001a place of excellence that honors the whole learner. So, we'll call this meeting to order. Um, Heidi, is there anyone here? Okay. Um, public comments are on specific personnel or student matters are not an appropriate subject for presentation to the school board and should be referred to the superintendent's office. Any comment that may violate the rights of an employee or student will not be permitted. Speakers are not immune from legal consequences regarding the content of said speech due to public health requirements. The board members will not discuss issues presented to audience participation. And who do we have to go? >> Joel Pickard. Two things. one is tonight you're going to be talking about the financial literacy um requirements I believe trying to get them in alignment with the state and I would just say that
002since our economy is more commercialbased and financial literacy is so important I would I would think you might want to keep it at the one credit as opposed to decreasing it to half a credit and then the other thing is at the last meeting there was a fellow online who was talking about the capital projects and how it came in under budget from what I understand with the bids or whatever. And there wasn't any mention of the difference between whatever it came in at and what the referendum was of giving that money back to the taxpayers. And I'm wondering if that might not be um a feasible option since uh there were x things that were going to be covered and that was already covered. It came under budget. So you would think that difference
003would be given to the back to the taxpayers. So that's all I have. Thank you. >> Okay. There's nobody online. Um, if everybody is okay with the agenda, I would entertain a motion to approve the agenda. >> I'd like to um remove item five, the approval of the financial reports of bills for December. I did not get a chance to um review for December. >> Okay. Is there a second to tableing that, please? >> I'll second it. >> Any discussion? All in favor? I >> opposed. Motion carried. >> Did you make a motion to approve it with that removal? I didn't remember the word. Did you say that with that? >> Just to remove it from the agenda, right? Not deferred from next. >> Did you approve the rest of it? >> No. >> Did
004somebody make motion to approve the remainder of the agenda? >> I move to make a motion to approve the agenda. I'll >> second. Any discussion? All in favor? I >> opposed. Motion carried. All right, we'll move on. Reports start with curriculum and instruction and some strategic goal updates. I didn't. We got the excuse me, curriculum and instruction presentation and we've been doing this annually. It's a nice way to report out on what's being taught, how it's being taught, and to share some of that data. So, I'm going to try the clicker to see if we Yeah, it's working pretty well. All right. So, as an overview, curriculum is uh what we teach and >> Oh, yeah. Yeah. And maybe I'll get a good spot. So, what we teach is the Wisconsin state standards. Um, in
005most content areas and grade levels, um, there is a little bit of an overlap with our national standards, especially in some of the specialized areas or some cross referencing. We take those Wisconsin state standards and the national standards and we put them into common a common formatted pacing guide and it's something we talked a lot about at the schoolboard meetings our continuous improvement plans and it's really exciting that we're making progress on it. So we do have a common format that we've utilized um to share this with families um and to use it uh within the district and that common format has the course it has it divided by a quarter or semester and it has each of those standards listed out. So on this example, you can see a third grade standard and that's
006exactly what we're teaching students in third grade. Uh the one that's bolded is a power standard. So that's one of the most important standards that will set them up for success in fourth grade and beyond. And it's also the same standard that's going to be uh shown on their report card. Um so we've made a lot of progress with this um at the elementary level up through middle school, high school, and as the presentation continues, we'll give a little bit more information there. Uh there's a lot of different entities who work on this. So curriculum council oversees it at the district level. Um what we're teaching uh looking at those standards and as they become updated. Uh it's also happening at the building level through staff meetings and professional development. Uh at the grade level
007or content area level in our PLC teams, professional learning community teams. And of course a lot of credit goes to individual teachers who put a ton of work and time and energy into these spacing guides and into the curriculum themselves. Uh instruction is how we teach. So curriculum is what we teach. uh instruction is how we teach it and uh we make researchbased decisions on this and we use uh data driven practices and resources and so what that means sorry I just had like a little bit of >> you want me to switch slots >> I think it's okay yeah um is we have a meta analysis John Hetti has taken all of relevant educational research and combined this and keeps it up to date and so we're using the best most accurate research to
008determine what's most and have the biggest impact on student learning so we say researchbased decisions. That's what we're talking about. When we say data driven, we're looking at our student data. And so we're looking at like the state report cards, but we're also looking at the star assessments. We're just looking at the day-to-day data. And that's going to impact how we're teaching our students. And uh we're looking at local priorities. We know here in Washurn, it's important to that we continue our green healthy standards and we have outdoor learning that we get to learn the history of Washurn and do the ground zone tour and know um who we are and where we come from. And so that's something that kind of is special and unique to us. And we also um are looking at
009state requirements. Um there's things like act 20 for early literacy. There's act 31. There's all kinds of different requirements that we have to do um and that the state has uh enforced for us. And what we do is we take all of these things through some traditional methods. So some of it's direct instruction, teachers presenting this information to students. Some of it's some traditional methods like um writing essays and reports. It's solving math problems. We also like to really prioritize our hands-on learning. And so um this is happening uh this is like a science lesson that's happening where students have hands-on experiences with fish and local partnerships. Um this is students learning. This is they're doing a a reading uh exercise outside on our school grounds. Uh we have projects um that we're learning through
010um project based learning and hands-on experiences. And we also kind of put it all together. what does this look like through a learning block and ensuring that we have this in the most effective way for our students and then the last piece of it so we also have the same groups working on this curriculum council staff meetings professional development PLC teams and individual teachers and then the last piece is the assessment so curriculum is what we're teaching instruction is how we're teaching and assessment is how we measure the student learning uh we do talk quite a bit about our state assessments and so in our previous schoolboard meeting in December we went over the school report cards and looked at that snapshot of the state assessments and that uh big picture uh data we look
011at district assessment. So the STAR assessment is kind of the the most commonly used district assessment that we have here and we use that three times each year. Um but really the most important is the grade level of coursework assessment. We often don't report out on that but that's what teachers are looking at on a daily basis. That's what they're um uh it's impacting their instruction and it's really what's most impactful. And um sometimes it looks like an overview like a bird's eye view. This is from STAR. So, this is a grade level over the course of the school year and how their data has changed and that lets us know that the interventions or extension that we're supporting is working and increasing proficiency. Um, it also might look like students create a painting, a
012watercolor painting of a map of Wisconsin to show where the cities are located and what the landforms include. And, um, I think you may have seen this visual before, but it's a a comprehensive system. Even though we talk the most about state assessments, that's the green part way down here that's pretty tiny. Uh we look we spend a lot of time on our district assessments. We're looking at this in PLC meetings. Um I probably spent about between one and two hours working on district assessment data today because we have a star windows open this week. But really when you think of it in the course of the school year, it's just the small teal portion right here. And then the rest of the blue circle is the learning and assessment that's happening every day in
013the classrooms. Um we know that the most important and impactful assessment data is when uh students are working on it. Teachers can over see it right there and then they can give them that feedback immediately. Teachers uh students can correct it and that's really what's most powerful and most impactful. So it's kind of an overview of the different components and then a little bit more on those different groups. Curriculum council staff meetings professional development PLC team and individual teachers to kind of see what that looks like. All right. So curriculum council is district overview and they meet quarterly so four times each year. These are some of the goals that we had last year. So we really worked on those pacing guides and helping get those off the ground and running. Uh we also worked
014on act 20 requirements. That's for early literacy making sure that we are in compliance with that which was a really big shift. It's a big change across the state. Uh we worked on a professional development system. What would be the most impactful way for teachers to get new information throughout the school year? We brainstorm all kinds of ideas, gather feedback from the staff, and since curriculum council has representatives across all the content areas and grade levels. We're able to get a lot of that good feedback and conversation. And then every year work on an assessment calendar. So we do the assessment three times now. Previously, we did it four. Before that, we did five. At that point, we needed that data, but now that we're progressing with our system, we can test less and uh
015have that data be more more meaningful. This year what we're working on is we took the professional development system we were brainstorming last year and put it into a calendar um administrative team team did some editing and then the school board approved it and next year we have a new system in place. So we have two different opportunities throughout the school year where teachers are going to meet during the school year in real time to gain new information and put it into practice for our students. That's pretty exciting. Uh another thing that's happening uh is a curriculum cycle. And so as we work on our finances, um we know that the budget is tight, but we also know that our students and staff deserve the very best uh most relevant and innovative resources. And so
016finding that balance of how to have a really effective system. And so we're creating sort of a six-year cycle where we can research, we can pilot, we can view other schools, we can implement, we can track data on it, and then we can do that in a really predictable pattern that's going to support us both financially and um with our curriculum and instruction. And the last piece that we're working on is just working on the intervention and extension system. The pacing guides is going to impact all students are all going to receive that instruction. So how do we support students who have not yet mastered that material and need additional support or students who have mastered it and are ready to go a little bit further with it. Uh now we're going that was district
017level. Next is building level. So this will just be what happens in the staff meetings and professional development sessions. And uh we're looking a lot at a multi-level system of support. And this right now this year we've been working on assessments and grading. So Shandra, if you want to talk just a little bit about some of the work you've done with grading at the middle school high school. >> Yeah. And to set the stage. So coming in as an interim principal. Um a lot of the work that I am doing is just kind of setting the stage. It's building trust and it um I kind of hit the road running when I came in in July and it's been really important for me, Denise, and Ivy to kind of work together and make sure that
018everything that we're doing is really connected and that we're aligning everything to our district goals. So, first semester what we did is we started off talking about a universal grading system, which it sounds like it Rick is no longer our team historical guy um in district. So, I I checked with Sherry and according to her, the last time there was um work done on a universal grading uh grade chart, yeah, grading scale in the middle school high school was the 90s. So, that's what I got from her. So, we went through and we worked together like we talked about the benefits of different grading scales. We looked at different grading scales and then as a staff we decided like would be we ready to change this year. Um when are we going to be ready
019for that change? And at the end it looked like everybody overall was pretty much on the same board with what our grading scale would look like. Um but they weren't ready to move on this year. So that'll be a change we'll be looking to make um at the start of next year. So hopefully there'll be that universal grading scale. Um, then we went on and we spent quite a bit of time looking at the tiers of intervention because when we're looking at the schedule for next year, uh, we acknowledge where there's places that we can still have growth and making sure that teachers understand what tier one is, what tier two is, and what tier three is. So, we spent a lot of time going through that. I kind of, uh, introduced it. um I
020put out some Google forms and we did some PLC work to see where staff where their understanding was and then why that would be important going into um next year and what the schedule work and finally our pacing guide work has been another big thing and that is coming up in a further slide where I'll kind of expand on the work that we've been doing with that. >> Yeah. Perfect. Yeah. So that that's the professional development community or professional learning communities. And then the third piece kind of happening at the building level is we're calling it expectations, relationships, and routines. And so we know schoolwide expectations are really powerful, really impactful. We also know that they look different in the kindergarten level versus sixth grade level. And so this year at the elementary, we've done
021a lot of work on establishing schoolwide expectations for each individual area. Like the morning routine kids enter the building, what kind of environment do we want to welcome our kids to every single day? uh what does the routine look like at lunch, right? How do we support the screen and healthy um vision while still maintaining a pretty calm schedule and ensuring that 300 kids can eat lunch in an hour and a half, right? Like so like trying to overcome some of those challenges. We're working on technology. What is our school expectation for this and how does this look different in kindergarten versus sixth grade? Um and it's been really really powerful work and something that we're really excited about and how all of those things fit together to support the curricular instruction in our in
022our district. Um, all right. As we go, it's smaller the level will be PLC's. So, this will be each grade level team at the middle school high school. It's either by grade level or by content area. And these teams are working on some of those same things. They're working on the pacing guides. Um, and a lot of collaboration is happening across content areas and grade levels. Uh, they're also working on instructional resources and practices. We are constantly changing and adding new things to support our students based on data and research. uh we're looking at assessment data all the time as we kind of mentioned in that previous slide and interventions for students who are below proficiency as well as extension or acceleration for students who are above proficiency. So this is the work of the
023PLC's and just like Shandra said some of that's just creating common understanding as well as putting that work into action and then that final level is individual teachers. just want to make sure that we um give credit where credit is due and just all the work that's happening at the classroom level and with the individual courses and again working on the individual pacing guides um all of those resources um and practices that are happening the lesson plans that happen every single day. I think just taking a moment to acknowledge like how much work it goes into every single day's worth of teaching um and the assessment data that teachers are constantly looking at and working with individualized support that they provide for our students. So if we think about that's kind of an overview of
024the pieces of the puzzle, the work that's happening, who's doing that work, and then if we look at our a district strategic goals, we can actually do some analysis and some data, reviewing some data to see how we're doing on these goals. So at the beginning of the school year, the administrative team um set two goals relating to increasing student achieve and ensuring high levels of learning for all. And I'd say previously or historically, we've really done like a narrative. So the the previous slides were kind of like an overview and that's sort of consistent with what we've done in the past. And I know schoolboard did the uh book study on good governance as a choice and moving from a narrative which is still really important and powerful uh but more towards data analysis
025and tables and putting it into context and measuring that growth over time. So this year is kind of like a transition period. So I'll move forward with some more data and kind of introduce some of the key data points that we're looking at and then next year we'll go even further with this and we'll put it that data into context and compare over time and set some really specific metrical goals. So it's kind of exciting. If you remember last year's presentation, it was all narrative, moving into some narrative, some data, and by next year ready for really pretty uh intensive data. Uh the two goals that we set this year was using Wisconsin state standards, create a guaranteed and viable curriculum that embraces unique culture and history of Washburn. And the two ways that we
026did this was through the middle school high school completing pacing guides. And I'll pause there because Shand update on just the work that's happened there and how far we've come. >> Yes. Okay. Um, so at the start of the year, Ivy and I met and we kind of went through where we were at and we I mean we went through literally pacing guide by pacing guide to see who was where they needed to be, who needed to do work. Um, I've held a few PLC and actual PD PD sessions to give staff time to get through these. I met with staff individually to kind of check in on where people were at. Right now, we're at the halfway point. So Ivy and I met again over uh winter break to kind of check in. There's
027definitely progress happening. We still made notes of who we'd have to check in further, but we're making sure that everything that's being turned in is going to be um it's going to be uniform, so they're all looking the same. They're all aligned. Um and then to to further that, I just wanted to make sure staff didn't feel like it was just busy work. So, we're talking about next steps. And so, that goes in with the assessment, too. Um hopefully, well, the plan is for next year, then we'll move on to creating learning targets off of these. And then where the elementary school does standard standardsbased grading, we don't. But there's now a way that once we have the learning targets, we can start really narrowing in on our assessments and creating some really strong assessments
028based on the work that we're doing. So it's also just making sure that staff is understanding like this isn't just a one and done. It's aligned and there's a reason that we're doing this and it's going to really benefit everybody. >> Yeah, absolutely. Um and then although the elementary um you know for the most part completed them, we use complete as a very loose term because we're going to budget case every year. They're a living document. And although standards themselves won't likely change unless the state adopts new standards or updates them, the order we teach them in the units that we use or resources, all of that changes as time goes on and that's based on research and student data. So we will continue to work with them, but they probably won't be a strategic
029goal any longer and you probably won't receive reports on them because we're going to move on to other things. Um, the other goal that we set was just reviewing student data to ensure all students are achieving at or above grade level in all content areas and or meeting their annual goals in their IEP. And so this is a very big goal, right? This is the heart of what we do and why we're here. And we're taking some very concrete steps towards achieving this goal and measuring our growth in it. Um, and so some of the ways that we're doing this um is through professional development at Middle School High School. when Jennifer talked about the PLC work, the assessments, the grading, all of the kind of foundational things that need to be in place for
030this work. And then at the elementary, we're also trying to progress forward with analyzing student data in our PLC meetings and uh through our individual goals and one-on-one meetings. So, just a little bit more. This is kind of new for us this year, but we are doing a weekly PLC uh where we have uh math, it's a rotation from math, one week, literacy, uh social emotional learning, and wellness, and then I have sort of a rotating fourth week and I'll either do ultra learning, technology, individual goals. And so throughout the year, our teams are supported with a PLC leader coming in to um really lead that data analysis. And it uh takes a little bit of the weight off the teachers, but also keeps their work at the heart of what we're doing. Um, what
031we look at is individual student data. So, we have a card for every student that looks something like this. And it shows their scores. Uh, the color-coded system you probably recognize. Red would be below basic um or developing. Yellow would be basic or partial proficiency. Blue is proficient. Green is advanced. This is just an example, but we would look at the students their scores from last year, their progress that they're making this year. The next row down here shows their actual scores. We can see how that's changing. Uh, one of the most important data points that we've really started to focus on is whether they have high or low growth. So, a student who is advanced could have low growth. They could just be kind of be seeing right there. As we actually uh monitor
032all students and track it out for the whole class, we can see what this looks like. And we want to see high growth for all students, right? Um, and even a student who may be significantly below basic, maybe they came to us from another school, maybe they have a disability that impacts way that they're accessing the material, but we want to see all students with high growth. We also look at attendance on these cards because we want to see if that's impacting their learning. And then also the time it takes to take the test for a while there. Both middle school, high school, and elementary working on ensuring that students saw the importance of it. They're taking their time and doing their best work. Um it's been really cool to see. It's been happening this
033week. We've been star testing and kids really take it seriously. I had a kid um give me a high five in the hallway because his score went up and he was so excited about it. So I think we've come a long ways. Um, we're also, this is basically our goal. And so when I check in with teachers, we're looking to see is every student proficient? If they're not proficient, do they have high growth and or are they achieving their IEP goals? Ultimately, we want all three, but the goal is to have at least one of those for every single student. So, it's kind of exciting and I feel like by this time next year, we'll be able to share some of that data in those reports without using individual students. You can still see I
034could very easily share the report on what growth looks like per grade level. Um, I like to kind of put all these things big picture because we give a lot of reports. Um, we talk about our report cards like we did last month. I talk about AGR, the achievement gap reduction grant. I get two reports on each year. We talk about act 20 and all the requirements that we have to meet for that. We talk about title one and the grant money we receive there. And the cool thing is is that as we get further with this system and our strategic goals get stronger, all of these things fit together into one system. So I'm going to report out a little bit of data from each of those and then kind of think about the
035next step next year would be a little bit more comprehensive data in context for each of them. Uh so looking at we'll look at district and school report cards. Those be math and literacy for third through 11th. AGR which is specifically math and literacy in kindergarten through third. Uh act 20 early literacy for kindergarten through third. Title one which impacts the elementary school. And um we'll go a little bit more each of these pieces. Okay. So we did already talk about the school report cards. We know we have these linked on our website and we also went through them at the schoolboard meeting last month. Um, but this is a good example of putting it in context and this is one of the data points we used at the strategic planning process this fall. So
036in the last column here you can see our proficiency levels this year on the state assessments and um 13.7% students advanced. When we just have that number so low it's really hard to know is that good, is that bad, where is that comparing and so it's really nice to see this over time. So this chart shows the board exam has been in um use for 10 years since 2015 and it shows how Washurn has scored on the Florida exam um and the ACT over the last 10 years. You can see our overall proficiency at 60.3% is higher than it's ever been in since this test started. Okay. Um yet 60% is not the goal that we have. Our goal is 100%. So we still have work to do and then we can start to dive
037down deeper into each of these pieces. So is ELA. Same thing is relevant for math and um same chart but this is math as we can compare what is math look like for ELA. Are we seeing some of the same trends? We are because we're seeing some of the highest proficiency levels that we've ever had. We also are seeing some areas that want to keep continue to expand and to grow in. This one is pretty exciting. 14.9% advanced u pretty exciting. Uh so that's a little bit of uh forward data as well as ACT and preACT. Uh next we'll think about act 20. So this is the early literacy state legislation. It's relatively new. Uh each piece is just kind of being rolled out as time goes on. And uh one of the requirements is
038having an early literacy remediation plan. It is posted on our school website if you want to look in more depth and see what that plan entails. Um Justin Lightner, our reading specialist, has done a lot of work uh helping ensure that we're meeting our requirements. And a lot of credit goes to our staff because we've been doing so many of these things, maybe just under a different name or with a few tweaks, but the system we've created has really um transitioned nicely. Uh this only looking at students in kindergarten through third grade. 4K is included, but that data is just a little bit different and the requirements are just a little bit different. What we're looking at is our oral reading fluency. So, how are students reading appropriate to their grade level? And right now,
03977% of our students are proficient in the early literacy screener in that we did this fall. Now, this data point is a little bit tricky because as time goes on, most of our other data points continue to increase. So, proficiency goes up. This one, it's a chance that it could go down because as time goes on, the assessment gets more difficult and the some of the gaps that students come in uh kindergarten start to show. And so, this is something that we're going to monitor. this is a new test for us and something that we're still kind of figuring out. So although 77's something to celebrate, it it doesn't mean a ton to us because we're actually looking at all the individual pieces that are comprised within it. And when you look at the individual
040student data, that's like their oral oral fluency is 77% proficient, but a portion of those students were flagged for vocabulary. The overall score was great, but vocabulary was low. Or maybe there was another component that was low. And so when you look at uh all students have uh some strengths and some challenges and there's a few students who really can get flagged on anything and those students are right to be challenged. So what the cool thing is is that in kindergarten through third grade when we look at our student data we can provide an individualized plan for all students based on where they were flagged or if they had no flags. And that feels really exciting that we're at the point where we can ensure all students are getting that. Uh the next requirement would
041be the achievement cap reduction or AGR grant that we receive. And to meet this if you remember this was in the board report we have to have uh the low class size numbers which would be 18 to one or less or we can do it through individualized uh tier three interventions which we provide for any students with below basic or we can do it through individual or for through uh team coaching which we do in our PLC meetings. So our reading specialist and math intervention is coach in those meetings. um and to with the how we monitor our growth with this grant is that we look at those same things for the school board twice a year. We're still looking at students thinking through third. We're looking at the same assessment data and then we're
042also looking at our math data and so we're looking at STAR. And so this is where data starts to get a little bit tricky because it looks like we're doing way better with reading than we are on math. When we look at when we use the same assessment through STAR for both in third through up, they're going to be really similar, right? Both around a little over 50%. And so we want to be mindful of different assessments measure different things, but we are looking at about 50% proficiency in math in our early elementary. And we know that early intervention is the most impactful. And that's why we have our interventionist and supports really focused in the early ages because if we can provide students with the support they need early on, they're going to make
043the growth quickest um and they're going to be successful as time goes on. Uh the next thing that we can look at is title one. We also received grant money for title one. has decreased over time with some of the changes that's happened recently. Um, but we use a schoolwide title one plan. So, it specifically supports students who are showing some lagging skills um in literacy and students who are impacted by low income or poverty. Um, but we choose to do a schoolwide plan so it benefits all students. And we have that plan on the website if you want to check it out. Uh, we also do a title one night every year. Um we call it our family math and literacy night, but it's really a great way to teach families how to make
044learning fun and how to continue learning at home. And when we look at our data, one thing we look at is uh how all students are doing. So the same data we saw in the previous slides, we also specifically look at students who may be economically disadvantaged. And we're going to see if that percentile matches up with the percentile of our overall all of our students. And this is also called like an equity audit, right? We're looking to see some discrepancies. And right now we're really close to that same percentages. So in in ELA, if we look at it, if we break it down by students who would qualify for free and reduced lunch, their proficiency level is going to be very similar to our overall proficiency. Um, and same for math, they're a little
045bit lower and there's still work to be done to want all students to have equal access. Um, but that is a strength of our school and something that's been improving over time. Uh, we also like to uh break it down into look at at different needs for students with IEPs. So it's something that we're doing with classroom teachers um and case manager are always measuring IEP goals, right? They have to as part of that process, but classroom teachers are also looking for growth there. So when we meet in the beginning of the year and middle of the year and end of the year, they're also reporting on how their students with IEPs are doing, how they're doing on their goals. Um we also uh are continuing to improve and revamp our special education program to
046impact the most number of students and keep it inclusive and supportive of all kids. And then we also look at our data to see how students with disabilities doing on state assessments. How are they doing on the Florida exam? But we can see that it isn't the same percentile as our as the overall population. And so this is an area that we identified and we're working with the team from TO2 to improve that to ensure that our students with disabilities are achieving at high levels and that showing up on our state assessments. So some of those um numbers percentiles are lower than we'd like to see them, but they are significantly higher than when you compare to other schools throughout the state. Um, and then looking at advanced proficiency, this is one that comes up
047often is ensuring that our students um are able to All students have strengths, all students have challenges, and that they're able to be challenged in those areas where they really start to excel or exceed. And so we're looking at students who are advanced. We went through these numbers before, but 13.7% advancing ELA and 14.9% are advancing the district uh for math. All right. All right. So, if we look at our district strategic goals uh for this year, just a little overview of we're meeting it through the pacing guides and uh for the second one, we're doing this through some of those individualized data analysis. And as we continue to utilize um more data and move into our new district strategic goals, you see that there are very similar. Um I'll bring them up here. Student
048engagement and learning. You can see it's a lot of the same language as our old one. So, it's not like we're just stopping and starting something new. We're continuing forward. Um but we really were intentional with the language we use. We're going to increase student achievement, ensure high levels of learning for all um in order to prepare them for successful post-secondary pursuits within a global community. And we're also going to foster a culture of student engagement and well-being through diverse learning opportunities. And so how this will continue to change is the group that met this fall um for this these two strategic goals actually went through all the different um data points that we could look at. what are the different accountability measures that we can use to measure this growth over time. So, we'll
049continue using a lot of the things we did. We can also look at science and social studies, which is a huge celebration and something we hardly ever report on. We can look at our postsecondary options and what are students doing after they graduate. We can look at student attendance, which we've already started doing this year to monitor. Uh we can look at more data around student wellness. Wellness committee meets uh next week and we're trying to dig deeper into that data and we can share that with the board next month. uh looking at data on our courses, our field trips, extracurricular activities, and so much more. And so we can put this into a very concise format and kind of shift away from the narrative and into one of those tables and putting that in
050context. It is such a convoluted and so many pieces to it. It's very impressive and you put it all together like that. Thanks for both of you. Thank you. Um I I have one little question, just a little one. >> Um Ames Web, is that part of the act 20 or >> Yes. Yeah. So state requires the same assessment be done administered throughout the entire state of Wisconsin and what they chose was Ames Web. >> Okay. So the kids do the STAR and the Ames web. >> Yeah, great question. Uh not so to try not to over test we only do Ames web for kindergarten, first grade and second grade. They don't do the star reading. Okay. >> Uh star reading third grade is the only grade that doubles up but their as web is
051very short and so then they're ready to start the star um first and just math >> through star. >> I kind of thought that's what it was but I wasn't sure. >> Yeah, it's a good question. It was a hard decision to make how to find the right amount of data and not over test. Yeah, I would think that the overest with >> Yeah. Any other questions or comments? >> Just want to say like cheers and congratulations because I think that those kind of structures and all of that work that you did just maintain sustainability and leaves room for creativity and growth and like all of the things that come to us and that that feel important to our families. And I just I I love the I love the like the fact that this
052is like a structure that's set that can that I can see is lasting well into the future. I just love it. Um I'm not you know you've got the the the literacy and the math and we talked about science and social studies. do the, you know, the um like art and music and uh how does that fit in with the the rest? >> Yeah. Go ahead. We Well, because we've done a lot of talking about this one. >> I just saw your eyes. >> Well, because to me, this is I was I originally went to school to be an art teacher anyway. I'm a little biased, but um >> we've been talking about this like when we went through to do because we uh as a staff we worked on our course description book and
053we're working on pathways and so as I was going through I was having the teachers like what's going to be offered next year and then hopefully we'll have a whole new section offered um in two years. So then kids kind of have like you know a refresh of classes but um and this is nothing against our core classes but what are the classes that kids are coming in like I can't miss today. A lot of times it's these electives they're the ones that are pulling kids into school. So when we were talking about that even with the staff I was like even if we have to cut down some of the classes like pick the things that you're feeling really strong about because kids are picking up on that and that's what they're getting there
054for. Like speaking personally, my son takes Dustin's um food science in the environment. They were the one that did the the dinner down there and it's like there's been days that that's the class he's so excited to come in and take. He's here for the rest of the day, but that's the class that's really pulled him here. So, I just think we can't those are the classes a lot of times or the sports are what's keeping the kids here. That's what's really giving them the drive to be here. And then in addition, we've done we're always working on ways to bring in like combined curriculum like how are we teaching math in these other classes and they pop up more times than you know and it's the same thing art music. Um I mean I
055could just go on and on but you guys know how important these are. >> So and that'll be a good data to monitor especially as we move forward. How do students feel about them in our student surveys? Um, and then yeah, compared to the state, I know we offer more and we have more student participation than most schools around the state, but how do we continue to monitor that data? >> That's just and and then have some way to present that to us as far as how things are going with those areas, too. >> I mean, we're actually talking about >> how we're tying those other courses into our >> arts and whatnot, but Great. >> All right. Thank you much. >> All right. I just first want to let everyone know Senator Roma Quinn
056had planned to be here this evening and he had to change the date to March. And so he'll be here at the March board meeting and we're going to do school tours ahead of the board meeting. And so we're really looking forward to welcoming him and his staff to Washburn and share all the great things that we're about. Uh first semester will be ending in just a couple of weeks. January 23rd is no school day, so the last day for students um and exams for first semester is January 22nd. It's kind of before we know it. Hard to believe. Um, a highlight from our kind of green and healthy work is that the ski trail at the elementary school, crossc country ski trail is up and running and functioning. So, if you have a pair
057of skis, uh, strap them on and head to the elementary school. Um, and a skiing ring, I believe. Is is it functional right now or is it still >> It was perfect last weekend. It was really warm this week, but we're going to it's going to get cold. We're going to put a little more water on it. So, by next week would be great. >> It'll be great. Yeah, it looks like the weather is doing the temperatures are doing a lot of this. So, a couple of things to highlight which we're really excited about. Um, I also wanted to mention a referendum that uh it was mentioned how it had come in under budget and that we had some alternate projects that were not included and so because of that we're now able to add
058those alternates in which is really really exciting. Um, there would be probably 20 more projects that we would love to do with the funds. um knew what the community was willing to support in terms of the referendum amount and so that's what we went to the community with and fortunately had the support. Um and so yes, the the funds will be used very very responsibly and to ensure we can do as many projects as possible, which um again will go beyond the scope of the money we will have, but we'll we're looking forward to giving the board an update on a kind of a more comprehensive list. The contractors right now are receiving the awards, the bid awards that were granted. So that is being communicated. At the same time, those alternates are being added
059in and our architect firm ISG is doing some additional work on like cost analysis and how that will all um factor in. So we will have more information for the board. The main pieces of the project are full steam ahead, bids are out, things are rolling, and then there'll be some additional components we'll be bringing forward as the work unfolds. So it's exciting. June 5th they will be here. Classrooms will be emptied and um it's going to be game on. So, we're we're gearing staff up. I'm going to attend staff meetings next week uh with Homer and we're going to answer questions and and really >> help ease their minds around the daunting task of like for example this I mean Matt's on it, but this space will be completely empty. every book off of
060every bookshelf, every table, every chair will have to be moved. So >> that will be echoing in here for a minute. >> I know you hear a very interesting summer, right? Um and then the middle school high school principal position has been posted um through weekend and applications will be received for the district through the district until the end of the month. So I'll keep everyone updated on that process. We're looking at early February for interviews um and a selection date. And um yeah, that's all I have. Great. Any questions? All right. Um the board goals um then a lot of extra stuff on there as was saying that Roma plan will be coming in March. um we have accepted and approved the strategic plan and it's nice that you know they're going to go
061on to the next step of them working on those goals and figuring out how that we will measure those goals and um we made it through the bylaws last week the last month. So, we will still continue with the the transparency piece um setting up meetings with each of the municipalities and I think that we've got the that referendum typed up >> for them. Okay. >> All right. Good Julie. >> Okay. Okay. At our CISA 12 meeting, um, several season staff, including administrator and directors, have attended learning opportunities over the last couple weeks, focusing on items such as strategic planning and professional learning. Um, there was a group of people um that presented in three different sessions at the National ESA conference at Colorado Springs. Um, so that was pretty exciting to have see some
062present like that. Um, and it was interesting to hear how they went, how they did. Uh, there was an oral report um from Rebecca Specs. Um, she provided a update on people services support offered through CISA 12 including the project aware contract. Um, does everybody know what that is? Project aware contract. Okay, I'm going to explain it. Um, this is a five-year grant through DPI that provides support to districts in the buildings um in building their mental health support systems and it's currently in year three. Um, one district in each se is able to participate in a particular program through the grant that does a deeper dive into particular mental health related topics. So if we have any concerns where we can opt into that um CISA provides training to all districts on specific topics
063and pupil services network and can provide additional consultation around the work and the aware it's that isn't a new thing that's been years. You're saying it's one district per se? >> Yes. >> No. >> Any all the districts in CIA 12? >> Okay. >> And so far there has been uh one, two, three, >> four that are. Yes. >> All right. Okay. We're going to table the financial reports and so we will go on to the consent agenda. I move to the consent agenda. >> I'll second. >> Is there any discussion? All in favor? >> Opposed? Motion carried. Uh discussion. I move to uh approve the consideration of the approval of the second reading of the policies as listed in uh discussion action items section A. I'll second. >> Any discussion? All in favor? >>
064Opposed? Motion carried. B is something that we did last month, but we have to just make a we have to do it again because we got to make a correction with it. The numbers are all the same. Everything else is the same. We just have to make a correction. I move to approve the consideration of the approval of the resolution establishing parameters for the sale of 194.4. general publication. I read that correctly as listed in item B. There you go. Second. >> Any discussion? All in favor? >> Opposed? Motion carries. >> We have a second on that. >> Yes. >> Oh, I didn't hear it. I'll make a motion to to for the consideration of the approval of the 2026 27 open space availability. >> Second. Any discussion? All in favor? >> I oppose. Motion
065carries. Could you just change a little bit of the lang >> for you mean >> statuto? Okay. Sorry. >> Um I move Did you make a motion? >> I made a motion. >> Oh, she'll read it right here. >> Oh, she's got it. Okay, good. I move to approve not limiting the number of the 20 26 27 open enrollment spaces of any grade level for regular education or special education student applications. >> Any discussion on that? >> All in favor? Opposed? Motion carried. me. I move to approve the consideration the approval changing the personal finance literacy graduation requirements from one credit to credit. >> Is there a second? >> I'll second. Any discussion? >> Do you want to explain that just a little bit? >> Yeah. Like maybe just go through you had that extra
066>> Yeah, absolutely. Shandra and I can both speak to it at least. So, I'm not exactly certain and maybe Shannon knows more of a history or I meant to from a curriculum lens why it was um so I'm going to say maybe five years ago the state uh made a requirement that all students upon graduation must take a personal financial literacy course which is fabulous and that course must be at least a half a credit course. So for us that would be on a semester schedule a one semester course. Um, in Washurn, the decision was made to make it a one credit course. So, it is a full school year class. So, I can speak to what I believe the reason for that was is Paula was teaching it as a dual credit course with
067what was at the time WITC. When I came in, I wasn't able to meet what was necessary to continue offering it as a dual credit course. And when you're teaching it as a dual credit, she had to go off of basically the curriculum that was being offered there. >> That makes complete sense. So, it was just a more comprehensive college level course. And since it was a requirement, it was great if students were able to receive credit and then transfer that to a um two or a four-year institution. Um so, the counseling office and Chandra and myself had have had lots of conversations around, you know, how do we offer the most diverse number of courses, open up schedules, provide apprenticeship opportunities while still meeting the graduation requirements. students are also required to take economics
068um as a course here and so you have that economics lens, you have the personal financial aid. we feel as though they're getting a very robust experience. And so the full credit also just, you know, really narrows the scope of what they can take that, you know, junior year that they're taking that classes and open a semester for them to take an elective and or do those other workrelated um ya related, college course related related experience. >> Yeah. And as a personal note, with having taught this class for eight years, I feel like this is such an important class. It's probably my favorite class that I've taught. So, I would never sit here and ad with what you said, I'd never sit here and advocate for it if I felt like it was taken away
069from the students. The curriculum that we well that I use has both a full year and it has a semester. The semester course is very thorough. I don't feel like we're losing any of the power standards. And there's pieces that are tied in here, which I kind of alluded to. Um, like there's a section in the full year where we're looking at entrepreneurship, preparing for college. Well, not every kid is going that route. And so a future goal would be to offer a class where now we're focusing in more on resume building and kind of that post-secondary piece which is actually tied to some of our goals that we're working on anyways. But that would have to go through curriculum council next year. So there's kind of like this plan that we're trying to put
070into place for it. Um but I feel very very strongly that we're not losing anything with this curriculum by bringing it down to half a credit. And I actually feel like it opens up some more potential for the um business room anyway. a business department >> and those other things could fit into a number of classes. >> Absolutely. And a lot of them are actually already taught like business and there's marketing where it is already brought into. So >> Sure. >> Any more discussion or questions? >> I mean since you're all here I don't need to lose anybody's time but like you know you think about like taking one thing being able to offer other like the youth apprentichip. Oh gosh, yes. This makes great sense. Um, is there on a curriculum level like this?
071Uh, and maybe I'm maybe you've already said it. Are we doing like AI literacy or like internet literacy or technology literacy? Is that kind of conversation out there? >> It so there's a couple different places it's coming from. It has been I've been teaching it in um the info techch class. So there's a whole piece on that, but that's an elective. Um, but I just met with Denise because Matt and Cody have been working is it with CISA? >> Um, there's an AI sort of development of uh like policy, you know, kind of guidance and documentation that a district might use plus resources. So Matt and Kobe are going to take a couple of teachers and attend a CIA 12 workshop in the next couple weeks to hopefully lead some of that charge in the
072district because it does keep popping up especially middle school high school in terms of how what do we allow students to utilize? How do we let them utilize it? It's just so changing >> and it's not going away. So, I definitely think that's, you know, because I I think it's to the point where we need to look at it as a tool, but make sure that we're going in a direction that's very safe. And >> yeah, and I think of like that safety of like how many like like how many rabbit holes kids can go down and all >> and just to add to that conversation, there's information technology literacy standards for the state of Wisconsin. So, those are integrated into the library kind of specials in elementary. So, special does teach those. Um, and
073it's specifically internet safety, but it goes beyond that as well. >> Absolutely. >> Sorry to like >> No, it's a great question. Great question. >> So, we're going to get back to where we were and all in favor of that motion. >> Opposed. Motion carried. And then I need someone to make a motion to um convene into close session. I'll make a motion to convene close session. I'll second. Is there any discussion? All in favor? >> Opposed? >> Thank you everybody for attending tonight.