001He admitted. Good. >> You want to see if Lisa, can you hear us? >> Yep, I can hear you. >> All right. Good evening everybody. Uh this is tonight's committee the whole meeting for Monday June 1, 2026. Like to call this meeting to order. >> Roll call, please. >> Sarah Schubert McCies excused. Katherine Gan >> here. >> Lisa Pollson here. Bolson >> here. >> Billy Men is here. President Steve Olsson >> here. We have met official compliance with this notification. And this meeting is a meeting of the board of education held in public for the purpose of conducting the school district's business and is not to be considered a public community meeting. There is a time for comments by members of the public during the meeting as indicated on the agenda. Members of the public
002wishing to address the board on any of the topics included on tonight's agenda may do so by signing up on the public comment signup sheet by the entrance prior to the start of this meeting. The board requests refraining from making any comments involving personally identifiable information about students, staff or administration. Comments should be respectful focused on the items being considered by the board and will be restricted to three minutes in length. Action taken at today's meeting, it will be forwarded for recommendation for final approval at the next regular school board meeting next Monday, June 8, 2026. Any comments from members of the public, then we shall move on to report from our superintendent. >> Okay, I just have oneformational item. Principal Parish is here to give us an end of the year highlight. It's going
003to be good. We don't need any music. >> Not at this. >> Make it worse. >> Skip some of the parts. Now you're all pretty curious. >> I did not see that today. >> Swanson supposed to be up here. Yeah. Matt was there. He witnessed it as well. >> Yes. Okay. So, I had um the teachers put together the celebration slides, excuse me, that we shared at our staff meeting last week. And so, um I'm really excited to kind of go through and highlight what our teachers wanted to celebrate. Okay, I'm going to go back. I hope the music doesn't start. Okay. So, for kindergarten, don't push. So, for kindergarten, out of our 72 COVID babies, um 48 of them are boys. >> My gosh. And so, our kindergarten teachers had their work cut out
004for them. And they put this slide together and there's a little cute little video of them. >> They were all still smiling at graduation today. So, they made it through here with their 48 boys. >> Uh, in first grade, what we're celebrating is this spring, 83.6 of our first graders achieved in green in literacy. That means that they were at or above the 25th percentile, which is just absolutely fantastic. And then for math, we had 86.3 of our students at or above the 40th percentile. That's a huge celebration. Our first grade teachers worked really hard in second grade. Um on this slide, I want to point out a few different things. Uh a the incredible gains that our kid kiddos made in math automaticity. They went from 59% above the 40th percentile this fall to
00577%. Math place value 56 to 85. A math 62 to 72%. Um, the reason I want to point out this slide with all the different measures that we use, when we get to our schoolwide goal, we're only focusing on the A math and the A reading, which doesn't capture all of the other incredible gains that have been made and um that are tested throughout throughout the year. So you're and I'm going to get to that at the end, but there's significant gains that were made just on the goal that we used to measure in our CPR card. We just used one of the assessments. So as we're talking about the incredible gains, it's important to know, you know, we don't put all our eggs in one basket, but for the purpose of our goal, we're
006measuring with our A math and our A reading. But you can see math automaticity just boom, math place value. I mean, that's incredible. And then you look at our reading phonics, the gains that were made there. Our second grade team uh worked so hard and the work that they did during their PLC's and this is all of our teams. Um really focused on that differentiation during small group and during boost time and working together to identify how they're going to meet the individual student needs. They're sharing kids. Um they're teaching them where they're at and pushing them, not just a one-sizefits-all approach. Oh, here we go. So, they the third grade team took the starting lineup approach. They have three teachers this year, Mr. Rosac, Miss Haroldson, and Miss Richie. and they recognizing they recognized
007how important all of the paraprofessionals are and the support staff that work with their team to help the kids get to where they are. And these were just the consistent um team members that jumped in and helped them. But on any given day, we were subbing people in. So we could actually have the whole staff out there, but this is their main core group that helped them with all their work. Then some of the work that they did is our school day goes from 8:52 to 3:30. As you know, the morning time, the first bell rings at 8:40. The third grade team added an extra dip of academic uh work during this RTI time from 8:40 to 9:00. So, the teachers sat in the commons area. They pulled kids for a for a second dip
008of um instruction with in the areas that the kids were most specifically needing some some more support. And what you can see is our paras they help with progress monitoring because we got to find out if what we're doing is actually working and so they're constantly w you know progress monitoring them. You can see in the math automaticity the scores and we didn't put student names up here but student number one this fall or yeah this fall scored a five and in the winter 18 and in the spring made it all the way up to 38. Student two didn't even score a point and then by the end all the way up to 48. So this really is attributed to that extra dip of attention that the teachers were giving the kids in the morning
009and they're really proud of that. Then the we had to go to the portal because we need more. We need we need another teacher for third grade next year. So we went and found the most highly qualified second grade teacher and brought her up to third grade. And so we don't have to go back to that slide yet. >> No, that's okay. Um, so they're they're really excited and Jenny has worked on their team on the third grade team in the past, went back down to second grade, now she's going back up to third grade again. So, lot to celebrate for our third grade team. Our fourth grade team focused on what incredible numbers of our what what an incredible number of our students that are closing their learning gap. And in order to close
010the learning gap, the fourth grade students are expected to make at least 11 points of growth from fall to spring. And that's according to the some risk uh benchmark. And 44% of our kids are closing their learning gap, but 76% of our fourth graders are achieving above the 20th percentile. Um and they're succeeding with our tier one instruction and the targeted interventions and supports. Huge celebration for our uh fourth grade crew. And in fifth grade, our fifth grade team took the approach of let's let's highlight specific se um celebrations, specific kids. And some notable increases. Student number one, PS had 51 points that she gained this year. That's incredible. And our student JJ um he increased 37 points. And a a fun celebration about JJ is officer Swanson came to Northern Lights mid year. Uh
011JJ was having a hard time uh coming to school. Didn't like school. He his attendance was really um he was staying home. So Officer Swanson came over and basically gave a pep talk. Hey, hey honey, this is why we need you here. It's really important. Uh a few weeks passed, JJ's attendance improved. So Officer Swanson was there and did a little check-in. gave him a hey, great job. I can see that your attendance is this kid was glowing. And then um after the staff meeting last Wednesday, I went to him. I said, hey, guess what? Every teacher in the meeting got to hear how great you did. I mean, why do you think your u scores improved so much? He like, I came to school. He was so proud. He went home and told his
012mom. Um so he has really good momentum going to middle school next year. uh when you're a high-f flyier student, it's really like you really have to work hard to keep your scores up and to grow. And we had two students in the 99th percentile that continued to show significant gains. So, they wanted to celebrate that. And then our students on the right changed risk categories from um low risk to some risk, high, you know, they went from high risk to low risk to some risk. So that's really notable, too. So lots to be proud of for our fifth grade in reading. And then in math, you can see we had nine students that moved up in their risk category. And then we had eight students who maintained ontrack status. And though they were really
013high high achievers and they they're maintaining their on-track status, but their points were increasing. So they're still making gains, too. celebration for our uh counselors. It seems like it wasn't this year, but we had our partnership with the College of St. Scholastica with our um occupational therapist interns. And um as you may recall, that grant uh ended and so we were no longer able to have our OT interns support our students at school. So they worked really close with our counselors on regulation stations to help the kids to help support the students um to understand how their energy uh works and how to help them make the right decision when they're going through their challenge times and um the mo the sustainability is still it's still happening and that program ended before Christmas. So, I
014think that's a big celebration. And this is just what some we had at the spa, we had the gym, little reminder cards, relaxation station. Um, our special ed program, our special ed team is really proud of the work that they did with their collaborative groups, uh, working more efficiently. For example, our OT worked with our special education teacher, uh, Lindseay Carter, and they co-taught a writing group, and it was one of the most fun writing groups I I was able to, um, sit in on. Uh, but another one of the I really enjoy Thursday mornings going into the cooking group when you have five, six, sevenyear-olds cooking with speeches in there, OT's in there, um, special education teachers are in there and they're all collaborating because they're all working around the their goals. So, that
015was a big success this year and it was a lot of fun. Um, specialist celebrations. Um, this year we, you know, we we made some adjustments to what our our fifth grade team day, which I just want to, uh, put a plug in. All the kids, almost all of the kids that I talked to, um, had a blast and they thought it was great. And there's, you know, a competitive piece to that was part of Trackerama that wasn't part of fifth grade team day, but that's by design. We implemented a track and field day so we could still have that fun little just racing day and we did it K5 and it was a huge success. It was a lot of fun and I think that really helped kind of keep the the objective of
016the purpose of why why we do our fifth grade team day. Um it was it was so much fun. Uh art Shauna Linkor is our art teacher is just does incredible work with our kiddos. So we had a lot of in our trophy cases at school, she displayed art and I would often see kids admiring that in the morning. So that was really exciting. Music, we had a partnership with the superior music boosters this year. So making that community con connection. Um and then how our teacher librarian Melanie is able to stay on top of all of the books in our library is crazy to me. Her goal this year was around the age of our her collection and she was able to um I forget the exact teacher librarian word so forgive me but
017she ch she she made the age of our collection improved it by two years so like the old books from Blaine you know she's made in there but she increased the age of our collection by two years um which is significantly higher than what a typical teach uh librarian does in one school year. So that was really a big celebration for her. In our CPR card, this is the goal that we had um put down is we wanted to increase our uh percentage of students achieving above the 40th percentile. Uh in reading we want to go from 61% to 67% and in math we want to go from 69% to 75%. based off that one assessment, we didn't see a significant increase. Um, but when we pulled the other assessments, we saw a lot of
018great gains. So, for the purpose of the goal and the way it's worded here, nope, we didn't meet our goal. However, um, I want to highlight that, um, in our kindergarten through fifth grade math, on average, 81.5% of our students made moderate, typical, or aggressive goal breaks. In grades two through five for reading, uh 80.5% of our students made moderate, typical, or aggressive growth. That's a huge celebration. This is impressive. Here in our first grade reading, in the fall, 14 of our students were at tier three. In the spring, we dropped down to 10 of our students being in tier three. In tier one, in the fall, 48% of our 48 of our students were in tier one. By the spring, 61 of our kids were responding to tier one. So, this is a really
019big celebration. We want to see the little triangle on the top get smaller. And then when you look at kindergarten, you can see they've just did incredible work throughout the year. Um, so there's a lot to celebrate. Even if it isn't showing in the one report that we centered our goal around, there's a lot of really great work. And you may know this by now, um, you know, we were recognized as being a high impact school. So, uh, that was a huge celebration and the DPI reached out to us, um, because we are showing significant growth, closing the gap and increasing the likelihood of our students to be career and college ready. That's really kind of what the gist of this award is. So, we're really proud of that and we're working on some signage
020so we can shout it out to the community as they're passing by our school. Questions? So today, Venom and who are going to protect us? >> Venom and Iron Man. Iron Man >> are the next protectors of the city. Our kindergarten graduation. They want identify what they want to be when they grow up. We had a Venom and we had an Iron Man. So I told officer Swanson, I'm like, "You guys are going to be in good hands. It was great. >> Thanks. >> That was a great celebration today." >> Thank you. >> That's all my my report. That's all you got? >> I got >> Yeah, >> it was a big one though. >> Oh, yeah. >> And you did fine on the time we discussed earlier today. >> Move to our board committee
021reports. First of all, our policies and rules committee, Sarah, >> looks like I have a coupleformational items. School resource officer program report for the 2526 school year. Pursuant to policy 8407, Matt Swanson and Amanda Mundell, school resource officers are going to chat for a little while. Welcome. >> So, the two agenda items we have for for theseformational are connected to policy updates that we give at the end of every school year. So, the we'll have this one too. >> Thanks, guys. >> Yes. Thank you for having us. Can I get the numbers slide up there? That helps. Um all right. So looking at the numbers up here um they are a bit different than last year. Our records department this year um ran the numbers with this criteria. Um for it to count um it
022had to happen on school property. it had happened during school hours and needed to generate an incident number for us where last year they just ran it if if it uh was an incident at a school address then then it counted in the numbers. Uh so number of incidents are kind of down uh from those previous uh numbers last year, but what we see is um that arrest numbers are still very consistent. Um which which makes sense because that's not really changing. Um but then one thing I want to point out about even the stuff outside of school hours is that me and Amanda um we still assist in a lot of the stuff outside of school hours. Um, which is why I don't really like having it counted this way and I think we're
023going to get it back to the previous way next time. Um, but one thing I want to point out was uh is actually just on Friday night I believe at, you know, around 10 p.m. Northern Lights, they had an alarm call and so patrol officers are on their way and they call me. They say, you know, should anyone be here? I don't know. Um, but they get on scene. They run a couple license plates and they get names back from those. they ask me um and I I'm able to tell them those are employees at the school. So now they can treat that situation much differently um from there on forward. So um you know not counting a lot of that kind of stuff. Yeah, I think we'll we'll fix that for next time. But
024like I said, arrests are are still the same. Um some you know with uh some of the elementarymentaries you'll see some still fluctuated quite a bit, but when you really look at it it's it's really not that big of a fluctuation. even going from 30 to 7. Um, if you just have one family with a few students who are having truency issues, um, that can make a huge swing in incident numbers. Um, I I like to send out truency warnings before we even think about doing tickets or referrals. And so everything like that is an incident number. Um, you know, even for multiple kids, it could be multiple incident numbers then. So, yeah, we're we're really right, you know, kind of where I think we should be. Um, I guess consistency is a better way
025to put that. Um, there we go. Okay. And then to the middle school. Um, so yeah, you'll see. I mean, we almost had half as many incidents at the middle schools last year. Um, but our arrests are are extremely close. for it to count as an arrest, at least for an adult, um that would be a city ordinance citation or an actual misdemeanor or felony arrest. And then same for juveniles, it can be um every truency citation counts as an arrest um as as well as things that are more serious. And so yeah, almost probably more than 90% of that is just truencies. I'll let you speak on high school. >> Uh the high school number is about the same as the the middle school. We're down about half and that's just because of the
026way our records department is working our numbers now. Uh there are a lot of calls that I get at the high school level with students who come to me with problems they're having out in our community. Um so the addresses as we do at the law enforcement how we do our reports is we use the address where the incident occurred. So if I have a student come to me saying something happened outside in the community I have to use the address at which that incident happened. So we are busy with our students especially at the high school level when they come and talk to me about incidents that are happening. I do have a lot of open cases and things that are happening in our community with our students and they have built those relationships
027with me where they can come and talk to me about those. Um the arrests for the adults and the juveniles again same as what Swanson was talking about. Our numbers are down and that's just because I did start doing what Swanson does at the middle school and elementary school level and with the help of Mr. Haroldson with our truency stuff. I send out warnings before they start to get citations. And that's just because Mr. Haroldson and I have talked about how we're going to redo our truency policy when it comes to the high school because it was a significant issue that we were having. >> Yeah, I can butt in. That's not you being lazy. That's you guys really good work. >> It is a lot when it comes to truency. We are I am
028sending out a significant amount of warnings and that's just because that's what Mr. Harelton wanted. He wanted to start to show the warnings before we start issuing citations. Um, I do know that a lot of our our families are struggling financially and that is a big financial hardship when it comes to our families. So, giving out that warning telling them by statute your your student needs to be at school and unfortunately if they're not at school, we could get you a citation and it is a significant amount of money and you have to go to court. I mandate that the students go to court for it so they can tell the commissioner why they're not showing up to school. It shows accountability too as well for our students. Um, can I clarify one thing? So,
029there was new legislation passed last year that schools need to report incidents to the Department of Education. Kate, one of the things we talked about, do you do you recall what the criteria is for the reporting that we do at the state level? >> Well, >> is it consistent with I can't remember. It's consistent with Matt said. Okay. uh this and the reporting that I'll bring to you in July is a report around uh violent crime at the high school only with high school students during the school day. So it's a very it's an and and and so it's last year we have zero incidents that met the criteria. Our school year is not over yet. So I'll bring that to you in July, but we anticipate >> Yeah. So the report that we're sharing
030tonight is because we have a policy that asks for an annual update from you guys just on on this data and then you guys will get another report that's obligated then through state statute that Kate will bring next. So I just want you to know why we're bringing those to you back to back like that. >> When you say significant amount of letters go out, how many is that? >> Not like exact, but a rough idea because significant to me is different than you. >> Yeah. Um I probably on average a week have 10 students that I am sending out warnings to. Um and not only do I send them to the students, they also go to the parents. Uh because they are juveniles. So if I am going to tell a juvenile they are
031going to get a citation in the future, I have to tell the parent as well. And a lot of the times the parents like getting those warnings because then they're one they're in the know of what their student is doing because a lot of our parents don't have those alerts through powers school. >> Um so when they get that letter and I send it directly from the police department as to officer Swanson because they get an official letter that says Superior Police Department. So now they're like, "Oh my gosh, what did my child do?" They open it and they're like, "Oh, you're truent." So then that gives the parents an opportunity as well to talk to their student. Hey, you are being true. You you need to be back to school. Um so I send
032out at least probably 10 a week. Now that number has gone down as the school year has windowed away, but next year Mr. Haroldson really wants to go strong with that one. He hit the ground running. Weird. I know. He hit the ground running very quickly but it has shown um our truency numbers are down. So I think the warnings are helping tremendously. >> Are we still sending our letters then with the >> policy required >> x amount of days >> and that one is a little different how that that truency policy works with the one that school has. >> Well, we send ours out after all of those ones. So we're at the point where we could already site them and then we send ours uh just as kind of a last effort. And
033I find that I end up having to sit less than half um where I could have cited them already. U if any of you would like to see that warning, I can certainly email it to you if you want to email me and ask for that. I'd love to show it to you. It really just kind of laid out the consequence and says we're through it. This is what's going to happen. You please don't make us do it. And we should have success with that. The other piece is last year we put together a district attendance committee that helped to put some proactive measures in place. So it didn't even get to your plate, you know, and your table. And so we'll um revisit that again with with our district procedures and as we go
034into next year, too. But that was well received by principles, secretaries, teachers. So >> thank you. Thank you for the work you do for us. >> All right, next up is the annual bullying report. Pursuant to policy 5517 and 551701, Kate Tesh, director of continuous improvement and assessment. Welcome. Hey everybody, I'm here with your annual bullying and harassment report. Uh school the school year is not over yet. So all of this data is current as of this afternoon. We can hope that it doesn't increase uh in the next four days. That will be our hope. I like to include the policy language and then or links to our policies and then also just a little bit of background in terms of our stance on bullying and harassment. I think each year this takes on a
035little bit different um focus importance. We're trying to continuously make sure that we're supporting students in teaching. Obviously, a lot of this work is around teaching skills, teaching uh kids, all of the work that we do at the elementary laying the foundation of our social emotional learning curriculum and and working through problem solving strategies because that's really the foundation. And then I think often when things as kids age it becomes more and more significant similar to our SRO and what they just shared it the older we get the more serious some of the instances become. So in this uh link and I think Ann uh oops that I have up here just a brief slideshow I did put in uh basically our definitions from our code of conduct because I do think often this is
036an area as a former principle that these two words can be used out of context sometimes and so a lot a lot of the work around bullying and harassment focuses on what it is and what it isn't. Um, it doesn't mean uh that all behavior is is okay if it's not this, but we have to make sure that we're using the definition accurately. I think the words bullying and harassment are used sometimes out of not within the definition. So, I like to include our definitions around bullying and harassment um from our code of conduct. And then uh also here just I added the links to some of the resources that we use. Um I spoke to this a little bit but basically um we have our PBIS kind of structure around our lessons uh bullying
037prevention secondstep resources that we use currently K8. We obviously talk about our Speak Out, Speak Up app and the work that we do with that. Um, and how important that is to our community, I would say, at large, not just our district. Um, and then the work just happening day in and day out as we teach kids and help kids solve problems and treat each other with kindness. Um, so I have some graphs. I know they're a little small, but I think I can articulate them. Uh, so I just have two different slides for you with some data. The blue bar graph is last year. I always think it's helpful to compare year-over-year. And if you put too many years in here, it gets a little bit too much. So, I have two years. If
038you're wondering anything else, please feel free to ask or send me an email. The blue is last year and the yellow orange is current. Um, I think we've seen some pretty significant reductions throughout the year in the bullying and harassment incident reports. So, I'm going to give you a little bit of information on the graph on the right hand side of the screen. So, the main graph, so 34 bullying and harassment incidents this year. What we do is we enter that deans, principles, teachers, we're entering that as an incident. But in the second graph, we are delineating whether or not it's substantiated upon investigation or unsubstantiated. So we don't we're not only entering every we want to enter everything from the beginning and then we do the investigation to determine whether or not it's a
039substantiated. So from the 34 you can see that nine were unsubstantiated and 25 were substantiated reports that then had consequences applied and documentation obviously and then just a little bit of breakdown here. Um I think as you look at where these are locations where the incidents are occurring and I think you see um in general the two again we saw drops in many locations. The hallway and the classroom are the two highest occurren occurrences and of locations uh this year. But again saw pretty significant decline in the classroom incidents observed um as the location and I think it is it is all you know all adults and buildings are working hard to make sure kids are safe and supported um and that kids have skills to problem solve. Um, so I think that's important. On
040the right hand side, you just a quick breakdown of ethnicity and gender and that's just for this year questions. >> Did you say there's one big thing that we're doing that's the cause of the reduction or is there lots of things going on? I think it's the continued I think Danielle spoke to it from those you know referencing our co babies in kindergarten and just the work starting in kindergarten with our kids around how we solve problems how we treat others because all of those kind of come together with what's appropriate and what's inappropriate and I think I so I don't think there is one big thing but I think it's a continued work I also think that it's the when you do something for a few years, it loses its excitement or its importance
041from the very beginning when you implement something. And so I think this year I've seen a lot of re-emphasis back on PBIS. I think high school is a great example of like bringing some of those pieces back to the forefront. And I think that's been the work that buildings have been doing this year is really trying to refocus and re remake those commitments both in the classroom and the other layer there is the parent layer. So making sure parents are aware too because it can be really hard when your kid comes home and says X Y and Z and someone's bullying me. And so the language and the communication I think from teachers to parents is also really critical in this >> problem solving dealing with humans and the classroom. So, question. >> Yeah, I
042think um the other and I lost other questions. >> I would just say that the self-regulation stuff that Erin's doing at the middle school too, like having a room dedicated to >> resetting Yep. teaching those skills >> and that is really truly like being able to we all have you know problem solving skills and in the moment and knowing what's appropriate interaction and not and I think that's so critical and the work that teachers paras I mean a lot of these things happen in hallways and lunchrooms and playgrounds and so making sure that all of our adults continue to have support in working with kids through problem solving and and helping them reset and helping conflict resolution before it gets to a point where >> it's good. >> So, it's a celebration. >> All right.
043Let me know if you as you process if you have a question. >> Thank you. >> Have a few action item. administration proposes the approval of changes to the following policies based on Neola recommendations. In order to be in compliance with federal law updates to streamline our policy manual and align with current practices and our other Wisconsin school districts, we are consolidating and updating our meeting policies. First reading of policy 0165.1 regular meetings. We have merged the contents of the policy 0164.1 into this policy. Going forward policy is 0165.1 will be our single comprehensive policy for quote unquote regular meetings. >> Motion to approve. >> Second. >> I have a motion and a second. Any further discussion? Hearing none. All those in favor please signify by saying I. >> I. >> Opposed. Motion carries. Sorry
044Lisa. First reading of policy 0164.1 replacement virtual participation in board meetings. With the old regular meeting language moved, we are repurposing this policy number to introduce a brand new policy governing virtual participation at board meetings. >> To approve second >> I have a motion and a second. Any further discussion? The only thing I just want to add is as we were looking at our policies and like it states on here and comparing those to some of the other Neiola districts, this was a policy that was missing that other polic other districts had adopted. So, we figured since we'd had some conversation about that, it would be good to bring that forward. It's a little more robust than some of the language and some of our other policies that reference virtual participation. >> Thank you. Any
045further discussion hearing? None. All those in favor signify by saying I. >> I just waiting for Lisa. Opposed. Motion carries. First reading of policy 2261.01 parent and family engagement in title one programs. This policy outlines the requirements for parent and family engagement in title one programs, ensuring meaningful consolation and impro involvement of parents in their child's education. This is crucial for improving academic quality, addressing barriers participation, and fostering a strong partnership between schools and families. >> Motion to approve. >> Have a motion and a second. Any further discussion? None. All those in favor signify by saying I. I. >> Opposed. I motion carries. That concludes my report. Mr. President, >> thank you. Next, our personnel committee, Mr. Nick Olsson. >> Couple action items. Administration recommends approve approval of the June 2026 new hires and separations
046report. Motion to approve. >> Motion and a second. Any discussion. >> Have another large list of hieries. And uh Molly, can you give us an update of what we still might have out there? And >> yeah, you have a couple M open at the high school business child special ed and then special ed teacher at birth that we're still looking for. All these positions are posted. >> Y >> so you're busy >> the principal as you will see on that action item. So and then a few support staff. I see we do have another resignation. Mr. Captain from the high school been with us for a number of years. result. Norbert, if you're listening, thank you very much for your service to our kids in our district. >> Any other discussion? >> Hearing none, all
047those in favor signify by saying I. >> I. >> Oppose. Motion carries. Administration recommends releasing Matthew Emerson, assistant principal from SHS from his 2627 school year contract for his request effective June 2020 June 25th, 2026 with the liquidated damages provision in force. >> Move to approve. >> Second motion and a second. Any discussion? >> Hearing none. All those in favor signify by saying I. I. I opposed. Motion carries. I have zero discussion items, zeroformational items. And that concludes my report. >> Thank you. Our operations committee, Shelley Moan. >> Okay, we have a couple action items. First one is administration recommends approval of annual resolution 25-02, appliance maintenance resolution, CM summary. >> Motion to approve. Second. >> This is an annual report. >> You want to you want to speak to this? >> Yeah, I can.
048>> Um, basically the first five items are uh testing of the uh four corners treatment ponds. The sixth item is uh PM, you know, work that's being done on the ponds and stuff like that. Certification, that was the only thing that we've kind of got being done within the last couple years uh having uh turnover not having the right certifications in the in the spots. So that was the only thing that kind of weren't great. Is that doc just documentation or what is um certified we have to have a certified operator and somebody administrating it. So it it's a full-fledged treatment plant is basically what it amounts to. >> Sure. >> So cities and counties have people designated to things. So we've got basically a couple people that are inv uh started uh pumping it
049today. So there's a process that we go through and it's in the process of transferring one fond to the other. So that's starting it's running through the sand filters all >> sounds like fun. Is there any concern about the one that we have a C in? >> That's a that's what I was talking about. That's the licensing. So >> this is actually >> Yep. That was the only thing that >> got Thank you. Sorry. Any other discussion? >> No. Hearing none. All those in favor please signify by saying I. >> I. I. >> All opposed. She carries long range facility plan. Cory Karen, director of buildings and grounds. >> I'll take this one because it's less to do with facilities and more to do with the >> Well, this is listed as a we have
050to approve it. >> Yeah, it's an action item. So, we need a motion and a second and we do need action and he'll explain what action we need on here. >> Motion to approve. >> Second. >> You can go. >> No, I can go. Uh so this is it's less to do with this the same form that you guys have been seeing on the long range facility plan. The reason that we're presenting it need approval is in order for us to use a fun 46 dollars. Everything we do has to be noted within an board approved long range facility plan which requires a description of what it is, an estimate of cost, and then a breakdown of a 10-year rolling tenture period. Um, I don't know the last time one has been approved, so that
051made me nervous and I want to make sure that we're following the rules as we're supposed to. So, this is just a breakdown of the previously shown long range facility plan. I think Cory actually updated some of the uh uh the amounts within it and then moved uh some stuff that we had already completed off of that. So, I'll send a copy out to you guys so you can see it. But it breaks it down by each building. And then what I plan is every single year you guys will get another one of these to approve. And as Corey finds something that's, you know, breaking down that we're going to eventually need to use fun 46 money for, it'll be on this list. So, you'll see that the our older schools have a bigger list.
052Cooper has a small list. The high school doesn't have very big list because of the construction. Um, so they have a lot of things that we need to replace within the next couple of years. So, um, but overall it's just following the rules on the fund 46, which has been extremely beneficial to us because worst case scenario, if something isn't listed on here, DPI is going to say you can't use fund 46 money. Then we'd have to use fund 10 money, which at this point hasn't been an issue because we just take the money would transfer to 46 and just use it outright. What's our balance on 146? >> A little over 5.5 million. But if you look at the yellow bottom that Cory just keep pounding into my head. Um just the roof said
053this middle schooler 5.6. So this is an overall budget and you're saying there is like a budget like this for each of the schools that rolls up to that. Okay. Thank you. >> So if you get all the way to the bottom it's $28.6 million to >> Okay. Can you pull the the red highlighted number real quick? What's that number? Just kidding. >> It's a lot more than 51, but 26. So, >> no, I think this is good. I appreciate the the work put into this and obviously you've been busy, Corey, doing this and figuring out costs and updating costs for the most part. >> Is this everything or is this just like a wish list. >> It's It's not everything. It's the things that we want to that we know if we have to
054do it, we can use $4 to $6 for it. Like, you know, if we blow a we just blew a hot water heater out of, right? And that was just another $20,000 of the Great Lakes water. No, the Great Lakes one probably is. The Cooper one isn't going to get listed on here because we're going to assume our water heater is going to last for another 20 years. But if it doesn't, I'll end up having to pay for that repair on phone 10 because it's not on phone 46. >> Is this a once a year thing? >> Yeah. >> Okay. >> You always have good news, David. >> I do. >> Hearing none. All those in favor, please signify by saying I. I >> motion carries. Last action item. Administration recommends an increased cost for
055all student and staff lunches effective July 1, 2026. >> Motion to approve. >> Second. >> Jamie, do you have any information for us? Um just that increased costs are killing our our uh 20 cent increase for families seems like a lot. We don't take that much. So about $4 a day per $4 a month per student. Um we are budget about $1.1 million in food costs this year. Um last year we spent a little under that. we'll spend more than that. And with enrolling down, we are serving less kids, but our costs are continuing. I I feel like this is something that's hard to do, but we have to >> I do appreciate though the focus on the free lunch paying down. >> Well, and that's that's something we advocate for beyond, you know, in
056in our organizations like for kids get free breakfast and free after school meals here. I want to keep that going. and only half our students pay for lunch. So if you ever hear want to hear a conversation about why we should feed kids cuz that's the only meal we ask. I want to know what income family has before we >> Jamie when you say there's reduced uh kids eating lunch do you deal a lot more with spoilage and okay >> expiration. Yeah, that's that's no and I don't mean we don't that's the job. I mean we're not we're our participation is is very strong. Our even with lower enrollment our participation percentage is very strong. Kids eat with us and that's and parents trust us for that. They spend money here too concessions. >> Yes,
057we do. >> Yeah. Right. >> We all know that, right? >> Just got the alert like four days ago. got balance. Like you're going to have to suck it up. There's like four days left. Other discussion. All those in favor, please signify by saying I. >> I. >> All oppose. I >> carries. I have no discussion items, but I do have oneformational item tonight. food service updates from the director of food services, J. >> That's me. Also, um, just want to tell you about our free summer meals program. Last day of school is Friday. We will be out in the community on Monday. Uh, this is probably our department's busiest time of year, closing down school year. And, um, I had a conversation with my team. We're not always done on Friday and then summer
058school starts on Monday. if you want to start on Monday, do we have it all together? And everyone said, "Yes, we will be ready to go on Monday." Um, so we'll be out in our van in the community on Monday. Um, park and rec site start shortly after that, the week after that. YMCA programs that we serve at also start on Monday. Um, as well as the high school starts on Monday. And we will support summer school um, and all of those programs all through the middle of August. and our van uh serves the community until like again the last possible day that we can be out there um without you know starting the school year. And then in August we start a pretty robust program chasing kids in athletics and other programs you know
059just trying to feed kids who are on property at that high school which keeps our staff busy and it's something we're able to do also. And this is free to all students. Like I said, we're out in 13 or 11 different locations in the community. Um, just trying to reach as many kids as we can. >> How many staff do you have working in the summer? >> It's really kind of nice. I have as many staff as I need to work. Um, I ask every year who wants to work and it always just works out. We probably have 12 or 13 working out of 35 to 40 staff, the ones who don't want to work. I didn't feel like with only two school sites where I needed to beg or talk real nice to people
060to get them to work. But yeah, we don't have a problem staffing >> being our seed down at Wade Bull now with the >> bowl is going to be hopefully the skate park's going to be fun >> and like Hammond Park getting I mean I I'm really hoping that'll help our >> great. Any other questions? Thank you. Thank you, Jamie. >> Thank you. We'll move to teaching and learning, Katherine. >> All right. Stare at me. There's no action items, no discussion items, but we have twoformational items. Crystal Henzman, director of curriculum and instruction to talk about summer professional development. >> Hi everybody. I thought I'd just share a little bit maybe uh you know especially for our newer board members about what happens in the summertime with professional development. Summertime for me personally and the
061many of the things that I help support our teachers with is a very busy time. Um, so the first thing that I'll share with you is that as you likely know, teachers don't have a lot of extended periods of time to work together as teams during the school year on longer curriculum projects, redesigning assessments and redesigning units. Those things take more than just 45 minute PLC work or, you know, a couple of staff development days throughout the year. So each spring I send out a Google form to our middle school and high school teachers and they can um make a request for summer work. Um there are things that there are those larger projects they want to work on. Oftentimes this comes up especially if a team is getting a new teacher or a PLC
062is changing. Um this summer we have uh several of our middle school and high school math teams of course wanting to continue to dig in and unpack and repack the standards and the units that they're continuing to get to know. Um we always have, you know, many content areas requesting um time. Our instructional coaches work with our PLC's during that time and help them recreate the proficiency tables, assessments, all of the things. and our teachers get paid extended contract rate for the hours they work on those things. So, I do use title two federal grant funds um to pay for that. I typically budget between8 and $10,000 a year for that work. Sometimes it's a little quieter. Sometimes there's more going on. I would say in general this is kind of a quieter summer that
063we're coming up on. Um we do have about 60 middle school and high school teachers that have requested summer work and um they'll work in their PLC's to do that work supported. Um the other thing uh that I'll share with you is that our teachers who will be who will be teaching our new math class at the high school mathematical modeling will go through a three-day very intensive training in June. So that's on the calendar that will be happening. We also have our elementary math lead learners, those 20 teachers that will be doing um kind of paving the way next year. They will have training in August, so we will support them with that as well. Um our district PBIS team always meets in the summer. Uh Kristen leads them through planning for the year.
064And then of course our shared leadership teams for each of our buildings. Um Kate and I, we will gather all of those teams at Cooper in August for two and a half days. and help them unpack their data, set their goals, their new CPR card actions, etc. So, that's just a little bit about what's what's going on in the summer for some of the teacher work. Um, it's kind of a typical summer in terms of that. Maybe a little quiet, but what we got going on. >> It's good. >> Thank you. Thanks, Crystal. Thanks, Crystal. and Kate Tesh, director of continuous improvement and assessment, end of year achievement gap reduction report. >> Quick update um on the AGR again state statute uh the principles really this data is really by school but our team is
065great and always kind of comes together and says we should have the same goals. We shouldn't have different goals between different buildings. So, I always like to give you a little recap of what assessments we use for this report. Again, AGR achievement gap reduction. Um, we do receive some funds to support uh what used to be known as our small class-siz grant. Sage back in the old days kind of transition. And now the principles do a bunch of reporting as does Dave around strategies we're using. We have a pick from a small class size. We can pick tutoring, instructional coaching. Um, basically how are we trying to tackle supporting our kids within that smaller structure. However, we do not it is not a full reimbursement for small class size, not even probably a fraction at
066this point. So between the principles and Dave, they do some reporting to the DPI and each of them uh I help them with this lovely template that the DPI gives us around grade level reporting for grades kindergarten, first, second, and third in reading and math. We obviously analyze a lot of data in our own right. Um so we try to kind of look at pieces of data that go between fall, winter, and spring. So we can track that and it's useful for us in other ways as well. So in kindergarten we're looking at letter sounds, letter identification, number sequencing, and number identification. And just in general, because if I read you every data point for every school, we'd be here for a while. In general, we saw some really nice growth. And the principles have
067written the goals to be achieving um at a percentage or demonstrating growth. So, we're looking kind of for we want kids to reach the benchmark and if they don't, we want to at least make sure that they're demonstrating growth from fall to spring and that we can show that growth. So, in uh districtwide, and this does only apply to our four elementary schools, not four corners. So, our four corners is excluded based on the title one. This is a piece of our title one requirements. So looking at those four schools, not four corners. Um in letter sounds, our spring proficiency ranges from 85 to 98% of our kids. Um our letter identification ranges from 76 to 92%. Number sequencing 87 to 92% and number identification 83 to 91% across those buildings with between 99 and
068100% of our kids demonstrating growth. So I think we see some really nice growth. Obviously this is one measure. Uh in first grade we're looking at word reading fluency, oral reading fluency, and then early math composite. So it's a combination of math assessments. And those actually are very close ranges. All three of those assessments range between 82 and 98% of students reaching those benchmarks with 100% of our first graders demonstrating growth across all four buildings. And in second and third grade we look at a reading and a math that composite. Danielle spoke about that uh in her uh report as well. So in second grade A reading our ranges from 68% to 94% and in a math 82 to 91% with 98% demonstrating growth at second grade. And then in third grade our range goes
069from 76% to 93% on a reading and 70% to 83% on a math. So again, you can kind of see a little bit of trend data and I'll share more of that kind of in the comprehensive picture, but I I just want to acknowledge um Danielle's report, I think, did a really nice job showing how principles are really working with PLC's and their teams to really own the data and present the data. And that's kind of that that step of really showing growth through a number of number a number of data points and and being able to demonstrate that and really talk about students in that way I think is really powerful. So kudos to Danielle and the other principles and the work that they've done with their teams and the teachers working even on
070the last week of school. We're still working hard and learning lots of things. So, um, just a synopsis of this AGR report, but I want you to be confident that we're using data and tracking growth and we're expecting all of our kids to be there. Questions >> for the new board members. Can you explain why Four Corners is not in that? >> Yes. So, because of uh the Four Corners is not considered a schoolwide title one school based on their free and reduced status. Um, we know they have need, but they don't meet that benchmark. So therefore the requirement from the DPI is not that is that they do not h they don't fit in the requirement to do AGR or receive funds through the AGR fund piece. Obviously we still have all of this
071data on for corners kids as well. >> Another question. >> Thank you. >> That ends the report. >> Thank you Katherine. We'll move on to the budget and insurance committee. I'll ask that Nick picks that up tonight. >> One action item, gifts, grants, and bequests. Administration recommends approval to accept gifts, grants, and bequests received in May 2026. >> Motion to approve. Second. >> Motion and a second. Any discussion? Thank you to everybody on there. We appreciate it. This is a good time. But how was the all night grad party? because there's been a lot of donations to that. >> I I it's always fabulous. I mean, even just walking through there on the way to graduation, it's impressive all of the activities that are organized. Um David attended, so you can ask David how >>
072blackjack dealer, dude. No, >> the kids are going strong till three. >> I heard >> the adults not so much from fun. 222 kids I think attended and they did their big prize drawings at the end. It was really awesome when certain like kid want a laptop and he had that thing ripped open before we got back to receive. >> So thank you to everybody on the list hearing no dis no more discussion. All those in favor signify by saying I >> I motion carries. No discussion items. Oneformational item. Fun 10. Revenue and expenditure preliminary report. Anything of note, David? >> Uh well, June is the month when everything starts coming out together all at once. Um we'll be getting 10.5 million in equalization a but then the state will take 2 million off the
073top of that for open enrollment. uh we'll put in our payable or receivables for the $10 million in um property tax that doesn't come till August, but we recognize that this year this fiscal otherwise on the expense side we're doing good. There hasn't been anything really big other than the textbook thing that we adjusted for. Nothing really big and I'm hoping we can pull a surplus for this year. numbers are still up in the air, but even if we don't, it's it's going to be minimal and it'll probably be if we don't run a surplus, it'll probably because I wanted to move around to try and maximize that aid for the upcoming years. >> Uh that concludes my report. >> Thank you. The last one is the legislative committee. We won't ask Lisa to present
074from China, but I'll take that. There are no action items, no discussion items,formational items. As you are all aware, the Wisconsin Association of School Boards and this school district alone very deeply disappointed in the Senate vote on May 13th to defeat the 2026 May special session assembly bill one, a bipartisan agreement that would have directed state surplus funds toward our public schools and delivered property tax relief to Wisconsin families. There's a full article from the WASBY legislative update and that is attached. Those that would like to click on that link and read that. And that is all the information I have this evening. At this time, I would accept a motion to adjurnn. >> Motion to adjurnn. >> Second. >> Motion second to adjurnn. Is there any further discussion? Hearing none. All those in favor
075signify by saying I. >> I. Oppos. >> Motion carries. Thank you very much. Have a good evening. See you next Monday.