Mosinee School Board meeting 11-18-2025

001Um, item number two. Roll call of directors. >> Zebra >> here. >> Corman >> here. >> Kaiser >> here. >> Maple >> here. >> Sakowski >> here. >> Bower >> here. >> Nest >> here. >> Canadler >> here. Awesome. All present. Item number three, pledge allegiance. I pledge algiance 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. >> Okay. Item number four. There is one change and we're going to try to make it a permanent change. Approval of the agenda. I'm going to move item seven, the student report ahead of the special presentations. So that'll be number six. The special presentations will be item number seven, just because Ruby has a very busy schedule. And if

002you sit through all these presentations, you may not be leaving for a while. Um, so with that, I will seek an approval of the agenda. >> I'll make the motion to >> Got a motion by Gorman. >> Second by Kaiser. All those in favor? I. >> All those opposed? Nay. Motion carries. Item number five, approval of the minutes. Minutes from the October 28, 25 regular school board meeting. >> Motion to approve. >> Motion by Bower. >> I'll second. >> Second by Nest. Any discussion? >> All those in favor say I. >> All those opposed? Nay. Motion carries. Item number six, student board report. All >> righty. Thank you. Good evening. My name is Ruby Sloiki and I'm here tonight to highlight successes of our high school students over the last month. We're currently in the

003process of transitioning into winter activities. So, I'll start reporting on those next month once they've had a chance to do some interesting stuff. Girls volleyball ended their season with the round one sectionals against Waka with a score of 0 to three. They were ultimately rewarded regional champs for the 12th time and GNC champs for the eighth time. Boys soccer ended the season being awarded second place in the GNC. Deco's Trigger Cam was a huge success. They collected 1,16 items total to donate to the community center of hope. In addition, they're running the Mottown Market where students can purchase snacks, drinks, and Mos apparel. The choirs put on an incredible show last weekend, nearly selling out the auditorium on Sunday. After a ton of hard work and fun, they were able to perform on Thursday night.

004taking a break on Friday for football and then having a show on Saturday and Sunday. This past weekend, some select members of the concert choir had an opportunity to perform in the annual GMC Music Festival hosted here in our auditorium. The football team fought with all they had, ultimately ending their season in the sectional final. They're finishing the season 9 to3 as great Northern Conference champions 6 to1. They returned the cheese grater back to Mosan and made it to level three of the playoffs for the first time in many of these players lifetimes. Last time was 2007. FCCLA had their monthly meeting on November 13th and they're busy prepping for the Christmas craft show in December. Members are also starting to look into competing in a star event and they're making sure the motif is

005still operating. The dance team has officially entered competition season. Last Saturday, they were awarded second place at the Dina Dance Invite. Model UN members left the school at 6 a.m. on Saturday for the MadM conference last weekend. They went all the way to Madison after much preparation over the last few months, and they had tons of fun. Next, they'll be preparing for the final conference at the end of the school year. One Act Play just finished an awesome show on Monday for their families after putting on a show for students during ELT last Friday. They ultimately did not move on to the state competition, but they had a lot of fun with their shows this year. Student Senate has had a relatively calm month after the excitement of homecoming. They attended the youth leadership summit

006with crew at the RBA Learning Center. While they were there, they had the opportunity to learn about leadership with other school districts in the area. Currently, Student Senate is hosting a fundraiser where they're raising money to support school activities, leadership opportunities, community events, and scholarships. They'll be selling popcorn from Double Good until this Friday. And that is all for this month. >> Anybody have questions? >> Thank you. >> I I don't know what you're going to do in the future, but I think it's going to be good. >> Thank you. >> Okay. Item seven, discussion. PTO fundraising presentation. [clears throat] >> You can come to the podium or do what you need to do. Speak from there. Whatever you want. >> Is it okay, Steve? >> Yeah. Yes. >> Do what you want to do.

007>> You're giving us money, so go ahead. >> All right. Um, I'm Amanda Lang. This is Heidi and Dan Lesnik. We're here from the Mos PTO. Um I'm the secretary and co-chair. Heidi is >> co-chair. >> Um we've had a really outstanding year this year. Um our parents and families of the Mos district um from kindergarten actually 4K um all the way through 8th grade did an outstanding job of helping us to raise money to provide these enrichment funds for our students. Um, we have $6,000 more than previous years to offer. So this year we have $24,000. Wow. [applause] >> Thank you for everything you do. >> Thank you. >> We greatly appreciate you and uh look forward to working with you as any endeavors we can. Thank you again. [applause] Item 7B, uh, discussion,

008special education annual report. >> So, I just every November I come to you, I say, what is special education working on this year? I want to give you a brief overview, but also I want to introduce Diarovski. She is our program support teacher this year and she's been doing a lot of work in helping coach new special education staff and help them get their feet under them. I understand what it means to be a special education teacher. So, she's going to help us present here in a second. But first, I want to talk about what are three main areas that we're working on in special ed this year. One being the introduction of co-serving. Um the second one being gold book implementation and then we have what's called the ES3 grant at the elementary. So

009first I just want to talk about co-serving. Um so why did we look into this? Because when we talk about engagement as a district, special education has a spectrum of services and what the research is showing is when students have some information access to that general education curriculum, the gap actually closes in academics because they're making connections to what they're receiving in special education to what's being taught in the classroom. And so the high school has been down this path for quite a few years. We're working through it in other buildings. We're having some hiccups along the way. We're having to meet with teams define what that looks like, but really what it's all about is providing a spectrum of services. So, it's not all in the special education room. It's not all in the

010general education room. It's looking at each student and trying to figure out what works best for them. And that's where, like I'm say, finding that balance and things like that. we're hitting some hiccups in the road, but we're talking through that, trying to meet with teams and say what's going to work for them. So, that's one of the things that we're working on. We did have a training in the fall where we started talking about what it could look like. We've met with different grade levels, work through some of the challenges that they're seeing, and working through continued challenges. Um, but then we're going to be conducting just some coaching observations. De's done that with some of our different teams already as well coming as a coach and saying because she did at the high

011school so she can say from my experiences this is why I've tried I can speak to my own where I also did some co-serving as well but we're trying to help make sure we're meeting the needs of our students with disabilities through multiple approaches. Um, one of the ways we're looking to really engage our staff, goal book toolkit is a program that I talked last spring with the instructional programs committee about this is a tool to help our new special ed teachers really write good IEPs where you connect the present level to the goal. And then two, making sure our goals are aligned to state standards and we're working and making sure they're age appropriate, grade level appropriate. And the reason we looked at this is because we've had some turnover in special education. So,

012we wanted to give them a tool because this is often the hardest part of the special ed job is writing the IEPs. And we also have coming up in next school year. So, next school year, you're going to hear a lot from me about self assessment. And this is where we look at the legal compliance of our IEPs and the implementation. So, this was a tool to help us make sure we're writing legally compliant IEPs. Um, and with the co-serving, there is also a portion of this that starts to give ideas of accommodations. What can you try in a co-serving setting? What can you try out a pull out setting? And really have them get ideas, especially when you're a new teacher, to say, "What's in my toolbox? what more could I tap into and

013work with? Um, so I'm gonna have De come up and she's going to show you a little bit of what Gold Book Toolkit can look like. Sorry, the link's not working. So, while he pulls it up, like Ryan and I talked like when I first applied for this job about um you know, especially when we have younger new special ed teachers and some that are uncertified, where do you start? Can you sign in? >> Yeah. >> Um where do you start um with writing an IEP? How do you know what's grade level appropriate um especially for these people that don't have a background um in education or a formal training in teaching? And so we started talking about um like I said I can develop something and I can base it on the Wisconsin state

014standards and then he said wait there's this program out there that actually has that they've already created it. Um and so we went Brian we did like a we trialled it and then we said let's let's get this. Um there's a lot of different things. This is what teachers see when they go in there. And so some of the things I've been working with our new teachers is really how can you develop good IEPs that match their needs but then also meet grade level standards because if we don't write our goals based on grade level standards, we're never going to look at closing a gap. We're just going to keep building it further away. Um so some of the things I'm just going to do a really quick like this it's kind of like it's

015kind of like a form of an AI to write an IEP, right? Um, we've worked with our teachers to do this. Like if we want to write a present level, um, I can say my person is Brian. I'm going to write something on Brian. Brian's in second grade and he has a reading problem. Okay. So, when I start to look into this, this asks me questions and these are guiding questions that help our new teachers say, "Where are my difficulties falling?" Okay. Um, a lot of things we have like that funological awareness. So, these are skills that we would expect a a second grader to be able to do and I can go through or a first grader. I'm sorry I picked a first grader. Um, like I could say, oh, they're really good at

016producing words with rhyming, but they really can't do any of this segmenting. So, I'm going to say those are needs for the kid. And then once I find that, I can generate a statement. Now, this just starts to give us a guideline of what is our statement, what are my needs, and we kind of have something. But the really cool thing about this is now they've given me a screener that I can use to really look into that kid to say, "Okay, they can do this. It's hooked right into here." Over on the right, you see there's aligned goals. So, those are things that are aligned to those needs that actually are at grade level based on the Wisconsin state standards. So if I say the kid cannot do one word syllable with diraphs, doubles

017and blends. Okay, if that means anything, um I can look at it. It gives me a good goal that's written off. I can personalize this to the student depending on how they did on my screeners. It also supplies um progress monitoring assessments built right in here. So we're not searching and developing the these out of the blue. Um on the right you see the standard that it's tied to. So we know this is grade level. this is where the kids should be working on. This is what his skill is. I know this is what a second first or second grader is expected to do at this level. Um, we have a couple of different accommodations built in. If I really want, like this kid's just a little bit below, I can get a modification to

018that goal right away. This is a grade level. This is a lower level. This is developing. So, it just helps to give us guidance to where the kids are at. um and just really align with those Wisconsin state standards. It also does that with the social emotional learning competencies. If I'm looking at a behavior goal, it I can do the same type of thing like this is where the skill that we're missing. It gives us ideas. It gives us a good starting point in the guidance for our new teachers. So, we've been working a lot through this along with other things >> and the feedback from our new teachers is this is helping them a lot. They like one of our middle school teachers who's on the emergency certification. She was like, "Brian," and she

019was one of our highest login. She's logged in 333 times, but she's tapping into it. She's like, "It's helping me with the ideas." And this was her biggest fear was the paperwork of special ed. And that's often what people say, special ed, there's so much paperwork. This helps start giving you ideas and give you, well, how am I going to progress monitor it? And then to another side we're not showing you tonight, there's actually a strategy wizard that says, "How do I teach that?" Then what are some strategies I can implement and do these things? So that way too, that part of this being written for the purpose of special education staff and how to do their role. It takes a lot of the guessing workers searching and trying to find these tools. We're giving

020it to them in one spot to help make sure we meet legal requirements, but also give them the autonomy as teachers to kind of look through and say, "What is this app and what ideas are there?" >> Thank you, De. And then our last goal I just want to quick touch on. Um, we are also in the ES3 grant. Um, and that we entered into because at the elementary I came to you in October and talked about the seclusion restraint numbers, how the elementary was identified for the second year. So, this grant was available as a one-year grant, and really what the grant's purpose is is to look at our students with disabilities that are having some of those behavioral challenges and how do we build the knowledge and capacity of our staff to work

021through those. This is not a grant that will help us buy stuff. It's all about building the knowledge and PD and providing PBD to our elementary staff. So, some of this what we're working through as part of the grant, we did do a root cause analysis with DPI because DPI is your coach through this. Then we did some goals saying we're having monthly meetings, but right now what we're discussing with them at our last meeting is what trainings do we need to put in place to help our staff to build their knowledge? And they offer a multitude of different things. So right now our homework for next month, the principal, myself, and the team is to say which ones do we want to work with them on to bring that knowledge and content to the

022elementary school. Brian, wasn't some of the issue too at the elementary due to the way that we were putting the students in there? Like some of the students may have been put in double and I remember something about that sound familiar? [clears throat] >> No. >> Okay. >> I thought there was something with the paperwork when we were putting it into the state that maybe it was maybe not quite labeled that seclusion and restraint practice. It wasn't they it didn't meet the definition of seclusion and restraint. So we did allow work last year to say what is seclusion and restraint and creating that definition. >> Got it. Okay. >> Yeah. >> Other questions? >> Yes. >> So co-serving is co-eing? >> No. >> Okay. What's the difference between this? >> So co-eing would say like

023hey we want students in the room 100% of the time and two teachers at all times in the room. Okay, >> co-serving is us really having conversations to understand what's going on in the general ed classroom to know that both teachers know here's the content, here's what we're working on. And then we look at the students like for the tier one instruction, students with disabilities may be in the room, but then as they're getting their SDI minutes, they're they could stay in the room if appropriate. They could go to the special education room if that's were appropriate. But then we're pre-teaching, reteing, and making sure there's connectedness to what's going on in gened and what we're doing in special ed. Because before that, like it might be special ed could have been doing something completely

024separate of what's going on in the gened classroom and then kids going back not being able to transfer skills because you're working on two completely separate things. We want them to be in tandem. But are the kids fully inclusive always in the gened classroom or no? Sometimes they're or you're trying to lean more heavier on into that. >> That's the balance we have to figure out. >> Okay. >> Because I'll say at some grade levels like high school, they might be in the algebra class the whole time. At the elementary, we're finding some of that's not working for some of our kids to be in there the whole time. So, we have to figure out how much are they in there for? and then do we go to a separate spot to work on things.

025So, it's really I'll say like I said there's hiccups that we're working through and meeting with teachers about to say how do we do things to meet the needs of our kids but making sure we're still making the gains academically we want to see. So, it's really more about that connectiveness of understanding what's going on gen ed and how are we following up with it within special. >> How's that going? Yeah, that's my question. >> I'll say it's different at each building. >> Like I said, the high school because they're further down the road, there's less bumps in the road. I'll say middle school, elementary because the behavior pieces part of that as well. So that makes it difficult sometimes in figuring out how much time should be in the classroom, how much time should

026be out, and what are the additional tools that we need to train our special ed staff on implementing that's going to help a student be su successful in the general ed class. So like I said, it's there are growing pains this year. I'm not going to lie. So but we're figuring things out and working through them. Okay, other question >> with the goal book toolkit. Um, do you guys work with parents on that then? Are they also involved in kind of identifying a lot of the items? >> So, developing that IEP? >> Great question. So, they're always this helps us come to the meeting with a draft because we can only show up to IEP with the draft. We can't come with the finalized content. So a lot of times the parents don't see the

027goal book side but what the special education teacher is looking at what are they seeing in the classroom creating the data and then they come with that to talk through with parents and of course that's where we say it's a draft we can massage and adjust that IEP based on what we also hear from the parents. >> Any other questions? >> So would you say behaviors are getting worse in the younger? I think there's multiple facets to that. I think we do have different students since co there are different things that we're working through. So I do think behaviors are a bigger part and that's why I was excited about the ES3 grant for us to talk about how are we building knowledge of our staff to work through and try different things and have

028that toolkit because I think too we also do have a very young special ed staff at the elementary. So, how are we building their training and knowledge to work through some of that and supporting them? And that's where I'll say too, I cannot thank Bey enough for being our program support teacher because she's been able to go into coach when it was just me last year trying to do that and all these other things. We've been able to take team a lot of the coaching and work with different elementary staff. >> So, is it behavior when they go back into the >> ed room? gen room >> depending on the kid. It's multiple environments. It's not just in the gen ed room. It's also in the special room. >> Do you feel like you have

029enough staff to handle that? Because I know we're operating I think quite a bit. I you know for example there's no more morning recess before school because we don't have the staff to be out there. Do you feel like you have an adequate staff? >> That's one thing we're monitoring and I've been in conversation to make sure we are at the right levels with rank. So that's one of the things I am monitoring. >> Okay. >> Any other questions? >> All right. Thank you. Go ahead. I'm sorry. >> It's exciting. I like your goal book piece to it. That wow compared to years ago [laughter] >> and that was our thing. When you're new, you're like, what do I write? This gives you a starting point. >> That is that's awesome tool. >> A question.

030Yeah. Um, what percentage of you I mean I'm I'm sure it's growing. You've got more kids involved in it. How much of that would you think is because you're you're looking and you know because you're looking you find more kids that can be helped. Not not saying you're out looking for making problems up, but finding kids that would have been ignored 10 years ago even. Mhm. And I and I'd have to look at the numbers. I'll say we have school sites who do a really great job to make sure students meet the criteria of what the different disability categories are. So we try to some when they're ready to be dismissed from special ed, we're dismissing and the ones that need to stay Yep. are staying on. But I think as a district, we've been

031staying pretty consistent as a whole, right around that 16% identified as students with disabilities because I think we've done a good job here of trying to say when you're ready, we're dismissing and when we see it and we're truly and that's where a different process we have in place of that multi-level system of support to say we try to help a kid before we identify them. So that's something that schools have been really putting a lot of effort in over the last 5 to 10 years to say how do you try to intervene and do something before you go to special ed. So that we've tried to put systems in place to say we're trying different things first. [clears throat and cough] >> Anything else? >> Thank you very much, Brian. >> Thanks, Brian. >>

032Item 7 C, high school report. So I decided to bring an entire team of folks up here for the board report. Um so obviously Mia high school principal introduce yourself associate principal. >> I'm Sage. I'm a high school student. I'm a junior. >> Chase Far Junior as well. >> So, they're going to be part of the presentation um in just a minute. But what I wanted to do is kind of set the stage for what they're actually going to talk about. Um let me see if I can zoom in on this a little bit more. So, what what the three buildings have kind of shared with you so far um in September with Fitz um sorry, Mr. Fitzgerald um with Mrs. Wershime's um presentation and now with me kind of how we're looking at um

033four different components of supporting students and becoming ready for um like this next generation of the workforce and how we're preparing them to do so. So, what we wanted to talk about um today and what you'll see some examples of taking place in the high school is really looking at durable skills development. And I wanted to focus in on where the framework talks about personal um life skills and how that helps us really be ready for future success. um and how we're able to talk about those skills, practice those skills, reflect on those skills um at the high school level, both in our buildings and outside of what's happening in our of our building. And then also kind of pairing that with global readiness. And when we think about the work we've done um with

034conversations with industry partners, thinking about what's next for our students, even from um the conversation we had in changing some of our coursework, um we really want to think about how are we helping kids be ready to succeed in that evolving workforce. And that's a key piece of global readiness in that liftoffs framework. So what what we wanted to do is is kind of connect back to I think what you've already heard and how Um at the elementary level it was shared in how we're personalizing learning paths with kids and using technology as just one means of doing that. Obviously we have skilled teachers in every classroom who are able to work with students and now we're empowering them with different tech tools to even support them in a better way. um at the middle

035school level as kids come to the middle school having those skills built um being able for them because they're ready to help them be more empowered to drive their own learning and begin to identify what are their areas of interests um and really beginning to put them in the driver's seat of their own education. So, what what we've been talking about um at our building is really thinking about what our kids are currently doing and how do we take some of the skills that they're doing through youth apprenticeship and just being in in the workplace and bringing that into the the building. So, that top circle you see there is actually something that I want to highlight when we get closer to the um the the renovation or our referendum build. We had two students

036actually work with our architect to begin to look at how are we going to create our school store. So they did some tours. They identified what makes sense for their business plan. Um you'll actually literally get a chance to walk through that in the notsodistant future which is really cool. But we've had students begin to look at being part of that process. Um we literally have students building our building. Um and then at the bottom uh picture you see um one of our students who through youth apprenticeship um is working at Green Heck and is um continuing to build her skills as a welder um and actually is at a place where there are very few students who are doing the work that she is doing at this time. So we wanted to look at

037what's happening outside of our building and being able to bring that um obvious obviously to our students and elevate student voice. So I wanted to bring in students to begin to talk about student voice and also um Mr. Vandenoo has been really key in helping kind of drive this train a little bit with the students and giving them student direction. I should maybe say guard rails in a sense um as we begin to think about a new vision for our student body. So I'm gonna these two. >> All right. So just in case anyone forgot my name, I'm Sage. So we're going to start with the basics. What is CRU? Crew is a diverse group of students from all grade levels, backgrounds, or interest groups. And our main goal is to empower students and revise

038our expectations, model those expectations, and live those expectations. Our first priority that we've been kind of working on is taking or re-updating our core values. And what we've done for that process so far is talked and surveyed 9th through 12th grade students and sent out a Google form and they typed in what they think their personal values are. And we got all that information and then analyzed uh industry partner skills shared by local industry leaders and analyzed the teachers did the same thing where they made purpose statements about themselves as well. And kind of our first meeting we looked at all of those and see what uh key words were really popping out that we could take away from those and create as our core values. All right. Our reason for the revision of values.

039Our old values feel outdated and undervalued leading to the lack of followrough from the overall student body as they were created long before we were even here. This left this left the words to lose their meaning and their symbolism no longer holding a place of importance and relevance in the minds of students. So these are our newer and improved values. So first we have accountability those. [snorts] So first let's start off with this first column on the left side you'll see our values which is what we believe. The second column is how it's built. How do we behave? How do we act in our school building? And column three uh the outcome we hope to achieve our defined success if you will. So first in our values we have accountability, growth and unity. For accountability,

040we have to behave. We have to show up even when it's hard because school, not everybody likes school, but we we all come anyways because we know it's good for us. We own and learn. We own and learn from our mistakes because mistakes are just an opportunity to grow. We exceed the we exceed the standard and set forth. meaning that there's there's a bottom line and we want to hit that bottom line or above every single day. Growth, we take calculated risks. Pretty self-explanatory. Growth, we seek to be receptive to all feedback, letting all voices be heard, and we will lead and be led. So that beled isn't necessarily a conitative meaning because the strongest people in a group of people are not not so much the leaders but the first people to follow those

041leaders in unity to talk to others not about talk to others not about them meaning don't talk behind their back go and talk to the person seek to understand then to be understood give them a chance to speak for themselves before you speak up and voice your own opinions and then forgive others. Don't don't hold grudges. And then our accountability outcome that we hope to achieve is the is to model excellence, growth is to maximize potential and unity is to make an impact. >> And I just I want to kind of chime in and and talk about like the amount of conversation that has gone into this and and know like this is the draft piece, right? So as they've gone through that kind of tying back to the conversation on the previous slide of

042this all came from analyzing teachers purpose statements looking at feedback from our community stakeholders that are are sharing what they're seeing and what they're looking for for future um employees and then looking at what the students value when they're in this building. So having that and pulling that all together was really impactful and just letting kids look at that and have conversations and know like this was an eclectic group of all different types of kids and different experiences that they're having within school where they've shared negative experiences, positive experiences, and then to analyze all of those out outside things and bring them together was was powerful. And I think where where we're where we're going with this now as this is a draft is now how do those durable skills become that outcome. So when

043we say model excellence, what durable skill is going to be the commitment that we're going to have, right? So that now we have if if our durable skill is um time management, how does that accountability showing up even when it's hard? how did those conversations start coming into fruition when we're having those conversations in the classroom when um it's in the hallways, things like that. So, making relevance to all the experiences that are going on. So, that was kind of the overall vision as we were talking about this and to hear those kids share what they're looking for really tied in and it brought all the pieces together. Right. So what we're really holding on now and how we're going to continue to have those conversations is based out of that leadership conference is now

044looking at those durable skills. How do we make those commitments? Because right now we've talked as a group as we got our piece of paper, we've written down, we're starting to communicate it out to the stakeholders. Now how does it become within our heart where it's felt and it's believed and it's just what we do here? So that's kind of that that moving piece and that overall vision. But right now you're just seeing the paper form of it. Right. So our leadership retreat is uh what we went on last Wednesday. I believe it was we joined with student senate and uh members of our school participated in a leadership building activities. The participating members met with their other student other schools student leaders encouraging us to learn work with a authenticity and integrity. These activities

045strengthened our co cooperated skills and critical thinking skills. Each group was given the opportunity to formulate step-by-step plan to improve our skill. And really um it was really beneficial to really talk to other schools and see what they're doing and how we could benefit from their school or how they can benefit from our ideas to really take back to us and come back with those ideas of how we can better our school and become more studentled and really just to better our school as a whole. All right. and our plans for the future. In the future, our student body hopes to better account for students needs and create more inclusive dynamic across our create a more inclusive dynamic across our building. We will also finalize the core values and expectations by collaborating with the MHS

046building leadership team. Once finalized, we will begin develop ways to share, model, and lead these values in our school community. Any questions? [snorts] >> Was that the GNC leadership conference you were at or >> or was it? >> No, it was uh >> something. >> Yeah. >> Oh, okay. >> So, the MHS building leadership team, that's the staff. >> Yeah, that's like the teacher. >> Okay. I just want to make sure. >> Yeah. Yeah. So the students then will come and do the same process and there are some actually BLT members in the audience right now but they'll act surprised um for that kids to go through and actually talk about the process why they landed on those values um and then for us to really begin to think about how do we share this

047with the larger staff is this the direction we want to go but um really from a student perspective thinking about what can they connect with and what are they willing to put Awesome ownership. >> Thank you very much. >> Thank you guys. >> Thank you. [applause] >> Awesome. All right. Item 7D act 20 presentation. Plug it in. >> Just plug it inirect. >> Sit here. want to just get started while I feel like everybody and you want You want to trade with me for so you can see your slides and I'll log into there. >> I have them print out as long as your >> um so the first one I have is is Greg asked me to just give a brief update on act 20. We're in year two now um of this uh

048and obviously it was a big piece of a lot of conversations last year. So, just an update of where we're at moving into year two, what continues to move forward. Um, so, uh, the first piece, things that that were happening in year one that that continue, we continue to give our fall, winter, and spring screeners, um, using Ames Web. Um, from a K3 standpoint, that is continued to be directed. um we have chosen to adopt that as our screener K8 just for a continuation of services and making sure that the data we're reading um continues to just be um fluent among grades especially as it continues to transfer. Um, we continue to make sure that we have um and are required to offer uh personal reading plans for any and all students uh K through

049three who test below um the 25th percentile uh and meet certain standards of deficiencies in their reading ability. Um, and we continue to train all of our staff using Cox Campus as the mechanism to make sure that they all um are compliant with what's required in early literacy foundational skills. Um, and so we're in year two of that. Uh, that's built into our PD days. So um they they watch a video of learning have things they have to do as they learn and then there's followup with our representative from CIS 6 who provides professional development directly aligned to that learning. Um so it's a two-piece part and it has been a very heavy lift for that staff um when it comes to just time management during those days um and what is is on them.

050Um some new elements to it this year, our lead leading literacy page is now fully live on the website. So if you go to family resources, we now have a page dedicated to just information about components of early literacy. Um how you can identify um issues within your uh student if you see things at home, who you can contact. Um, and included on there is the part where our early literacy remediation plan is publicly available um for parents to be able to see and read uh if they're concerned about their struggling readers um and what they can do. Um we have extended PRPs to fourth grade. So, um, al although you are not required until next year, it made no sense for us to have a third grader be on a personal reading plan and

051then, you know, pull that support from them as they transition to fourth grade. So, we have created that continuity of service into our fourth grade team um to make sure that that service continues as they transition and we will continue to implement that each grade as the students continue to move through um unless they're able to test out of that. Um and then one thing we have started to do so um I without getting too much into the weeds um of norming of this test um Ames Web renormed their literacy screener uh because it hadn't been done in so long and what that did was it did drastically change where some of those scores fell. So the number of students we have screening below the 25th percentile was reduced considerably both through the work that

052we did in year one but two as a result of that reorming. Um and so one thing we have done is if a student tested between the 25th and 30th percentile, uh we implemented what what we're calling a a personal monitoring plan saying that we recognize [laughter] that these students although they don't test below the 25th percentile still have some level of reading support that is needed and we need to continue to progress monitor. um why 40th% was picked was that is kind of the cut point that we've been given um as where they believe a student who tests at or above that should be at a level of grade level proficiency when they test on the forward and third grade. Um, and so again, although some of our students may have tested this year

053with that screener above that required compliance level of a a personal reading plan, we acknowledge that we need to continue until they're at that point where where we know that they're at grade level or it should be at grade level. And so we continue to progress monitor them. We continue to identify those needs. Um, they're just not identified within that percentile of compliance. Um, so that's something new this year. Um, additional planning. Um, we are now starting to look at as as we start to roll out summer school, where does necessary remediation fit into that for students who continue to struggle um reading, what are we going to provide for families who are looking [clears throat] at getting additional reading support through that. Again, we're a year early um as far as the law says

054you have to be compliant, but again, why wait a year? um we're going to start having those conversations now for those students and families um who at the end of third grade still are not at that grade level reading ability. Um and then something we uh are going to do, we we have had a lot of success and really like the progress we're seeing with our youth um materials adoption when it comes to phonics and early literacy. Um, but we do acknowledge we need to look at the rest of our ELA package at a K5 level. There's been a lot of work being done making sure that we're compliant and we've crosswalked to ensure that it's grade level. Um, but now that we have have been able to get our feet underneath us with UFly,

055we do acknowledge that we need to look at the rest of that uh to improve our scores when it comes to ELA and reading in general. >> When do you think you're going to do that? >> When? like looking what's your timeline? >> Yeah, pro probably at the end of this year, summer into next year starting to one we [clears throat] are already starting to collect information as to what's out there. Um the the constraint I would say that that we're looking around and trying to learn more about is we really feel we have a strong early literacy program in youth line and um so we're trying to find what other area what other companies offer those other services without a whole package right so like some of these K5 programs in order to get

056pieces let's say reading compreh their reading comprehension program you have to adopt their early literacy and and we really think UFly is a top program and so we're trying to collect information um from different companies and understand what is out there now so we can start digging into Overall, your personal feeling, you think it's going pretty well? >> Well, I Yes. I I think um you know, I've been in now um six classrooms in the elementary to watch these UFI lessons, to see the kids engagement, um to see how it rolls through. Um I when I when I'm talking just for that early literacy component, I think it's really strong. you're starting to see really strong implementation of those strategies. Um, Mr. Fitzgerald has worked hard with his instructional coaches now to to move that

057into um some of those high leverage uh literacy routines where they're going to start holding some afterchool sessions just to continue and accelerate some of that learning. So, um, I can't say enough about the work that the staff has done, um, to implement a lot of this and the learning that that they've had to do over the last two years and have one more year to continue before they're certified. Um, and when we look at where kids were last fall to now, we are seeing drastic improvements. >> Have you gotten much guidance from the DPI? I mean, before we kind of struggled with anything. Yeah, it it's out now, right? So, continued guidance beyond that has has slowed or stopped because we have the parameters, right? And we have that um so it continues to

058>> no new funding that I'm aware of. Right. And you know, I I think Greg shared one of the one of the difficult parts of the intricacies of that screener is the disruption to that building to be able to do as well as the financial commitment of subs to make sure that your sub your building continues to operate while those screeners are happening. Um, so there is a financial component to our district as we work through it for sure. >> Other questions? Did you say how many kids have peer fees? >> I can tell you >> how many did, how many do? >> So I I do not have um I do not have the number of PRPS, but I have the number who tested 25th and below last year. I have the number of

059PRPS for this year. So if you were to compare, so this year in kindergarten, 11 tested in the 25th or below. Last year 39. Um, so of those 11, eight qualified for a PRP. Um, if we were to look at some other levels, second grade last year had 20 uh 40 and this year they had 28. >> So you were saying how you were um going to continue to monitor those from the 25th to the 40th. [snorts] So how long will you continue to do that for? You know what I mean? Because now the state has said, right, that it's this level, but they changed it. Is that what you're saying? The state didn't change anything, but Ames Webb reormed. So, >> essentially what that means is the what it takes to get to a

060certain percentile change. >> So, how long do you think you'll keep monitoring that up to the 40%. I mean ideally if we know what what we're interested to see is although we're told that the 40th percentile is the correlation to grade level standard we would love to see once we get our forward results how strong is that correlation right is 40% really where we find the bulk of them if they're screening at that are testing at proficient if not digging into why but it's hard to say without knowing where the trend of numbers goes because part of it was What level of support do we have to do that? And I had more support because of the less kids in that 25th or below. So we have the ability to do it. >> So one

061once a personal reading plan is is given obviously they get the information but then what is the the the interaction then between the teacher and the student? How many times are they meeting? What are they just giving like additional homework to do? Are they doing it together in small groups? Like what does that actually look like in real life? >> So for a student on a >> personal reading plan, >> so daily they're meeting with a reading interventionist getting their interventions on top of their core in the classroom >> in one-on-one or small group. >> Small group. >> How many? Like five, two, >> four. I want to say >> four at a time. >> No. I want to say it's four that number. >> Do we have one designated redeemed intervention as that goes

062or are we using like the title? >> Title is who we're using. >> Oh, okay. >> And then the difference then between the services they're giving to someone who's like in title versus like personal reading would be what? >> From a reading standpoint, they're interchangeable. >> Oh, they are. So the number of kids you have on personal reading plans is the number of kids you have in title. >> The the only change is now because of that league norm and the change in numbers we are able to service additional tier 2 groups with our reading specialists. >> Sure. >> So those groups are bigger. >> Anything else? >> I know when we had talked last year just the implementation time on this I know we're looking at the furniture. Do we feel like that's a

063big restraint right now as far as the availability for staff to learn this, implement it, get it started or is that better now? >> It it uh it continues to be a bulk of their time, right? So, um I'll share next Tuesday for inservice. um they have a a three-hour video that they have to watch independently and do and then they have a three-hour inservice with the CISA 6 reading specialist as part of that certification. So, it's been nice having additional inservice days within the school year to embed some of that. I think that was a big challenge without that. Continuing to have that I think is important. Um, but I don't want to, um, I guess negate the fact that it is still a big time commitment for them that doesn't exist in other

064parts of the district. >> Okay, I think you're staying there. Thank you. >> Um, item 7E, uh, discussion, state and local report card. >> All right, so um, I'm going to just kind of give you an overview. So, these were released officially for public consumption last week. Uh, the first six or seven slides, I just want to be clear, this is general information about state report cards in general. So, the images are not Mosine specific until we get midway through. Okay? They're just general um samples. Um so one thing we talked about last year and I I think this year's report cards um amplify Sure. Um amplify the argument that we made um is that this continues to be a really difficult document for us to use as our sole data source. um because uh

065the state continues to modify elements of it which make them not comparable from year to year. So this year's report card is what they are considering a new baseline. So you cannot compare our score last year to our score this year. It's not apples to apples. Um and there's there's a lot of reasons why. Um, if you remember last year, we talked about how the state had changed the the cut score proficiency on all of their state exams. And so they implemented the that algorithm. So we told you that there would be a bump in some scores because they took the score that you were supposed to get, subtracted four, times it by N7. Um, if you went up, that was your score. If you went down, they just kept your score. They didn't want

066to decrease anybody. So, nobody in the state of Wisconsin got a lower score than they did the year before. Well, so this year, um, they made a couple other changes, uh, as well as the result of that, like decreasing that or getting rid of that algorithm. And so now your overall reports card score, what they're what they want us to do is is this year's is now the baseline moving forward. The two scores are not comparable. So if you look at last year's, it's it's calculated a completely different way than this year's. So that we just want to make that um understood as we look at this report card score. Um there are some elements and so this is why we say uh it it it shouldn't be our only source of information as we're

067building continuous improvement, but there are elements that we can take and learn from and understand and get a better picture. So some areas that are comparable some components of achievement and growth. So we can look at achievement for the last two years. We can't go to the third year but the the last two years that those numbers are derived from that same cut score of proficiency. Um and so when we get to achievement you will see two bar graphs that do compare those two years. Those are comparable. Um not all elements of of achievement are um just because of the way that they calculate their points, but those two years are. Um attendance and absenteeism is comparable. Nothing would changed in that that formula. And graduation is comparable. Nothing changed in that formula. One thing

068to note with attendance, absenteeism, and graduation, that's lag data. So when we look at this year's report card, that's not last year's attendance rate and graduation. It's actually the year before. DPI collects those numbers December for a snapshot, which means it's the year. So you're looking at achievement from last year. Graduation and attendance is actually the year before. Um, just in case you're wondering where where they get all of their data, achievement, that's the state standardized test score. So K through 8, it's forward along with 10th grade social studies, although that's not factored into the report card. PRAACT secure is 9th and 10th grade. ACT with writing is 11th grade. Um and and DM is um an alternative assessment for students with um disabilities who don't qualify to take the other tests. Um this year's

069report card, like I said, includes the two years of data. Your growth scores um come from the exact same thing. Your target groups uh come from that uh those two as well as your wise data uh which is the states portal. They take from our student information system. We double check things and it pulls from there. Um other data includes our third Friday count enrollment. Uh your open enrollment numbers comes from the opal data database. Uh demographics comes again from wise data along with test participation. Um and you'll see pages uh 9 through 11 this year I believe includes um more indepth course data including work experience advanced course access um and uh a new state statute requires on the district report prior to go to the last page certain state and local law violations

070that get reported through a survey um that I believe Greg fills out. Um so digging in achievement I've kind of described all most of this just highlighting that one-year only scale adjustment from last year uh is now um gone that temporary adjustment is gone and so now it's compiled through the two years of achievement data uh 23 24 25 um starting next year achievement so again when we talk about comparing starting next year will be the first year again where it'll a three-year average of achievement because that's been the traditional. Um, you'll notice if you look at the bar graphs when we get to the report card, your percent proficient or advanced does not equal the achievement score you get assigned. They use what's called pointsbased proficiency. So, you get a point for every student

071who's meeting. You get a point and a half for every student who's advanced. You get a half point for approaching. Um and you don't get any points for a student who tests into developing. Um this year you last year's is weighted at about 60% the year before is 40. Um those weights will then adjust next year again when they add the third year uh of data. Um but wanted to include this because sometimes we look at that percentage and wonder why it's a different score than the actual achievement score. Growth, how growth is measured. This um does take three years into consideration this year. Um what growth does is it takes our students test score from the year before. Um pulls it together with students who test at a similar area, creates an average growth

072expected for that student in that area and then assigns points and values if they either exceeded that average expected growth or fell below that average expected growth. So that's how that's compiled. Uh growth calculation. There's just a little picture there if you want to better understand where that score comes from. Three. Uh so they they create if you look at the growth page uh three is considered that median growth. Anything below three means a student is is growing below the state average of comparable students. Anything above three is above the expected growth or state average. Just really quick, when they say similar students across the state, how do they group those? >> Where they tested at? So like if if uh as a sophomore I got a 15 on my preacct, looking at similar students

073who tested at a 15, where was their average growth to their junior year? Let's say 17. If I exceed that, depending on where and how much, I get assign a score above three. uh if I did not exceed that depending on how far away I am from that median below three. >> Okay. So it's down at that individual level. It's not just taking a group of students at a district size. >> Um >> so again like to to get complicated um yes but DPI hires a firm to do their growth score and they don't release the formula. Um, so while we have these general ideas, couldn't talk to too much of the specifics. Um, on track to graduation, that's your chronic absenteeism. That's a three-year rate. Your graduation rate um compiles at a four and

074a sevenyear rate. Uh, attendance is last year's. Um, and then at the elementary school, you would get a score for your third grade ELA achievement. at the middle school you would get it for your third grade math achievement um as a measure. So these are now Mosy snapshots no longer samples. So um looking at the district snapshot our overall score 71.8 uh we exceed expectations. Um however, looking at this um we do highlight some areas that we know uh we can take away as trends of things we need to improve um you know highlighting that that growth score as something that we have to look at um and continue to to address. >> What was our overall score last year? I don't know if it matters. I have it again calculated very different. It was

07568.6. So an improvement. Um, another thing to just be leerary of when you look at other school districts report cards and another reason why this is difficult to compare and say that it's apples to apples. Every school district in the state of Wisconsin has a different pie chart here. So those percentages that highlight those priority areas are different for every school. Um and it's it's totally dependent on your demographics. Um especially socioeconomic status of your district. So our 71.8 is not equivalent to another district's 71.8. It's it's made up of different scores and weighted differently at every district >> because in general your socioeconomic So, a a district with more money, like what is the difference between that that you just said? >> Well, the difference is they plug in their own formula and their

076weights are different. So, if you look I can't see this is really small. Um, it looks like our achievement is weighted at is at 33.1% of our overall score. Our growth score is 16.9. There are other districts that flip that. their achievement is only weighted at 15%, but their growth is weighted at 40%. Um, and so the DPI has their way of plugging it in, but every district is different based on your demographics and how they weight your scores. Um, so you might have um a far better achievement and percent of students proficient than another school, but if they were really heavily weighted in growth and did well on that, they might have a better score than me. >> But we don't know how how they determine that. We don't know what their calculation was.

077>> Not necessarily like the exact equation that they plug into their algorithm. They just tell us it's district demographics and that they weight socioeconomic status >> trying to find out that the this calculation of this report card it' be easier to get the code of the nuclear bomb. >> Yeah. Remember last year at the state convention remember Megan you and I were in that uh conference and everybody was just like all over the page with it because they couldn't understand [clears throat] how they calculated all of these. And we're going to finish with our local report cards is is why they're even more important than ever when we look at these calculations. >> So this is this is mainly to compare our school to our school year in and year out. >> That that that's

078what it can serve as, right? And that's why there are elements of this that we need to use to learn more about trends within our district and identify. >> Are we able to look at a lot of our surrounding schools? Are they pretty comparable their demographics? I would >> their their priority weights might some might be within two or 3% but none are identical. >> I would venture to guess if you looked at a school like Abbottzford that's got a high free and reduced lunch population. >> Their priority weight is probably shifted more towards growth and less on achievement >> because theation that they're trying to say I believe don't quote me but the way I theoretically understood it is students that come from lower income families don't have as high of a jumping off

079starting point. So their growth is going to happen where kids from higher socioeconomic homes, school districts start higher. So your growth, you know, it's like the proverbial it's it's easy to bench from 135 to 225, but to go from 225 to >> to 245 is sometimes harder because you're you're at a point already. >> So this is elementary. uh received a score of exceeding expectations of 71.5. Because we are a K3 elementary and we don't students don't start doing state testing until third grade, they do not have a growth score or a target score because there's no no previous year to compare to. So theirs is strictly achievement and on track to graduation. uh middle school uh exceeds expectations at 73.3. Um all the same four areas now because each of the grades test so

080they can get that growth in target group um score. High school snapshot uh 71.5 exceeds expectations. Um so you can even see within the building. So if I were to just look at uh middle school to high school, you can see that pie chart changing, right? So even building to building it changes and and weights are different. Um district level looking at uh achievement um specifically just again this is proficiency not that score that you saw there. Um so we had had shared at the beginning of the year when we did our continuous improvement planning we foreshadowed that we did decrease in in our testing achievement and um when we look at our ELA uh scores as well as our math scores through all buildings. This is something that that we are looking into digging

081into um and precipitates a lot of the conversations we're having around instructional practices. Um this is the high school specifically. Uh we did see the this is the one area and the one building in achievement we saw an increase as a whole was math um at the high school level from student proficiency. Uh middle school achievement you see those scores there elementary. Um so just some general takeaways then I'm going to ask the principles to come up and talk about their local report cards. Um there are takeaways that are positive and negative when we look at the state report card, but it continues to be a really difficult and unreliable measure for strong continuous improvement efforts. There's data points that we can take and look at and we can find really quality trend data that

082we can help inform, but we have to also look at some other local sources to get a really whole picture of where we're at and where we need to go to get better. Um, one of the major takeaways is if you look through these buildings, our growth scores are something that we have to look at. And if you look at the past couple, um, the growth scores have been trending down, which could have helped us predict that our achievement scores are eventually going to follow if we're not growing at the rate of the rest of the state. Um, and so that is part of a lot of the work that we're doing um, instructionally to to address that. Um, and so with that, uh, I guess building talk a little bit. >> So, as Tom

083said, our our overall score exceeded expectations, which is great, something to be proud of. But, um, you know, having a growth mindset, whether you're whether the reporting says you're doing really well or not very well, I think there's things to improve on. Uh, our ELA scores, and again, you got to keep in mind, like he said, it's just third grade tested. So, It's elementary. You're just basically looking at third graders here. But our ELA scores were slightly above the state average. Um, you know, just giving you a number 65.3 versus 64.7. And then our math scores were slightly below state average, 67.4 versus 68 for the state. Um, so those are definitely two areas that we are looking to improve on. I think it's link that way you can have a visual as well. Um

084so local uh local report for the middle school. I think just a couple things that I would point out. Um one of the thing that speaks the loudest to me is the attendance rate uh right away on the front. Um so I looked at all of our surrounding middle schools and we exceed the attendance rate in terms of the number of students who have been here um been present in the um at school for 90% or more of the year. So Mosy Middle School um came in at 95% of our students met that. Um and again I looked at all of the schools and and that is above all of the surrounding middle schools which to me speaks volumes in terms of kids want to be here. um they have connections or they feel connected.

085Um their families value education and I think of if kids are in seats in front of us uh the engagement is higher and and all of those things right we have the ability to to um identify needs and provide supports wherever necessary. So that I think is a really really cool thing uh that I wanted to highlight. The other thing um on the bottom so Tom just kind of talked about how the the forward exam scores are reormed and We're not comparing apples to apples. It's hard to gauge those things. So, you can look at those percentages over the years, but they're not, you can't gauge whether we're, you know, safely right now where we're headed. But if you look at our internal screeners, our local screeners on the bottom, the FastBridge exams, it's pretty

086neat to see the growth within both uh ELA and math. um the back side of that sheet, the points of pride. Um I'm not going to go through it all, but I think that this is a really good example of how we get our kids, how we keep our kids at the center of our decision-m and how we provide opportunities um both within our building and outside of our building, outside of the school day. Uh connecting with community members and businesses um and also some of those extracurricular activities. So good things from the high school level. I'm kind of connecting to what the presentation had been earlier. Um thinking about the opportunities our students have at our high school. So we last year had 315 students successfully complete some kind of higher level or dual

087credit course. And for us that's about 53% of our student body completed that um versus a state average which is at 23%. So when we look at the level of coursework that our students are completing here, we far exceed what the state level is at this time. And and also looking at locally the opportunities our students have from youth apprenticeships. So we basically um are far above and beyond any of the local districts when we look at our ya participation. Um we currently haveund or we had 85 students last year participate in youth apprenticeship and I think the next district that was closest to us had about 60 students that actually were part of that opportunity. So when you think about the high school level, um how do we begin to prepare our students for

088what is coming next? Um and really being able to highlight what they have opportunities to to take a part of um how they're taking advantage of those opportunities and how is that then correlating to what we're seeing from more of a standardized test perspective. But we wanted to see real life authentic experiences out there. >> So any questions about the report card or data that you see? um clarification on it. >> I think I had asked this last time and I always forget. So I think it was last year you did a presentation on the internal ones >> that we were going to put more weight into. When do those those are more up to date? We're not obviously looking at something that's a year old and worry about it. But when do we plan

089to have those? >> Yeah. So you're looking at the middle school one. Um high school is looking at pulling their last little bit of data. Okay. >> Um to finalizing that. So hoping to have that going out at the same time. >> Okay. >> I know I put that on the website. >> Right next to it. >> Any other questions? >> Okay. Thank you very much. >> Thank you. >> Item 7F, uh, construction project update. >> All right. Well, really quickly, Christie, can you pull that? Osama had somebody pull that up. Um before uh yeah, I linked the time lapse video in from where we started this project to where it is uh right now. Um so that's the executive summary. Yeah, the video which is >> There you go. So, this is just a

090time lapse video of kind of what's happening with the project since it started uh to where we are today. So, we're about halfway through the video. Can you rewind it at all? Never mind. We're about where we were. So, um but that's just, you know, you get a general idea of how fast this thing has gone up and how it's progressing. One of the things that that I'm sure Dan will touch on is is as we're getting closer to the snow flying, the time-lapse video is going to look like it's not changing much. Uh because all the work is going to move inside. Uh we're we're getting to the point where the outside work is is slowing down and the inside work is is speeding up, I guess, is what you can say right now.

091Um, but you did just watch the walls go up and and you know the cranes come and you can start seeing the tresses going up and now the the pre-cast panels um and how that all went up. Um, so it's just, you know, kind of a neat interesting thing to look at. >> That's awesome. >> At how this is progressing and then as this obviously as this project progresses, we'll add more to it as we start to see more happening. and it would be just a nice thing to have at the end. Nice archive to have at the end. But I'll turn it over to you, Dan, now with the monthly update. >> So, one thing with that video, uh, been working on many projects. One thing I love is watching the excavators take that

092pile of dirt, move it over there, move it over there, move it over there, and then back over there. That's just how the building goes. And on that video, you can see it perfectly how they move a pile of dirt around for weeks. But, so, um, as alluded to, you know, work out there is progressing wonderfully. No big hiccups. Um outside the building, we're really working on the brick work, sealing up the building. Uh the cold metal forms, uh the metal sheeting is going to go on on the clear story, stuff like that. Um inside the building, you know, the MEPs, the mechanical, electrical, and plumbing contractors are really going to town getting what they can in. Um the bones of the project are really done. the the metal beams, the masonary structural walls are

093all done. So now they're doing the interior masonary walls, the drywall walls around like the main office and stuff like that. >> So you're actually starting to see if you went out there about a month ago, you would just see a big open space. Now you're starting to see where the actual principal's office is or where the school store is or where the return for the the trays are and the cafeteria. I mean, those are the walls that are starting to show now. So you can actually go stand in spaces and feel like you're in. >> And it is pretty neat when you see, you know, the center commons area, just how tall it is. It's going to look beautiful with all the windows in it, you know. So, >> uh, one thing I do

094want to touch on too, Fendorf, our construction uh, partner out there, has done a few tours for us already. Uh, one was a industry group and then they had three student groups go through there. I believe the construction one and two classes got to tour the facility. So, very [cough] um exciting times. >> And then we'll be running the staff through there on Monday during PD. And then if you looked at the board report, we have one scheduled for you guys before the net board meeting next month at 5:00. So we'll go out there tour from 5 to 5:30. Come in here and do our committee meeting. Continue on the regular meeting. Awesome. So if you get here about five five or a little before, we'll get your hard hats, your safety glasses, your yellow

095vests, and your and your uh gloves and get you all buttoned up and ready to go out. >> Some hammers and >> maybe a paintbrush or two. >> Thank you. >> All right. Thanks a lot. Thank you. >> Thank you. >> Item eight, public forum. Public form provides the public with the opportunity to ask questions for agenda or not agenda items. Did we have anybody? >> No. >> Awesome. All right. Item nine, consent agendas. uh anything that needed to be pulled out that was not agreed to. >> Okay. I'll seek a motion to accept you consider >> Yeah, I was going to say or I was we're going to make a motion in a second, but we made the motion to approve the or move forward with a new vehicle purchase for the truck. We

096tried to do a search for the used ones. Doesn't make sense. Um, so we're going to move forward with using the contingency budget >> that was >> utilizing about half of what we had set aside for 2025 2026 school year. >> Okay, I'll seek a motion. >> I'll make a motion. >> Motion by Gorman. >> Second. >> I'll second. >> Second by Zebro. Any discussion? >> All those in favor say I. >> I. All those opposed. Motion carries. Item 10, discussion, possible decision, approval of a monthly vouchure list. >> I'll make a motion to approve. >> Got a motion by Nest. >> I'll second. >> Second by Gorman. Roll call vote. >> Yes. >> Nadler. >> Yes. >> Zebra. >> Yes. >> Foreman. >> Yes. >> Kaiser. >> Yes. >> Maple. >> Yes. Sowski. >>

097Yes. Motion carries. Item 11, discussion and possible decision acceptance monthly treasurers report. >> I'll make a motion to approve. >> Motion by Nest. >> Second by Kaiser. >> Roll call vote. >> Yes. >> Zebra. Yes. >> Gorman. >> Yes. >> Maple. >> Yes. >> Sakoski. >> Yes. >> B. >> Yes. >> Motion carries. Item 12, new business. Discussion on the 26 27 school calendar. >> Yeah. What I showed you is a preliminary school calendar. I wanted I I like to get you the calendar of the month ahead. Uh the plan is is give you a first look at it. uh and then if there's any changes you foresee and we can try to get that passed in December so we can get this out to families so they can start making plans for for uh

098Christmas break, spring break, summer trips, etc. for for next year. Uh the school calendar uh administration reviewed it. Uh each then principal took it to their respective building leadership teams to review. Uh I reviewed it today with the district leadership team uh which is a group that I meet with. So there's been multiple uh input I know we've sought input from the buildings as well uh to help develop this calendar. Uh so we are moving back to the traditional September one start date although we are looking at doing something on August 31st uh that would be like a school day but we're going to try to bring in all of the the the students new to a building or new to a like fourth grade or like sixth grade that might start traveling without their

099class just more independence. uh ninth grade and new students, give them an opportunity to kind of get in the building, learn what we have to offer, uh kindergarteners um and but also try to alleviate some of those first aid jitters that those kids may have being in a new spot, new location. And when you get to middle school kids, it's teaching them how to use their locker because they also that's the biggest controversy for a fourth grade student is how to open their locker. So, the sooner we can get that fixed for them, the better. But, uh that's still kind of a work in progress. Uh we just but that's kind of what we're thinking for that day. So, um, if anybody has any changes, concerns, uh, questions, by all means. >> Um, I see

100we're what are we doing for the 4K on the Mondays? There's no school. >> That would be what we do this year where we would look to move to four Fridays. >> I thought we were going to try to avoid not moving them to Fridays >> because then you should have a separate 4K calendar. Correct. >> Right. We I wanted to get one calendar pass before we create a second calendar. Okay. What if the desires? >> Well, I thought we were looking talking about moving that so that wouldn't happen where we were disrupting the 4K being that they're only four days a week now. Monday through Friday or Monday through Thursday, sorry. Just something we had mentioned and talked about before. >> I like the idea of like a soft for kids, you know, the

101day before to kind of come in and stress the first day like that. So, there'll still be open house though, correct? >> Yep. >> Yeah. >> And this is only discussion. It's finalized. >> Nope. >> Any more comments, questions? >> Anybody else? Okay. Awesome. Thank you. Item 12B discussion strategic planning process. >> Um I was asked to put this on the agenda but I also wanted to to first provide some framework which is attached to this uh kind of around the work that administration is discussing and engaging with various groups from the community uh where we're talking about building we started last year with a portrait of an educator. Now we're looking at portrait of a graduate uh where we had our first meeting with industry partners. we have a second one scheduled uh where

102they can come in and and help us talk about that. go to parents, students, and then we would do the same for the middle school age and the same for the elementary school age. We're going to talk about what they what what uh everybody feels a student that moves from third grade to fourth grade uh should look like and have or the same with uh uh industry can know that when a student from Moses graduates, this is what they can expect out of that student from some durable skills concepts. Um and that's kind of what we looked at at doing uh is engaging all those individual individuals uh in a different way um and trying to seek input to create something that we can then formulate what we do around. So that's what we have.

103it was brought. I mean, we've been trying to find time to do this for a while because of issues with the buildings and other things. Um, you know, the strategic plan really is the road map to where we're going and eventually I think soon we'll probably have that information and then we will sit down as a board and adopted a strategic plan. we were looking at it more from a student centered approach than a rather overview type thing. So discussion anything >> so we're thinking of doing a strategic plan with just again at the board level maybe not looking at what we've done previously with by inviting other individuals. Well, they're doing we could >> I mean I'm just you know we had put it out there at one time and I know it's been

104a while since >> I guess what I would say is if the whatever the board wants to decide it's the board's deal >> right >> but if we are going to go through a strategic plan like it's been done in the past and we will probably stop the work that we are doing >> okay >> simply because it doesn't make sense to engage the same people in the same conversations twice so we will probably halt what we are doing after our next meeting I don't see a reason to continue down our path if the decision is to create a formalized strategic plan because that could impact what happens with ours and and in a lot of cases it might be the same individuals that you're asking the same questions >> and and so Greg you're

105going to bring this back when you finalize your aspect he's going to bring it back and that will be really kind of our plan >> it's up to the board if they want to go through a you know I think in the past the board has hired a consultant to do that so that would probably thing that we would have to look at doing is figuring out what consultant would be hired. Um, if you go through the formalized strategic planning process, >> when was the last time that was done? >> I think it was outdated in 2024. >> I think I like the work that you presented. I think that you're a really good piece of it, but personally, I wouldn't mind seeing something similar to what has been done in the past. I wasn't

106part of that. I don't. [snorts] >> So Diane, Jessica, were you >> It was just a group of board members and then various community members kind of what we're doing right here right now because especially with the referendum in the passing from the community and local businesses, you know, making sure we're getting a tie in from, you know, everybody. >> And I think that's what Greg's group is doing. >> We did have 19 business members attend and another seven or eight that were interested that weren't able to attend the first meeting. Um, have we ever looked back at our old strategic plan and go, well, you know, this really worked this kind of didn't. >> I don't have a lot of data for how it was created. >> Right. >> That was the the >>

107I mean, all the >> I believe the district as the consultant for >> if you want my advice from teaching here for a long time, >> the strategic plan was just something on paper that not a lot of people followed. >> That's why I like what [clears throat] Greg has going right here. Say that again. >> That's leadership's responsibility to get them to follow the strategic >> I mean that's why we put on the agenda any more discussion. >> I mean we need to make a decision if Craig's going to continue on with what they're doing and then come back to us. I mean, obviously, we've got to adopt it, >> but they're doing the work of it, so we don't have to sit here and do that type of stuff. >> I support that

108for it to continue in that way. >> I I'm struggling to understand why the board wouldn't be a part of it um through through it all. I mean, if that's what we are elected to do, then we should be a part of that process. I think we get the final say, but I think giving people that have to own it at the end of the day gives them more ownership entire process along the way, right? >> Eventually the board's going to have to approve it, >> right? >> For me, it'd be nice and obviously we talked to people in the community to but to be part of that to know and you guys have filled us in on some a lot of these things, but what the community is looking for from the district that,

109you know, that's what I'm here to represent. So, it's hard for me to know that and know what our goals are without really being part of it. It's kind of how I think. >> Do we want to on the next board meeting actually go a little bit more in depth in what you're working on? >> Yeah, hopefully. >> You guys you feel comfortable with that? I mean [clears throat] if if the desire is to do a formalized strategic plan then then I would like to know sooner rather than later. So if that's the case then we can we have to then discuss the process. Are [cough] we going to interview consultants? Are we going to just go back to Nexus that we had last time? Um are are we going to you know when when

110do you want to start? When do you want to end? How do you want to determine who's on it? I mean there's a lot of decisions that need to be made and then obviously there's a lot of time that is being invested. Any of you know the last current strategic plan? >> What's what did we get out of the last? >> Huh? >> That facilities were the priority which is what we implement >> and you accomplished. >> I mean I I've looked at it also. >> Yeah. >> It was a not that complicated but it was >> No, but it just gives us some goals. >> I agree. and some guidelines. >> And I think currently they're working at we've accomplished part of that. Now, what are we going to do with once we've got

111the buildings with the students? >> Yeah. I mean, I think what you guys are working on is really good. >> I would disagree with that. >> How about at the next meeting with a more formal presentation and then we can make a decision from there. >> And again, What's the decision going to be? >> What is the strategic plan is something that it's a plan that the district tries to carry out for the next four years. >> Okay. >> What is >> so the decision would be to whether do that like last time they got together the board I guess I don't really know the board got together >> with the consultant >> the consultant and community members to form the strategic plan >> or you know the administration is kind of putting together something

112a little bit different. More of just like the student side of it >> along with outside sources, >> right? >> Yeah. 19. >> Yeah. >> Do you know what we paid the consultant last night? I think it was like$10 to $15,000 last night. >> Do you know what brought >> I uh don't know who the consultant is >> or was. Yeah. >> So, no. I >> Okay. I can pull up Skyward. Look, >> I'm not Don't quote me on that. >> Do you think that you absolutely need um a consultant to do a strategic plan? >> I'm just I will say it's every strategic plan I've ever seen, a consultant is usually there to run the process. >> They're going to add any more value than the people in this room are anyway. So, Greg,

113are there board members on your group? >> Not right now, but there'll be a time. I mean, we we had the original one. Board members are more than invited to it. Invited to attend the other ones. I think Tom has it in his report that they No, we just sent it today. No, Friday. You said it. >> Yeah, just just today. But I would >> more than happy to attend. >> Absolutely. >> Yeah. It's it's nothing that we're not including. It's it's and there'll be a time where we'll have a formal presentation with the board. We're just trying to get information from various stakeholder groups. >> Do you know when parents >> say that again? >> December 5th >> at 8:00. >> December 5th at 8 a.m. >> Right here. >> When is it Greg?

114>> December 5th at 8:00 in this room. >> Is that Y? >> I can email that out. >> Yeah. Anybody will I'll attend. Anybody else interested in attending? >> If I if I'm able. >> Okay. Joe, so we can email you. We could attend and observe. >> I would just need to know if I have to post it. If there's a forum. >> Okay. >> There's five of us. There's a quorum. We'd have to post it. >> Anybody else? >> Is this the route you want to go or do you want to change it? Because then I think that'll cancel all the plans. I think what I'd like to do is see a little bit more in depth of where we proceeded to get to this point. >> Okay. >> So continue on with their

115process board members and then they can attend the meeting and then come back in December and put it on the agenda. >> We okay with that? >> So we'll vote in December on how we're going to move forward. Is that what you're saying? Yeah, at that point. Yeah, you'd have more information >> after more. >> Again, I'm just going to tell you most people don't know the strategic plan. Most people don't get involved. She could say it's leadership, whatever, [snorts] but a lot of times it's just something that you had to do. >> Well, I think it holds >> I agree with I'm not disagreeing with the process. >> Yeah. But the problem is when only a select group of people do it that are not really connected to the school on a daily basis,

116you don't get >> I don't think that we should >> I said I don't think we should do it ourselves. But it also gives the board some goal. In the past board members boards kind of did it themselves with a consultant. >> I think said that hopefully the voters were representing the voters. So they have That's different than the administration. >> Administration's got to be involved, too. It's got to be >> somehow we got to figure out a way to get along together. >> I don't think that's an issue. I just think that I think this is a more grassroots [cough] operation. >> Okay. So, I know I'll attend the December 5th. I think Joe will attend when you get an email out and then we'll put on the December agenda again. >> Right here.

117>> You'll send an email out to everybody. >> Okay. >> Anybody any more discussion? Okay. Item 13, administrative reports. >> I have nothing new to add. >> Any other administrators? >> We've had a lot of reports. Okay. Item 14, other reports. The Wisconsin Association of School Reports. Uh Glenn. >> Yeah. I just put a little update from the conference that I attended on Saturday down in Point. Um We have the state convention coming up which Greg noted in there. So >> and we had several people get awards >> that was all regional. Yep. >> Okay. And the state convention I think we have a few people going. >> Yep. Yep. Let us know when you want to sooner the better. >> Sooner the better. >> We have to let the Hilton know if we're canceling

118rooms. We have an additional room. We we reserved more than original more than what said they were going [cough] in case anybody wanted to change their mind. >> I think the keynote speaker or opening ceremonies Wednesday at 10 a.m. >> Yep. I think the vendor hall opens at like 9 or 8:30 or something like that. >> Okay. Any other item B the season 9 report? >> Um Caes 9 for October. Um it was more about um their um they had a group get together with Jill Underly and Greg. Were you part of >> I had a prior engagement I was able to um and staff and um they were at season 9 along with I believe Corey Tomchek and Mary Felkowski. They came before the legislators were before and then they left and then Jill

119came. >> Yeah, that's usually how they do it. >> And anyway, um so that was that CISA's motto is boots on the ground. That's why their personnel they've hired are out and about and in the community. Um and um they had a little presentation for the board. That's why I'm wearing my CISA t-shirt. We all got t-shirts and some other little trinkets for um the um board school board uh week that was in October. So that's it. >> Okay. Thank you. Item 15, future agenda items. >> Uh hoping every year is a little different, but we're hoping to have the WASBY resolutions ready. That gives the board an opportunity to look at them and tell either Colander to vote how she wants or tell Kander how to vote on certain ones or however that goes.

120It's usually a highly exhilarating uh discussion. Uh evaluations just like it's a highly exhilarating want to be resolution meeting. Um evaluations of the school violence drills we always do in December uh summer school presentation we'll have. Uh it's also the highly anticipated audit report and management letter that Rod will be able to talk about. uh we'll do a little presentation uh on liftoffs and then we also have uh now our our portrait of a graduate portrait of an educator type right presentation and then I was requested to put on there a truency presentation >> yeah if you want more information because just the seminar that we attended from last Tuesday and you know we saw even the report tonight with the truency and how are we addressing it with parents and students and I think

121the one school district Nealsville you doing that nudge letter to the parents and and actually having a visual sent to the parents to show them, you know, this is where your student is at. This is where their grade level is at and this is where the state is because a lot of people right now don't understand. They just see a number. >> We do something very similar. >> Okay. But that's something I I have an outline prepared of how what I want to cover uh for that. So we will go through all that because the one thing that the board needs to un people need to understand not just board is >> although truency is a state law how a county handles truency is different county to county to county. >> Um you know we're

122at least fortunate that we're pretty much in one county or we are in one county so you only have to work with Marathon. I've been in districts that have been in three counties before and sometimes it's based off of the address of the kid to determine what your options are from a truency standpoint. If they live in one county, one county basically says I'm not doing anything. Another county wants to take it to the nth degree and then some counties are like so it's all based on what municip what county you live in. If you have a municipal ordinance, there's a lot of factors involved in that. So we want to also touch those points as well. future items that >> do you think we could get an update of the SRO progress? You know,

123it kind of fell through the cracks a little bit here. Maybe I don't want to blame anyone, but how, you know, I thought we were January 1st, April 1 have another one. Is that still the >> As far as I've been told, yes, that's still the plan. I haven't been told differently. >> And who would tell you that? the chief of police because it all based on how soon they could have an office. >> Well, he likes to talk. He'd come and talk. >> So, um I I think the April one is a little bit more uh in the lurch because that was somebody they were going to offer a conditional uh offer to and I haven't heard of that person accepted that offer. >> Don't you think it's good to keep a little bit

124of focus on that because it is to me very important? Well, there was something I don't know, Joe, did you receive when your water bill for the city and the meeting is on Monday for their budget and one of the items addressed in there was the patrol officers. >> Oh, it is. >> That's Monday night. >> I might go to that, but I think everyone in here would >> will be interesting. >> Would appreciate a little >> You might go there and hear one story and come here and hear a different one and One of the things I I struck me and that made me happy is that you're going to have more SRS at sporting events >> and I might suggest Paul that this is a pretty soft target right here we're sitting at

125right now. >> I >> and you you watch the news and there's a lot of times that board meetings turn into [clears throat] violent. Well, I'm I'm the one that put it on the agenda because I was bothered that we didn't have an SOR officer for four months in our district. >> Yeah. >> And I was very concerned that our correspondence was that, oh yes, they're coming, there's another one coming, then that one didn't come and then this. So, I wanted to push the envelope to say, look, we need >> these officers. Let's keep pushing by having regular updates until >> it bothered me from a safety aspect that [clears throat] we didn't even have one. >> Yeah. >> And there was no plan to reduce >> was that >> why were we considering removing

126or reducing a position? >> I don't think we were Well, number one, they didn't think they could deliver. Every time he said there was going to be an officer, they couldn't deliver. And we already had provided some things for them. There were I think it was a patrol car. Correct. >> We haven't been built for that yet. >> Okay. But but I just wanted some clarification to come in and say, "Look, we if we need three officers, let's get them." >> So So do we have the money appropriated? And does the city have the money appropriate? >> Fund. >> Yes. >> Or are we not sure? >> No, it's it's all Yes, >> we have fund 80. But >> so the big problem is finding somebody. >> It's hiring on their ending. >> Is that

127because they're not available or because no one has time to look for them? >> Well, there's there's difference. >> I'm just >> Yeah. I mean, it's difference of opinions and quite honestly, I'm not going to to >> conjecture about their hiring practices or what it is. I do know that law enforcement has a shortage of officers across the country. >> Well, you look in our neighboring community. >> I know that. I know that >> our neighboring communities are having problems hiring um office police officers on a for officers. So Mosan is not on our neighboring >> I understand that >> one of the questions I was just going to bring up. So on Tom's board report for the inservice day you guys have some time dedicated to safety training. Is there something we can get

128out of it if we were to >> stop in for a few? Is that totally separate? >> No, if you can stop in. No, it's uh >> I just want to We're reviewing the re We're putting the staff through a reunification process so they can see what the reunification process looks like from the perspective of a parent, uh perspective of somebody doing it like an employee and then the perspective of a student. so they get a full rounded view of how that process works out because that's something that's hard to practice in some cases. So we're putting them through a scenario uh on that. >> Okay. So I guess my ask would be if there's anything going on the ne next week if there's something on the agendas that would benefit us showing up. I'm

129happy to set aside time and come in and hang out. Well, I agree with Joe and I think Greg will will be having more discussions with them about the status and what's going on. >> But that does bring up an interesting thing. Does the school board have a regular member that goes to the city council? >> No, >> it's called Joe. >> Huh? >> It's called Joe. >> Monday night. >> I'll see you there. you that would be another discussion to set up a leazison with the city or all the >> Oh, I think there's a Yeah, we talked about >> some agenda to bring up. >> We've never had that in the past. >> I I try to go to some of the >> Well, I don't think it's a bad especially for those

130that do represent a certain >> if you represent that thing, it might be a good thing to go. >> We do have three at large members. >> Okay. Any other agenda items? Okay, I'll seek item 16 adjournment. I'll seek a motion. >> I'll make the motion. >> Motion by Gorman. >> Second by Zebra. All those in favor. All those opposing adjourned. >> I don't need my name. >> Have a good night everybody. Thank you to all you veterans. Huh? >> I just >> No, but I I wasn't I did. Guess I thought you >> [laughter] >> So I'm like don't airport. >> We went in parachuting. >> Everybody >> don't sign the check. >> Can you put me down for January? Can you for >> I did it next. >> Derek. >> Hey Derek, get

131a sign. >> Yeah, I know. Commander, you're going to sign >> cuz I can only