to 70%. >> And I think part of that was probably turnover of administration and other things that that led to some of that. Well, I think that's part of the point like >> you know administrators sometimes come and go and those goals need to be

107there. >> You need to have that 3 to 5 year >> because yes and Dan are very responsible. What if Steve retires or something? You know what I mean? But we need to have that on our end too to be accountable. The goal should be broad enough that it can move, not that it just sits there for. It should be able to breathe and work and do something, not just be words on a paper that nobody reads or nobody >> and my feeling is that's exactly what they were >> I would like smart goals. I would like very specific things and I don't want a lot of things that we can accomp we don't if we don't accomplish them in five years well then maybe we look at it for the next five years whoever's

108on the board. >> I mean I think we're all in agreement with what we want. It's just >> let's call the question. >> Okay. >> We have a motion. >> I second that motion. >> We have a second by any more discussion. >> What exactly is >> the motion is that the portrait of a learner process will be part of our strategic plan. Correct. >> Here. >> Can I just interject real quickly >> or do you want to go ahead first? >> Go ahead. >> I think it would be best. My recommendation to you would be let's let this process with the portrait of a learner play out along with staff, student engagement, your engagement. And then once that process is done, then let's talk about how that might fit into other plans and goals

109that you want to establish as a school board um around that and other things. Um because you know, I guess I understand there's a motion in a second on the floor, but like some I I don't 100% really understand what we're making a motion in a second. Like what direction are you giving? >> The direction is to continue in the route that you're going and let's continue down this >> comment. He's talking. Yeah, let's continue down this path, continue to do this work, continue with this timeline, and let's continue to let this snowball into our strategic plan. >> And all board members are welcome to all of this. >> And then at some point in the spring, how many of them are ready members? The plan I Yes. The plan that we've talked about for

110a while now is a >> is a is a board retreat where we would go through all of this and put take the board through a similar type process that we've taken the industry people for for your opportunity to provide you our input insight as well um as we go through this process. to Joe to clarify your your question. Um why that was in the morning was all of our industry partners were given a doodle pool and and included after school night times. That was the only way I could get the majority of them here. And so the purpose of that was industry feedback. So we went with the time we could get the most representatives. Um the parent and stuff like that would be at night because it'd probably be the exact opposite, right?

111But they saw that as this is part of their work opportunity. So it was part of their day to come and share with us. And so it was in the morning so we get >> So you won't be annoyed if I make it to the start at all. >> I want to make sure I'm sure on the motion. So can you rephrase your motion? So my motion would be to continue down this path and have it continue at with this the timeline that Tom has given us and to continue to do this and have it develop into and be implemented into our strategic plan. >> Take strategic plan out then call it um and call it something and that would be the motion is approved. What's her? >> Yeah. My my Yeah. My motion would

112be to continue down this path. >> What is that path called? >> Portrait of a learner. >> The portrait of a portrait of learner process >> and to continue with the proposed developmental timeline >> with the aim of including this into our strategic >> incorporating it into our strategic plan. That's my motion. So we have second by any more discussion. The one thing is Greg I would like us to come up with start coming up with a time frame for the development of our strategic plan dates possible dates things when we so we can start making plans for this. Just to be clear, I want everybody to understand I want easy, simple goals that we can work on rather than having complex goals that mean nothing to us >> or to the district. Would it

113be too much to ask that when anything significant happened on this that we could have 10 minutes in here so people that can't make it to some of these things would be at least kept up to date and have a little >> I Tom could you even film it for people that wanted to watch it? You could >> we have [clears throat] I got to tell you I I've talked for 35 years. What I saw last Friday was really good work. I mean, we made more I don't even care what happened. We made more connections where people came up and said, "Hey, I'd like to get involved from the community. I'd like to go do this. I'd like to do this." And so, we made probably five or six business connections that were incredible. >>

114And I think there's people on the board here that would be like to be involved in that. >> I think it's possible. >> That's all we're asking. >> I also want to make sure we're clear on that. We are doing some type of plan. It's just a matter of this process was started and I think it's a good process. To everybody else's point, I I definitely think we need input about the community, facilities, finance, things like that. Okay, we have the motion. All those in favor say I. >> I. >> All those opposed, nay. >> Motion carries. >> All right. Administrative reports. >> I have nothing new to add. I Well, real quickly, you're There is a convention uh for those you going to the convention there is a document in there um that kind

115of outlines your your daily plans uh what things are and things that I have registered us for um once we get closer which will be the January board meeting will be the day before we go we can have any final plans conversations discussions about it uh or uh and then we can also communicate as we're down there texting each other whatever um to make sure everybody understands what's going on when where how and That's all I have. >> Anybody? Any other administrators? >> Okay. Thank you. 14. Item 14, other reports. The Las report. >> Um, anything additional? We talked about >> state convention. >> Well, state convention >> and I'm glad to see a lot of you are going, which is awesome. It's a great opportunity. Okay. Item B, Caesar 9. >> Okay. CISA and

116I at our November meeting um we learned a lot about CISA finances which I was quite surprised. I did not realize that CISA gets no government money. The money that CISA operates with is all by membership. Is that a good way to put it? >> They get no direct tax. They get no direct government money. All their survival money comes through the sale of their services to us, [clears throat] >> right? And um we had a really good presentation by a the audit um people and u which was really nice to at least get your mind into how a lot of the programs operate and why they operate and how they're funded and stuff like that. So it it really was an interesting meeting. Um Aaron Trux is from Mosan Girl and she's just doing

117awesome things um at CISA and um the Eper School District um was um recognized for um the building of their new outdoor classroom and um there um and Ribblake is also using and I think I've said this um Bendorf as their high school gym. Um and they have been just they had the ribbon cutting and they're so excited that everything the project was on time. It was done just perfectly. So, it's kind of nice to share that piece with RIP. And um our December meeting was supposed to be a holiday meeting, but we had to do it virtual. >> [snorts] >> So anyway, so it was second year in a row they said they had to do a December meeting virtually because of the weather. So anyway, but [clears throat] that's my report. >> Thank

118you both. All right. Item 15, future agenda items. >> Uh there's uh evaluations of administration and myself elementary schools presenting. Uh there'll be a summer school presentation where we'll kind of talk about um our summer school kind of timeline and uh and the dates. We've already kind of selected the dates. So our dates will be starting the early June, that first full week uh the first week of no school will take off. Summer school tenderly is going to start June 1 and tenatively be done uh July 2nd. So we'll be done by the 4th of July this year. Good thing Um and then uh oh and then we have to do the open enrollment space avail space space availability caps is a lot of words. We have to do that every January. So that'll be

119on the agenda as well. >> Okay. Awesome. Item 16 moving to close executive session. We will look at section 19.851c 851C reads, "Considering employment, promotion, compensation, or performance evaluation data of any public employee over which the government, the body That's