001post say nay. Motion carries. Item number six, special presentation, uh, elementary school presentation. Fitzgerald, welcome. >> Thank you. Thank you for letting me present a little bit about >> today. Motion carries >> Mosan Elementary School. I'm Tom Fitzgerald. I'm the principal at the elementary school and I just want to talk a little bit about what's going on at the elementary. Um, we're in what, like our fourth week now, so things are things are rolling. Just recently, last Thursday, we had what's called our freedom walk. Um, and it was awesome to witness that. Um, it's a way to not only remember 911, but just thank and appreciate all of the uh firefighters, EMT, police, National Guard. Um, they all brought vehicles. Um, they all brought I mean I I think there was 80 or 90% of
002the police force there. uh multiple firefighters. Um I think I saw at least six National Guard members. So the the um participation was awesome. Many of the um families and friends of the students came and took the walk. Basically we walk just call it the big block. Um you know we don't try to cross any roads but we do the big block of the school grounds. you know, go past the rec center and the um softball field there and then make our way back. And then on the way back, you can see on the left there, they line up their vehicles and the the kids will take pictures. They were letting them jump into the trucks and, you know, look at this, look inside the police cars and all that and the kids just had
003a blast. So, um, great community and collaboration, great learning experience for the kids. um the group that I I took a lap with one of the groups. We stopped at Veterans Park there um to see that. So, that was pretty cool. So, that was just last Thursday. Um some of the other things that that we're doing is uh with character education and just learning about durable skills. The classrooms do this every single day. Um our core values are safe, respect, responsible. There's other values that we talk about. for example, let's say kindness for the week. Um, but not only are we just, you know, having a morning discussion with this and and and lessons, but the teachers are trying to incorporate this throughout the day and throughout the week. Um, what's really cool, we had
004a conversation today, is uh, for example, let's say kindness is our value. They're incorporating that into their stories like for reading. So, it's coming up over and over again all day and all week and then they just go to the next value and so on so forth. One thing we've added this year is a portfolio for every single student. Um, theirs is more um personalized. This is just kind of a, you know, color generic one, but theirs would be more personalized. So, they're going to do the cover themselves. They're going to come up with their different um ways to divide it. So, there's things in there they talk about themselves. Um, and this tracks them from kindergarten through third grade. And then we we're even going to go into fourth grade. And then from there,
005um, probably just take it home with them after fourth grade. We'll see how that goes. But they're going to set some goals in there. They talk about their learning throughout the year. Um, what they learned about leadership, what they learned about um, values and things like that. And then it goes with them every single year. So, that's something we've added this year with our character education. Um, we're going to be talking just shortly about school improvement and one of the main focuses um one of our main goals is to just increase student engagement. And so during inservice um this August, you can see our teachers experimented. We have a classroom set of VR goggles, virtual reality goggles. And I don't know about you, I've never put them on before. So, that was my first time.
006I'm pretty sure about 95% of our staff members have never put them on before. Um, I thought about bringing a pair. >> You're not a gamer. >> No, I thought about bringing a pair, but I didn't want anybody to get dizzy because it it it's interesting. I I mean I don't know if you guys ever experienced that, but um some ways that we can use this um cuz we've never implemented this yet, but um you can take virtual field trips. So I mean we could go to some kind of a museum in Washington and and um go through the museum. Um they talked about so let's say our focus for the week is on oceans. All right, that's our theme. We could um set the story or maybe we read about story in the ocean.
007We could set up a a virtual reality in an ocean. Um you can create your own field trip. So like we can go out to the school forest for example and take um the 360 cam's the best, but you can even take like a GoPro and cameras like that. But like if you had a 360 camera, um you could go, you know, take a walk through the school forest, um different pathways and such and then load that in there. And so they could maybe prior to going to the school forest, they could take a trip through the school forest VR and then they're there in reality or vice versa. So there's a lot of options here that we have. Um, again, this is just a tool to increase engagement and maybe supplement some other things
008that we're doing on a daily or weekly basis. >> Did we buy them or was there a grant or we purchased them >> that >> common school fun? >> Yeah. Like a little over a year ago. >> Awesome. How many did we get? >> A classroom set. One classroom set. >> So, >> yeah. When we were at the air show in Chipua, they had the virtual where you could be fighting. It was in one of the I can't remember. One of the armed forces. >> Oh, maybe maybe >> Well, there was the Navy and the Air Force. I can't I don't remember which one it was right now, >> but um it was it was hard. I mean, to because everything was moving and going and >> She put them on. >> Yeah. Yeah. and
009you're trying to keep up with it and it was, >> you know, just unreal. >> You're also given like a joystick so like when you put them on you're like moving through it's like you're moving through whatever the the ocean in the airplane >> on a path whatever it might be. Yeah, it's interesting. So um the next one too is in the instructional committee meeting we talked about a a variety of AI tools and the one main one that the elementary is using we piloted it last year or they piloted it last year and now we're implementing it. You're hearing a lot about what's called ESART. And so what I thought would be cool is um for you to see what this looks like. So I'm going to go in it. What I what I
010want to preface this about though is this isn't this is merely a tool. This isn't replacing books. This isn't replacing all of the other reading strategies that our teachers are doing. But what it's doing is it's enhancing them. It's giving them more time. They're they're they have the flexibility as to how they want to use it. It might be small groups. It might be whole group. It might be a single student. But it's a way um as a maybe as a teacher is working with a small group um on different reading strategies, the other students are can be going through um their own reading and or math um with espart. The neat thing about this engagement is they get to control and I'll show you here shortly. They get control like the story. Okay? So,
011they get to choose and I'll I'll show you what it looks like here. So, I'm going to get out of here and actually go into it. I by I am not an expert here. So, um we're going to do a realistic fiction. So, you can pick whatever really strategy you're you're looking to um conquer, whether it's vowels or maybe it's uh short sounds or in this case, we're just going to do a realistic fiction here, but allows them to pick a character. So, again, it's already engaging. They get to choose like >> um the character, and I'm going to just choose this guy right here. >> Um and >> I actually watch kids do this. >> Yeah. Did you? >> Yeah. It's pretty pretty cool. Kids are all giddy about it. You know, they're showing
012me their animal and you know they're they're engaged. >> Yeah. >> So, I guess Paul, tell me how you're feeling right now. >> Very excited, John. >> Okay. >> We'll stick with excited. I am I am not going to go through the video here. You can see it's a two it's a 2 minute and 39 second video. So this particular lesson is 9 minutes and 39 minutes, not counting transitions. So we're talking about 10 minutes a day. That's it. Do they do it every single day? Probably not. Maybe some weeks, yeah, maybe some weeks it's three days a week. So it's very flexible that way in terms of how much they want to use it, but it's it's really not a lot. Um, but it's very powerful. I'm just going to go into the like
013the game part of it. I think that's the fun part personally. So, I don't have the sound on here, but it it goes through. It says, "Hi, ready to turn the ordinary into something extraordinary? Let's make a story that feels just like real life." We're doing third grade, by the way, here. So, you got different levels. And as they go through this, you might have a third grader at the third grade level. uh and they they can take like a pre-EST on here that kind of puts them where they should be. Maybe they're at a second grade level, maybe they're at a fourth grade level. So that's the neat thing is we can get them caught up. We can push them ahead. So, you know, the whole class doesn't have to be at the same
014level here. >> And there's an audio part to this, too. It's not only just reading visual, there's an audio part, correct, that goes with it. It's great. >> Correct. >> Um >> I enjoyed it. So, and it says describe the main character type of your story. So, they can they can pick here um you know, do you want the main character to be a loyal friend? Um dreamer, curious explorer, whatever. Um let's just go loyal friend. Perfect. Now, choose a name for your story's main character. So, we can pick a name that they kind of offer here or let's just say Paul, you're going to be in this story. It's awesome. And now we get to pick the setting of the story. So, again, this is this is them individualizing this, personalizing this. They get
015to pick where we're going to go. So, you can see we have some choices here. Community, garden. So, garden, a bus, space, modern art. They might pick that or we could pick wherever we want to go. And I'm thinking Paul would want to be maybe in the woods. So I'm just going to say the woods there. And now it creates the story. Mystery of the rustling. Paul loved exploring the woods behind his house. He called it his secret forest. Every day after school, he would grab his backpack, filled with snacks, a flashlight, and so on and so forth. And there's there he is. >> Is there a tree standing? Cuz that is so mean. >> So you can let the snacks come. >> I mean it's a third grader. It's not super long, but I
016mean it it'll take him a little bit done reading. Then it goes into the >> um you know interactive part. What do you think of the story? All right, Paul. Was it a great story? >> Excellent. >> Love the snack. >> And then they start asking them questions. I'm glad you like the story. You can type more feedback or just click the blue arrow so they could say more in there if they wanted to. This is also helping their writing skills. And then it starts asking them about the story. Paul, what hap or um which of these events happened first? Um I'm just going to pick that. We'll see what happens. Um fantastic. So it gives them that instantaneous feedback. >> All right. Um and so on and so forth. I don't think we need
017to go through this whole thing. um from the teacher's perspective then they get a report from this. So they can see exactly what the student answered, how they answered it, you know what the who the character was in their story. Um and they get a report from this on any assignment that they have. So in this particular one, and there's lots of different reports. I just picked one typical standard report, but there's different there's different reports that they can print out and see. they can see what level they're at. They can see what standards they were trying to get at. This particular one has three main like um symbols. So, mastery um it's hard to read. Mastery, approaching mastery, which is the diamond, and then a red triangle did not meet. and then what they
018might see. I just did a screenshot to keep names out of this, but you can see the different standards that um these are hitting long and short vowels, controlled vowels, the a sound, tricky spelling pattern, decoding words, and again, they're not they're just in the process of doing this. So, they've only done a couple here. So, you can see the top student there is approaching those first two. The teacher can see that maybe they have them repeat. They do another one with long and short vowels. You can see the next student there has mastered that. So, they're ready to move on. Um, so it gives the teacher feedback as to what can I work on? What do I need to work on with the class? What do I need to work on? Maybe I have
019a small group for long and short vowels. Maybe there's some individualized stuff with the students. So, it gives them some really good feedback. Not the students feedback, but the teacher as well. So um just a tool uh for engagement uh that we are currently using and that's all I have for you. >> Are there any questions? >> Are we able to as parents able to see what they're doing in there? >> Um no not in terms of the the progress. I mean, I think the teacher could report that like at a conference they could show you um where they might be and what they've worked on and stuff, but >> you don't have access to it, but you could request correct an update on it. >> Do the kids have access at home to it?
020Cuz I know different book clicks and stuff they can log in. >> Yes. >> I found that out Saturday morning about 6 a.m. Thank you. Um, I would encourage, again, I do this all the time. I I know it's hard for some of you with your jobs, but get into school. I went in last week. I emailed the principal just to just to cruise around and see what's going on. Not, you know, not to micromanage, but to see all the great things that are going on because there really are some incredible things going on. And, you know, I there's special events. I know the superintendent has encouraged everybody to get in. just notify people when you're doing it. All right. Thanks a lot. All right. Uh item B, uh discussion, school improvement plan and district
021improvement plan. >> All right, Tom. >> All right. Uh Christiey's bringing it up. Um I I would add, I guess, to to your question about parents reports. Um not the first one to ask, but what I would add is our relationship with Espark has been really great. um they're a really responsive company and so um that probably will actually be a request we ask is like could you add like a parent account attachment other programs have it I haven't seen it there but um we'll see what they say but not the first person to ask the demand is kind of like I just I would like to see the report on that um >> and to point some of these these uh emerging technology programs that we're using are relatively new and and with the
022relationships we have with Lift liftoffs. Uh we're in the ground floor of some of this. So, we do have some ability to control where the program is going in the future and what add-ons they are and they really want our feedback uh on this stuff because it's they're trying to, you know, figure out how best to, you know, to to create their their specific app and device. It was really pretty cool for me on Tuesday because I went into one of my former students classroom >> to see her teaching and then she was using that. It was really and the kids were all giddy, you know, cuz she said, "Well, you used to teach me." And then they were doing this activity. It was pretty cool. >> Thank you. >> So, I'll let you continue,
023Donnie. >> All right. Uh, I'm going to give just an overview, but a lot of what I t talked on last month um is really the the crux of the district side of this. So, I'm going to get through it uh just an overview and then let each building principal talk about their school specific plans. Um but um if you go to the next slide, one thing as as we got together um as a a district team, as an admin team this summer within our building leadership teams and we started building this um while we look at um all data as we're building these plans. Um, we did want to just provide context to some of this and that is um our test scores as a whole are going down uh and and we're not
024trying to run away from that. Um we're not trying to hide behind that. However, um for the sake of today, what I want to keep in mind is this is an aggregate of 3 through 11 and doesn't tell the whole story of everything. And when we get to the state report cards and our local report cards, we will dive much deeper into to this data, which should be next month if the state stays on their normal um pathway. But we did want to just provide this context of um as we look at why we're talking about this engagement, it it it's because we know that we can't be content with where we're at and that there is a context of we need to to get better at certain areas and we need to take a
025look and um so when we talk about this engagement, it it is through that lens that we hope to increase student achievement, right? If if we are re-engaging students in their learning, we would hope to see these numbers improve. But keeping that in mind that this is an aggregate of of 1,400 students and that percentage is percentage of students who were proficient or better. So we in math from that big aggregate we did have a 7 and a half% decrease of students out of those 1400 who tested at proficient or or above. And in ELA um that is a four point uh decrease. Um, again, pockets where not everybody decreased. Um, you know, for example, uh, at the high school in math, we actually saw an increase, but we we did a lot of work
026there and so that would make sense. So, it it is we'll get into that next month when we dig into those report cards. We just wanted to provide a context. >> Um, I have a question. Yeah. >> If you're saying, 1400, but this is only grades 3 through 11, what is the,400? >> I I'm just quick estimating. We only test. We don't 1850. We don't test our seniors. We don't test our K12. I just did a mental math. Probably a little less than 1,400. Figure about 115 a class. 120 a class. >> We see next month then like where the gaps were like I just think like co there was a lot of lower test scores and kids were always trying to catch up after that. that group of kids is now moving into that
027fourth, fifth, sixth grade. Yep. >> Is that affecting like how that has shifted into the score potentially? Like do we see where that batch of scores is? >> You you'll be able to track that for sure whether or not we're we're beyond a point where we want to use that as part of it. Yes or no? But yes, you'll be able to track cohorts at that point when we dig in. I'll be interested to see what the no cell phones like the kind of impact that has. >> So, as we built this plan, again, we talked last week of really trying to build systems that make some of these changes we're trying to make sustainable. Um Diane had brought up the point like this isn't a new topic of of students disengaging, but we're we're
028talking about how do we build systems to sustain change as opposed to going back to the old ways routinely, right? And so we're when we built these plans, we tasked each building with really trying to gear our conversations along these pillars. And if those conversations were outside and they don't impact student learning, now is not the time we want to talk about them and really trying to focus that conversation and align the work that we're doing within those pillars. Um, and then you're going to hear a lot of principles um, talking about work around engagement. So, I included this in here again to provide context of when we're talking about engagement, we're not talking about um, you know, producing a lesson in which we put on costumes and dance and entertain kids. We're talking about
029creating a learning environment where students are driving their own learning, where they're becoming intrinsically motivated to improve themselves along the learning outcomes of that class. And so creating that intrinsic motivation in our learners that they want and know how to become lifelong learners um versus um just maybe participating or compliance for a grade um or as you work down the engagement continuum withdrawing um not engaging doing the bare minimum getting my D to to graduate. How do we re-engage that student to want to learn by by personalizing their education, giving them choice and relevance? Um, so this is the context in which when when the principles start talking about student engagement, that that's the element in which we're talking is how we get students to start driving their own learning. Um, and so we we
030set this ambitious goal as a as a district. We're we're working on creating and evaluating student engagement measurements. Um that's both from hearing from students. Are you engaged in your learning are with in from your point of view are these environments um your does your learning environments contain the elements we're trying to create? What's your perception? Um and so we're working on building these measurements. Teacher self assessments of engagement ratings are are you building these elements into your classroom? Are you seeing it? administrator walkthrough data. Um, and we're hoping that if we can really put in a lot of work to that that we're going to see uh an increase in that students achievement scores that we talked about. So, I'm going to let the buildings talk about their specific items. So, I'm just going
031to stick with um the student centered pillar of our improvement plan. There is an instructional component. There is a community component. Um there is a um growth professional growth component. Many of the instructional components will mirror what we're doing with the student centered components here and and our action steps. So like I just showed you the esport as a learning tool. Our teachers are still learning about that. It's still fresh for them. Remember we just we had two teachers pilot it last year and now we're implementing it. So they're still getting training on it um and learning about it, learning about those reports. So um it's it's still fairly new to them, but that's one of our action steps um for the student centered pillar. Another one is we they've been using Seesaw um more
032so as a communication tool. Um and um so this is this is what's called a learning management system LMS. um in the high school they use canvas for this. So at the elementary it's seesaw. Well now Seesaw is starting to make itself better and they have some learning tools that are coming along with that. So like in other words tools that students can actually engage um in Seessaw with again different reading things, math things. Um so that's one of the things we're trying to implement. Again, it's it's um a process here. We're still learning about that. Um and then as you know about the the Fab Lab um grant that we got for the elementary, we're trying to incorporate that um as a resource um not only in the classrooms, but as a special where
033they're being able to create and make things um in the Fab Lab. um from an again an elementary standpoint, it's quite different than the high school Fab Lab, but and then um the last one is um we're in basically year two of of act 20 here and they're continuing to learn different highle reading strategies and incorporating that um into their daily lessons. And those are the four student centered action steps that we're trying to focus on this year. Thanks for having us. All right, so as the middle school um as we started to dive into the engagement goal and the overarching district focus on student engagement, um our BLT did a fantastic job having deep conversations about what is engagement and what does that look like? Um Tom mentioned creating systems that are sustainable, but
034also a lot of our conversation with the BLT was how do we make it attainable as well? How do we make it something that is realistic? That is something that our our 100% of our staff, the middle school, can follow through on um and show at the end of the year that we have done all of these things. Um so we kept engagement as our umbrella to our conversation and then really focused in on the the four pillars and developed three goals that that fit within that framework. Um, and the BLT proposed ideas, brought it back to teams for feedback. Um, and then we came back together and finalized our goals. So, some of our action steps within those goals. Um, really again focus on engagement. So, you're hearing that word a lot. Um, however,
035right, what does that look like and how can we how can we increase that engagement in order to impact those academic scores and academic um, achievement. Uh, so the first one connects back to the student centered learning. So, we're asking that 100% of staff are um it actually is two, sorry. So, they're actually using two um times throughout the year where they're going to offer students the opportunity to demonstrate understanding through um a project or um an assessment of choice, right? So, speaking to that personalized learning, speaking to increasing engagement, if I have the opportunity to um to show you that I really understand something through, you know, through options and I get to pick this this option because that speaks to me. um that is naturally going to increase the students investment in that
036project um and that final product. That second one is connected to the instructional excellence pillar um and really asking that our student or that our teachers are every semester trying to new research um engagement strategies. So a number of ways that we're we're that we're trying to increase the the menu if you will. Um, every staff meeting I'm going to start by modeling an engagement strategy, uh, just to give an idea that they could quick bring back to class. Um, the second one is also a way that we're going to kind of support, I'm sorry, the third bullet is a way we're going to support the second bullet. We're asking that staff participate in what I'm calling community circles. It's a random grouping of staff members. Um, part of the feedback in connecting with staff
037was we don't know everybody in the building, so it'd be neat to just kind of mix it up. I know my my grade level, but I don't know people on the other the other parts of the building. So mixing those groups up and having them engage in conversations about what are you doing in your classroom and sometimes science teachers learn the most from a math teacher or a math teacher learned something from from an ELA teacher. So um knowing that giving them those natural opportunities to have some of those conversations and maybe take something away that that was unexpected. Um the last two bullets connect to those collaboration and community and professional growth and leadership. So really again engagement is the umbrella. Um and then those four pillars um of the portrait of an educator
038um just making sure we're we're keeping that at the center of all of the things we do when we're bringing our conversations back to that. So um headed in a good direction. So high school um similar to what Kate had talked about um the SIP that we created at the high school level went through um a process with our building leadership teams with our BLT um and that really helps us think about the voices of our staff and what we're thinking about building in terms of our professional learning um throughout the course of the year and really thinking about how to use their voices and directing kind of that longer vision of where we're headed as a as a district. Um so our BLT landed on um several different goals that I highlighted here are
039going to be from the instructional piece and from um the student excellence side as well. One of the things that I I think is important to understand is that at the high school level it it's a little bit different I think because our building leadership team meets we learn together we discuss things together and then they go to their departments and they kind of lead some of that learning and then come back and we have this um kind of feedback loop in a sense and understanding that the goals we've set have gone through a pretty rigorous like feedback loop to land on what we we have here. So, as a staff, um, we really decided that everybody participating in phase one of liftoffs, which is a focus on personalized learning is critical so that all
040of us have a baseline understanding. We're talking the same language. Um, we all know what it means when we say personalized learning. Now, that might look different in every single classroom, but when we know and we can talk about our goal is for our students to have a personalized learning um experience, we all know what we're talking about. And that coming from liftoffs was was really important for us to to land on. Uh departments will collect, analyze, and act on data that's collected around student engagement. And they actually just finished this process last week and this week. Um we built that uh data collection tool together. So, we looked at what are historically some um powerful engagement uh survey questions. We looked at the staff, got their feedback, and now tomorrow at the staff meeting,
041I'll actually unveil here's what we landed on. And then we'll begin to collect that data. At the department level, they will then look at what are we seeing as maybe a need for us to focus on for personalized learning. And that in turn feeds what we will do around um professional development, coaching um and just the resources that we have available to us, getting them to the right people, which gets us into that next um piece about all teachers really looking to incorporate some new technologies so that our students are engaged more in the classroom. And I think at the high school level, it's a little bit different than middle school and elementary because our students are very close to leaving us. So helping our teachers feel confident in understanding what our kids need once
042they leave us and how those are going to be different tech tools and also skills that as teachers we need to build their confidence in so that our students are ready when they they leave us. Um and then last, the piece around coaching um is really important as we begin to think about supporting um our staff around making some of these changes um and also capturing when we're seeing things done really really well, how do we share that with the rest of our staff and coaching allows for us to do that. One of the pieces that's not um up on the slides right now is around community and collaboration. Um, and I didn't want to steal Kurt's um, thunder in a way, but Kurt has been doing a fantastic job in pulling together students um,
043so we can begin to think about revamping some of the values with a student voice um, and thinking how that kind of leads to a larger community piece. But I will have him talk about that when it's the high school's time to present to you all. So that's kind of what we have for our action steps this year. want to summarize or >> so I I think I think the big piece was really um all all three buildings really wanted to to align to to the district goal and really send the message that this is something that we want to do K12 and I think all plans reflect that with an age developmentally appropriate focus and and that was something that they worked hard to do. >> Thank you for all the effort. Just so
044you know, I told Greg this on Tuesday. I did ask staff members how the new principles are doing and and the feedback was great. Just so you know. Okay. >> Yeah. I think uh and I want to give a lot of credit to those guys. They've done a great job leading their staff through this process and and um you know, we've kind of put Tom in charge of this aspect of it from a district level perspective and they've all done a really great job on this. And um today we were able to have liftoffs in the building. Three individuals from Liftoffs came and worked with one with each building and the principal and then we had a follow up. We had a meeting first with the the individuals from Liftoffs and they worked and then
045we had a follow up with them before they left and um they come to us once a month with multiple people. So they'll be back again October 6th and 7th um to work with our staff on on PD and um getting into classrooms and offering suggestions and advice and how you know next steps. So, it's it's been a really beneficial one. I told Paul earlier tonight and it's it's technically not it's embargoed. Um, but uh liftoffs is is uh is going to be mentioned in a very prominent location by a speaker um coming up in the next couple of weeks and I'll be able to release to you where that's going to be held. >> I would just like to piggyback off your comment about getting in schools as well. So, if you guys have
046opportunities, staff meetings or whatever where you think we could attend and learn more and not provide input, but just listen. I I'm always looking for an excuse to get to schools, I did before the end of the year last year, and just took a tour with the principles. So, if there's an opportunity that you guys see, there's a few hours we could set some time and said, I'd be happy to come and listen to >> I wish you were all retired. >> No more in the school. >> Anything else? I think most of you wish you were retired, too. has nothing to do with going to school. >> Um, period. >> Thank you very much. Thanks for the work. Um, item C, discussion, construction update. >> Sure. All right. Thank you. Um, well, thank goodness
047for the good weather we've had. We actually made very good progress. So, um, if you look at our site currently, uh, the big focus is getting the footings and and column pads poured, um, which is very important. So, that is basically complete. a lot of the interior walls for bearing walls be as is getting to that point. There's a ton of mechanical rough in around the facility, especially look at the kitchen. Uh right now they're putting a ton of underground electrical below all that. The plumbing basically in these areas. Uh we just set the grease interceptor out back and we're connecting back into the street. So that was completed today. Um we also were able to um get our structural steel scheduled. It is coming next week. So, that is going to look really nice.
048In about two weeks, 3 weeks from now, you'll start seeing steel going up and cranes in place. So, it's going to come out of the ground as it were. Um, we're had some cing underneath some existing footings that go into our existing building. And those are mechanical tie-ins that will happen uh once you get into those areas for demolition, but they have to be completed before we start pouring floors. Um, and you'll see a lot of uh concrete um being poured next couple days, which we poured a bunch today. Actually, some of our flooring, which is great. Um the masons are laying our walls up for our firewall and our burnish block just came in. We're very happy to see that because we wasn't sure when we were going to get it. So that's on
049site now. Um because some of the burnish block is varying point block for us. We have to have it um to set some other pieces. So that's in very good shape. Um also this summer we had a lot of underground work and different utility connections. We had to set a brand new transformer in the back of the building and that incorporates a lot of changes for us. Building shutdowns and remaining power being run. But on top of that, when we looked at design building, a key point is really electrical connections. It feeds everything, right? Everything works doesn't work without it, right? So, we actually have some separate feeds that are going into our new building off the existing new transformer. And I say that u in regards to um if you ever want to do
050some expansions to the structure later, we're running provisional lines underground that'll support a gym if you choose to do so later. Um this is work we're paying for now. Get underground and get this thing stubbed in. Um it'll pay dividends later. Whatever decisions you have, we'll be doing flexible for you folks. So I just want to thank all our contractors working on site because we ran into a few snags. Everybody's worked through it. Uh we want to get the ground sealed up and uh because in October our large wall panels are coming and they'll be set with a crane in about probably about 3 4 days have that whole thing set. So all the work just has to get done. Uh we're very happy the weather's been good to us and make good time. So
051hopefully that stays. Um and right now that's where we sit, but we're sitting in a very good seat. We're on schedule and uh we're just happy that we've had a weather. You've taken the old electronic sign down >> and there's been no accidents or injuries, >> which is excellent. >> Yeah, safety is a problem. >> They kicked me out. I didn't have a heart attack. >> Yeah. Good for you. >> I was there. >> Yeah. So, and and to uh you know, just Steve and I have been working with Vendorf. We have our meeting tomorrow. We have a bi-weekly meeting on Wednesday mornings. One of the next steps we're going to be working on with them is going to be working on the schedule from >> middle of August >> backwards to, you know, the
052date we turning over the building to them and what all that looks like and how soon we can get in certain areas. So, we just want to get that stuff ironed out uh moving parts. We've been working with uh some of the athletic fall athletic teams about moving some of their stuff around at the end of the season so we can get in and get their storage areas abdated. Um the sooner we can get that done, the better off for all of us. Uh so we'll be able to get that stuff organized around either Christmas break or Thanksgiving break. >> That's very good. Proactive. Thank you. >> Yeah. So we're we're going to get those guys moved out. Well, we're actually going to move them at the end of the season. So the kids will
053be turning in equipment to the temporary storage place and then we'll check it out of the temporary storage place and then next fall when they turn it back in then they'll turn it back into their new permanent storage place. >> Good thinking. >> Thanks for all the work. question. >> Is there any unexpected costs for seen at this point in time that you've run into? >> Um, minor. We have some plumbing issues that we ran into um that were dealt with last probably last week and a half. Um, there was just some existing site conditions that you really don't know until you open all the ground up, you know. So, I never say never until the ground's back down and everything's kind of in. So, that did run a couple snags for us. But, um,
054we did make a change in one of the main plumbing lines. Um, and uh, I'm very satisfied with what we had to do. Um, cuz we surely don't want to that come back and haunt us later. Um, cuz we aren't paying for sins in the past that we're finding. We don't want to have those sins on us when we get done with this job. Uh, we want to be able to function. Um, and one good thing I would say too is, and I'll just go back to the contractors looking at some of the job site work. You know, you never know what you're going to find, but they've been very diligent with bringing these things up to us. Um, if I did know this, I wouldn't know it. and we we actually ran cameras down
055some of the lines to make sure what if it was what it's supposed to be and some things just are never what they're supposed to be. So that's why I say there may be a little incurred cost at this point, but it's peanuts in the scheme of things. Um cuz we want a functional facility that's going to be able to operate for a long period of time. And we're also making provisions for access if we have issues in some of these areas cuz that's a problem in old buildings. You don't know where to get into or how to get into it. Um, and the code helps you with that, but that's not the answer always. A lot of times it's just experiencing your people on the jobs. Hey, we've done this, done this, we're going
056to do it this way, and this is why we're going to do it. So down the road, we know we do. And the nice thing about as this work progresses, all the changes that happen are documented. They brought into a digital form and the district will have that on hand when the job is done. So there'll be no guessing later about what you did and how you did. Video documentation, also drawing documentation. And that always gets lost in a lot of projects. And we made that point clear. We don't want to have that on this job because we're spending $20 million and we want to know where most things have to be after that. >> And within the within the budget too, I mean obviously the the construction budget there is a contingency which is
057a percentage of the work performed. Uh but we also have some allowances in there like for instance unsuitable soils. You know if there's unsuitable soils well we're pretty much done knowing if there's going to be unsuitable soils or not. So that allowance will now be able to get pulled into contingency uh in case we run into something else further down the line. So we have a handful of those allowances that are built in and some of that stuff is going to free itself up cuz like we said the only really left earth work to do of any substance now is just going to be putting a new parking lot in over the existing parking lot. So I don't think we'll run into any unsuitable soil in that. You know, it's the footings where you worry
058about what you're going to see once you open the earth up. >> So, I didn't have any big surprises, which were nice. You know, truthfully, we didn't have any wood. We didn't have anything buried like we had the church. >> There used to be a sawmill there, >> right? And I'd looked at the old documents to see what where it was and we guesstimated if we were going to run into it because that happened when we did St. Paul's church. We opened it up and our ground was unsuitable. We had to dig it all out. There was a 100 grand gone cuz what are you going to do? You can't build on top of it. But, we didn't have that on this site so far. I'm not going to woodfill the last piece of paper
059for it, but um I think we set a very good seat. So, thanks for your support with that. >> Pretty soon we're going to open the walls up inside the building and that's going to be a whole another pray and hope you know what you're opening up when you open up those walls, what you're going to find behind them. So, >> yeah. And then one thing I'll throw on top of that just as an FYI when we merge buildings together um and we have different types of story conditions for elevation conditions that does create snow load issues um which you don't have currently but now we do. So in one portion of our old part of the building we open that up. We actually have to have custom made joist put in the ceiling support
060because it doesn't handle the snow loads and years ago the old loads were not kept like they are today. So we will not take a risk on the facility connection and say hey we're going we're close. No we're not going to be close. We're going to be above board because we can't have that risk. So it's cost incurred but it's great insurance and that falls onto our structural engineer. We worked with them for many time many jobs and they're very diligent about that. So things like that just come up but we're going to work through it and that's how it's going to be. >> Thank you both for the communication also. >> You're welcome. >> All right. Item D, discussion and approval anonymous donation to wrestling room project. >> Yeah, the wrestling uh one of
061the things that we've done as part of this project is the wrestling uh program is going to get their first dedicated space I believe in uh in in the history of of this district. Last month you approved the the naming of the site. Uh but they're doing some fundraising so they can get some padding and and you know just make the space their own. Uh they've received three donations. Uh other donations but three sizable donations though that met the threshold to to come forward to the board. Uh those donation all three individuals wish to remain anonymous but we still need to approve it. So there's you can see a donation for 50,000, a donation for $25,000, and a donation for $20,123.36. >> I will make a motion to approve. >> We have a motion to
062accept the donations. >> Who's a second? >> Thank you. Any discuss? We'll be I know it's anonymous, but we still do something. >> Yep. Yep. Okay. >> We make sure we give them all the information they need for tax purposes and give them a thank you and um and and right now they have the funds they need to do the project as they want to do it. So now they're >> um you know so they're they're sitting in a great spot. >> Awesome. >> Okay. All those in favor of accepting the notion say I. >> All those opposed. Motion carries. Item E, discussion, approval, donation from Lenora Dulski family. Yeah, Paul was able to secure a donation from uh from the family on on a variety of different things for the metal shop. I'm not
063going to get into any great depth of what all those things are. You can see them. There's a variety of things from nuts and bolts and screws, but some some you know higher ranking things. The big thing from Paul's perspective, from a safety perspective, is that the horizontal metal storage racks uh was a really big get uh to make that space much uh safer. Um so uh we're recommending approval uh of all the and we greatly appreciate not only the donation above of the anonymous but these as well. So recommending approval of of this acceptance of this as well. >> Motion by Kaiser. >> second by Bower. Any discussion? All those in favor say I. >> All those opposed nate and the letters and everything. Thank them. That's awesome. >> And thank you to Mr.
064party for doing >> he's had a lot of people put time extra time in to get things. It's incredible. It's awesome. >> Got there before I did. You saw all the good stuff. >> Yeah. Um item seven, student board report. Ruby, welcome. >> Oh, thank you. >> Slowiki. >> Yes. >> Awesome. You want to tell us a little bit about yourself? >> All right. So, I am the stu student senate school board representative for this school year. Um, I'm a senior and I need to say anything else or just did it. >> You're in the student senate. That's all you have. >> Yeah, I'm in a bunch of other clubs. So many I've had to write them down to remember them all. Maybe I'll bring it next time. But um, I've got a long list
065for tonight, but our clubs in athletics have started off strong and there are lots of successes to highlight for the night. So from July, excuse me, 4th through the 10th, FCCLA members were in Orlando, Florida to compete at nationals for FCCLA star events. This is students taking action with recognition. They came home with three gold medals and one bronze medal. And one of the competitors placed first in the nation for her event and level and that was for the second year in a row. At the high school's open house, the president of FCCLA, that's me, had the opportunity to speak to parents and educate them on our school's student resource closet, the Motique, which is currently managed by members of FCCLA. Now that the school year started, we're busy recruiting members and planning the first
066meeting, which will hopefully take place at the beginning of October. We're excited for a year of giving back to the school and community as much as possible. The Mosin NHS chapter has begun affiliating senior members for the school year. So, the first meeting was on September 3rd where they discussed electing officers and deciding on two service activities to plan. They've already started logging service hours to meet the requirement of 25 hours total for the school year. On September 8th, our boys soccer team had a major win against Rinlander where they scored 8 to zero. Since then, they've also been bonding off the field, playing mini golf, laser tag, and even enjoying a meal together donated by Gorskis. That was very nice of them. Mosin Deca held its first meeting on September 2nd with a great
067turnout. They're really excited to see students interested in Deca. In addition, the school store managers have been working hard to prepare the school the store for students to enjoy. It was open for the first time this year on Wednesday, September 10th. They showcase new hoodies, tees, hats, and more. Students are able to stop in before school or during ELT, which is our extended learning time, to see all the great goodies. Some of our Skills USA members were able to attend Fabech 2025 Expo from September 8th through the 10th in Chicago, Illinois. They learned about everchanging metals industry and they were able to build interest in the future of metals. FFA held its first meeting on September 10th and they're recruiting members to attend the World Dairy Expo in Madison, Wisconsin. This will take place on
068se September 30th. The Math League had its first meeting on September 10th last week. They're starting to recruit members and prepare for upcoming competitions later this year. Yearbook has been meeting weekly to start working on this year's book. The most recent one being on September 12th. They're also planning an evening meeting on September 24th to learn about the new computer program that they'll be using. And they're starting to work on homecoming assignments. The Mosan girls swim team is starting the season off strong with many new PRs for all of the girls. On September 12th, the high school team won both competitions at a dual meet. Our football team started off their conference season with a 2114 victory at home on youth night against the Merryill Blue Jays on September 5th. They're also rocking the white-on-white
069for the first time in over 20 years. Model UN, which is Model United Nations, had its second meeting today during ELT. They're currently preparing for their first competition on November 15th. Before then, they'll be discussing which countries they'll be modeling at the competition. Mosy cross country is off to a hot start, having the most athletes signed up since 2021. They're practicing hard daily for weekly meets and ultimately for their conference and sectional final meets. On September 2nd, they hosted an invite meet at 9M County Park, followed by a senior night in high school cafeteria where they celebrated five seniors. Tonight, they're in Stratford at the Bear Invitational meet. Our volleyball team is continuing its strong conference run against Northern P Northland Pines. Varsity swept the matchup in three straight sets with scores of 25 to
07016, 25 to 18, and 25 to 12. The JV squad battled hard with 25 to6 before falling short in the next two with scores of 19 to 25 and 23 to 25. Tonight, they're fighting against their GNC rival Medford. The Vocal Motion Board, the elected officers for the high school choirs, have become fundraising for their trip to New Orleans in March next year. They'll be competing with three groups of students. The concert choir as a whole, concert choir boys, and the concert choir girls. Finally, the Mosmi Student Senate is busy planning homecoming. The theme for this year is Disney, so each parade has chosen a Disney movie to use for their weekend hallway decorating and their float. At the end of the week, the Senate is split up into committees to make sure everything is
071is done as soon as possible. And that's all I have for tonight. >> Ruby, that might have been one of the more important. >> Thank you. >> I thought for a long time I didn't know some of that stuff. >> Thank you. And in the future, I know you've got a lot going on. If you have to leave or whatever, tell go Mr. Dopp because then we'll get you right away. So then you because I know you have a lot going on. But thank you. Any questions for >> Thank you very much, man. >> Thank you. >> All right. Awesome. All right. Item eight, public forum. The public forum provides the public with the opportunity to ask questions about or address issues included on the schoolboard meeting agenda. General operating rules of the public forum
072will be determined by the president. Once the number of people wishing to participate is identified, you sign up. You can ask for agenda items or non-aggenda items. Anybody sign up? >> No. >> Okay. It's one of our big my big change I want to get done is to let anybody speak that wanted to speak. >> Thank you. All right. Item number nine, consent agenda. Any items that were pulled out or do we have a no issues? No issues though. Okay. I will seek a motion to accept the consent agendas. >> I'll make the motion. >> Got a motion by Gorman. >> I'll second. Second by Zebra. Any discussion? All those in favor say I. >> I. All those opposed? Nay. Motion carries. Item 10, discussion and possible decision approval of monthly voucher list. >> I'll
073make a motion to approve. >> Got a motion by Nest. >> A second. >> Second by Zebro. Roll call vote. Kaiser >> here. >> Yes. >> Maple. >> Yes. >> Sakoski. >> Yes. >> Naylor. >> Yes. >> Zebra. >> Yes. >> Motion carries. Item 11, discussion, possible decision acceptant monthly treasurers report. >> We'll make a motion to approve. >> Motion by Nest. >> I'll second. Second by Kaiser and again roll call vote. >> Maple. >> Yes. >> Nest. >> Yes. >> Zero. >> Yes. >> Corbin. >> Yes. >> Kaiser. >> Yes. >> Motion carries. Item 12, administrative reports. >> Yeah. The only thing I want to touch on that's not on my report. Uh I want to thank uh the the elementary staff is in the process of doing the act 20 uh screeners uh
074as part of the act 20 science of reading bill. Uh and the one thing I just want to touch on with that we talk a lot about budget. We talk about unfunded mandates. In order to do that that test that's done one kid at a time. uh we have to have 24 and a half substitute teacher days in order to make that happen. At 140 to 150 bucks with taxes, you're looking at over $10,000 a year we're spending just to proctor the test that the state requires us to proctor. Not to mention the time of the staff then uh on PD days to write the personal reading plan. So, and we do not get reimbursed for any of that. So, you look at it as an unfunded mandate. I'm not here criticizing the science of
075reading. That's not at all what this is about. What this is about is the the the unintended consequences of that bill is we're spending over $10,000 a year on substitute teacher cost to proctor an exam that they're asking us to to get a screener. >> Are we giving I'm certainly hearing this, but are we giving that feedback to DPI and to state representatives? >> Yeah, we're giving that feedback back to state rep. DPI has no control over that. It's that all that money comes out of JFC. Um, and there was a large conversation because JFC, uh, held back on a lot of that funding originally, uh, and just just got released and it was in the the last budget two years ago. Yeah, we are giving that feedback to the city. >> And when Greg
076and I attended the legislative meeting in Medford, we got a chance to talk one-on-one with the legislators and we talked about that. That was a a topic that this is great, but this is more money we don't have. and they're in the process of looking at creating one from mass down to that one version of mass. >> So 10 could become 20. >> It's all I have. >> Anybody any other administrative reports? We've heard from a lot of people. >> Just one thing mind um just because we've had a lot of great donations out at the NCAA field over here. So um there's been a lot of work with the contractors setting new big poles. Um they ran the wires. the lights are operational out there. There's a few more holes of wire, but I
077just want to say thanks everybody to their time out there. Um because it's really coming to life. So >> Greg and I talked about that eventually we're going to acknowledge and we have lights, scoreboard, storage sheds now, all privately donated. They're planning to make that their home >> and there's even plans about trying to start working on the second field >> and they and Mos Youth Football wants to make that their home. M >> which I mean I I was amazed with the polls and the lights and you know we had a Wisconsin two Wisconsin public service trucks and >> lot of nice donations >> unbelievable donations and we plan on acknowledging that when it's done and and doing some things I hopefully we can announce it at a halftime football game that type of
078thing. Anything else? No, nobody else. Okay, awesome. Thank you. Item 13, other reports. Uh, item A, WASBY report. >> Um, I didn't have anything else at this time except for the state conference. Um, Greg had a note in here. >> Um, just the dates and let Jackie know if we're able to attend. Yeah, the the hotel block opens November 3rd, I believe, is the date, but that thing is going to book in a hurry. So, sooner. >> Yeah, the sooner you can let us know. If you could let us know by November 1st if you plan on going, if or if you may be going even, that would be huge. So, we can get those rooms blocked uh and booked for us. Uh and then if we if you end up not being able to
079go, we can release it. But the sooner we can get that done, the better off it's going to be. I I know some of you have gone in the past, but I was totally impressed with the amount of um presentations and the variety and the things you can learn about. I was unbelievably impressed. You could spend hours and hours going there >> just the vendors alone just to see what's there. Very very much I encourage everybody to go. >> Okay. Thank you. Item B, CISA 9. >> Uh, CISA 9. So, I did mention to you that um I am on the board at CISA 9 and um so I did have to go to the new board member orientation that evening. Um and some good things happened over the summer with the building and the
080grounds for the CISA building. Um they they've got a new roof and they um finished the another one of the audio visual rooms which is awesome. And the meeting room is have um I don't know if Mia if you've seen it but the new room has got uh boards all over. So wherever you're sitting in the room now you don't have to be looking to see the front board or the back board or whatever. There's boards all around. It's really, really nice. And um one thing Al did mention was that this is all done without any state funds that they have to budget through the money that they get for years to do some of these big projects. and he felt now that they finally have all their facility um equipped and functional. And uh
081Ryan McCain um one of our former teachers uh he's the associate director of continuous school improvement and so he's representing the ceases on the report card committee. >> So um >> Brian was also a student. >> Yeah. Yeah. And so anyway, and Mosan was supposed to have one of the inservice um meeting at Mosan, but because of the construction, uh Mosan will have it next year. Um they have two inservice um days a year with the CESUs and um so because of construction, I think Medford or Merryill is having it. >> Merryill. Yeah, we were with Merryill and >> Okay. >> Tomahawk and Moy. >> Okay. >> Right. >> Yeah. >> Is that the three that are at the joint? >> I think so. >> So, anyway, yeah. So, it'll be a mirror. >> Thank
082you very much. >> Item 14, future agenda items. >> Yeah, I just have three on there. You can see the the early college credit, start college now approvals, finalize the budget with the tax le which we've talked about, middle school stat presentation, and then DPI is able to hold true to their timeline. We can add report cards, but I'm not going to hold my breath cuz that's why I didn't put it on there because it could be it'll either be October or November depending upon how soon they get that on the plus. And >> and again, if you have something that comes up, email me, email Greg, uh, talk to Greg. Any questions you have, Greg is very good. Greg's communication skills is excellent. I very appreciative of that. All right, item 14. We're not
083going into close session. There are no items which I I really appreciate because we're trying to be more open. Um is adjournmented. >> I'll seek a motion. >> I'll make a motion. >> Motion by Corby Zebra. >> All right. And do we have to do a roll? No. All right. All those in favor say I. I