001Um Heidi, was there anybody making Okay. Public comments 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 notice requirements, board members will not discuss issues presented through audience participation. All right. Who do we have? >> Okay. >> I just had one Jewel picker. I just had one thing. Um before the meeting I had checked the agenda and wanted to look at the link for the strategic in plan information and uh I had to get permission and use the Google address but I got a message that it was
002mistakenly put in as not sharable. So then I went back to the agenda to click on the link again and the three docs had been deleted and I could not access them. So um I would suggest that uh you know going forward for all the agendas that you check all the links and you know make sure that everything >> just out of curiosity what time were you doing that? Uh, I think it was around 11 in the morning something. Okay. >> I mean, I didn't check specifically, but it was in the morning, later morning. >> Yeah, >> because I know I turned them off this afternoon. >> So, I will say that, you know, Google has made some changes to their sharing, which is always fun. So, the folder was not shared publicly, and I
003did do that. Julie emailed me. I was like, I'm so sorry. But then I realized just before the meeting that even though the folder was public, the docs had not been like the three docs. So I apologize profusely. I did make them public. So they are all but they've been there the whole time. >> Okay. >> Um but yes, so sharing the folder publicly does not share the docs publicly and I apologize for that. That was not the intent. So they're there and we're going to actually go through them on the screen together tonight. So >> Okay. >> Perfect. Thank you for letting us know. Um, are there any adjustments to the agenda? >> We have one more. >> Oh, I'm sorry. Oh, sorry. >> Hi. >> Thanks, Heidi, for calling me in line here.
004>> Hi, Sher. >> Hi. So, I um had the privilege today to uh take six students with me to the um fourth annual Northern Wisconsin Sportsmanship Summit. And while we were there, I attended a session for um supervisors that were there and they just recommended that I let you know about a um deal from the WIA. It is about hear it, see it, report it. It's about a sportsmanship. Um things that a person can if they attend a game or an event and they see any kind of unsportsmanlike conduct that they can use a QR code and then they can fill out this form. >> Uh the form that they will fill out does ask them for their name. So that will be made known. But then that is then emailed to us. >> Who's
005us? And I'm from what I'm understanding is that Dwayne would Dwayne Gasprin would be the one getting it as our athletic director and then it would have to be called attention to our school that that we had received this. And basically what they just wanted to do know or wanted us to tell you is that be prepared. I'm hoping we don't ever get one, but um be prepared that you need to figure out what you're going to do if you get one. So, I just don't want you to be blindsided that hey, this could happen. I'm hoping not. >> Really am. But that um if you get it, it's called a game day misconduct report. So, that's what I'm here for. >> Thanks for that information. I think that's something that we need to make
006sure that we have some other process um put together so that if we do get one >> and it has happened before so it's not not through that particular >> method right but it has and so I think that it's good for us to make sure that we have >> I wonder I'll follow >> and it might be in the athletics >> hold right now >> but we'll we'll look into it make sure that we have a process ready for that >> can I ask a question >> so does That is that referring to the athletes? >> It could be athletes. It could be someone in the crowd. >> Okay. >> It could be someone in your parking lot. >> Coaches during the game >> dur during that event. >> Game day has come. >>
007Yeah. Okay. >> Yeah. During that event. Um it has to do with a range of all kinds of things. Um >> Sherry, can you share that with us? >> I will just give this to you. >> I I have it. Okay. Did you want to just send it to us? >> Yeah, >> it's all kinds of things. The the thing we did say that um we wish it also had because this is negative. It would also be nice if they had a way to compliment somebody, you know, but I don't know if the WI is going to go there yet, but in case, >> you know, but maybe we could put our own QR code and just say, hey, >> you know, I'm seeing this positive thing happen. I don't know. But yeah, that's what
008it kind of looks like. Okay, >> thanks for the info. >> All right, thank you. >> Any more, Heidi? >> Um, are there any adjustments to the agenda? If not, I'd like a motion to approve the agenda as presented. >> Make a motion to approve the agenda as presented. >> Second. Any discussion? All in favor? >> Opposed? Motion carried. All right, we're going on to the spotlight. >> Thanks for being here. >> I don't know. I looked so it kind of made me scared when I was looking through what I was awkward. >> We had to come up with like the answers to those questions. >> Oh, yeah. I was hoping you would show up for the course. Yeah. >> Um I'm Janet Jensen, high school mathematics. I'm Katherine Chrisman. I teach uh elementary math
009and um so as our kind of came up with our um department vision, we've been kind of working with this for a while. Um all students will be able to think critically, practice problem solving, visualize concepts, build and retain mathematical content, and build college and career readiness. I was just by I was just saying like this is like really the foundation and I feel like as we're getting when people are like oh math is taught really differently these days this is sort of like the foundation of like where we're basing a lot of our decisions from. And I think that like as I was thinking about this too, like when we um when we're talking about like um thinking critically and understanding concepts like all of the research shows that all students should have access
010to that and like understanding concepts in a deep way is not just for like certain learners but for all learners. And then this idea of like visualizing concepts has also been coming up a lot and it's a strong part of our curriculum. Um, and there's a lot of research and like a lot of the mathematicians these days are talking about or math educators are talking about how u math is a creative topic and that like the brain research shows that like when adults and children are doing math um there's like a wide network of connections being made across your brain including the areas that are very visual spatial. And so I think it allows all of our students to access our content along with like kind of keeping up with the um brain research. Um
011so with that foundation um we went about trying to choose our new mathematics curriculum a couple years ago and um we adopted illustrative mathematics K through 11. So all of our um everything it has developed curriculum for K through 11. Um the there's so many different options uh 11th through 12th grade as far as college. Um so we have all those classes as well but bags really fits um that vision. Um so that's why >> how long have you used it? >> This is our second year or third year. Sorry. Third at the like Yeah. Elementary all the way to middle school and high school. >> So the um the lessons at the elementary and the middle school, high school are the similar um similar structure. So there's a warm-up that is to activate uh
012student knowledge and background knowledge. And then there's a group problem cons um solving component uh and then the summarization or synthesis as a class of the concept. And then there's individual practice and cool down. So kind of a pretty different model than a lot of uh mathematics classes were when I was growing up for sure. But really like the student thinking and student knowledge and uh is really at like the forefront of this curriculum and what's our aim to be at the forefront of all of our mathematics classrooms. Okay. So, we're going to give you show you an example of a warm-up from the elementary side and then from upper levels. So, this one is which one doesn't belong. So, this is the slide the next slide is the slide that would uh be presented.
013This is from a fifth grade classroom. Um, and so the prompt is just which one doesn't belong very open-ended. Um, and the students there no right answer to it. Um, and so students, you can imagine I don't think we need doing any group participation. >> I was having trouble with that. I got to tell you, >> I don't know. I don't >> It's really interesting though from my observations like a lot of different students chime in. Like it is not a certain section of them because it is so open-ended. And like you can imagine that a student might say a doesn't belong because it's not and they like even if they're not using the technical language like if they just said it's not a regular shape or something like that. That's where you can use
014what the student is thinking and explaining and then the teacher can add in other like academic language and add in equations as a match or if they're like well what is the volume of a you know and so you can talk about calculating the volume of any of the prisms even if they're not regular shapes or don't follow a general formula and usually I mean I'm surprised that all these are the same color usually one of them is a different color and so that's always like just to even gauge the most reticent like I want to say anything. >> Well, that one's green, you know. Okay, good. Like we can at least at least we're starting the conversation somewhere. >> Interesting. >> This is sort of a little redundant from what we've already said, but
015um just the students are at the forefront of the thinking and you can see by activating their background knowledge and getting them engaged from the beginning sort of sets the precedent for the classroom. And so yeah, so this kind of gets their brains going. And then um after this we'd probably stand up and do a white and activity um so that students can really play with this mathematical concept and work through it as a group. And then the teacher would come back and take that activity and um summarize, okay, so what were we supposed to learn today? And really make sure we had all this kind of organized chaos going on and hopefully everyone's thinking up there um and engaging. and then coming back and really solidifying what were we supposed to learn today. And
016then of course practice have that more typical component of mathematics. So like a full question. Okay. So this is an example from algebra 2 high school. Um what do you notice? What do you wonder? This is a very common uh question throughout is what do you notice? What do you wonder at the elementary school all the way to high school? So, what do you notice? Oh, the whole thing's not showing up on this screen. >> Yeah, there you go. Thank you. >> Okay. Um, so what do you notice? What do you wonder? And the really cool thing about this, this goes all the way back to elementary school. They like, "Oh, wait. I've seen these blocks before. I've held these. I've counted with on hundreds with these before and then the 10 six and then
017the one six. And so again, just trying to engage even your most reticent learner as you start class with notes when you enter. Um and then kind of going through and eventually this is more um the algebra way we would think about it like 3 * 10^ 2 + 2 * 10 the first power and then plus 9 * 10 to the 0 power and then also like bringing that exponent anything to the zero power is one reminding them of that and they can like clearly see that uh there in this as well. um expanded form versus and then someone's finally like oh well it's all just 329 and then that really leads into this would be what we'd warm up with thoughts questions and then um so this would lead into this leads into
018what we're doing with polinomials and so by looking at that screen before pretty much anyone one. Most of my algebra 2 students, almost everyone in my class can see that this solution to this equation is x= 10. Like they can see, oh, 10 * 10 * 10, that's a th00and. And then 10 * 10 is 100. So there's 6 hundreds. 4 * 10 is 40. And so um 5,640. This equation has a solution of x= 10. And then we would they would kind of get in a group and talk through that and then we would you know go on our lesson and then is a nice introduction to polomials that this looks really complicated to students but just getting that concept of um x2 that's just you know x * x that's a square x
019cubed x * x that's a volume there and then this is just 10 stick >> I feel I understand it's not polin >> um so for like the group solving problem um problem solving part I would say that the strength of the curriculum is really in problem solving um like sometimes teachers are like we need a little extra rope practice or so people will pull things in too but the strength of this is like the deep critical thinking so like this is a lesson from second grade where they're starting to add two numbers together and starting to have to like regroup or make an extra 10 or make an extra 100. So, instead of having like a worksheet where they're saying, "Add these two numbers together and show us how you did it," there's um
020I think that the I don't know how they set this up, but they're they're placed around the room and then the partner um they get two of the values together and then are immediately asked, "Well, you need to compose a 10 or is there enough for an extra 10 or an extra hundred and then go through finding the sum and almost everything we have says, show your thinking or explain or show your thinking. And as we're looking at like differentiation too, that is one of going deeper with standards in elementary school is whatever all the best practice shows that going deeper with standards instead of accelerating in elementary school is really what is best for all students again. And so this part of like showing your thinking is where we're like incorporating the rigor and
021incorporating that extension for kids who proving your thinking is difficult. And like a lot of people were able to do the algorithm for example growing up and didn't necessarily know why it works or to like really prove it. So that's kind of like the deepness that goes with the curriculum. And this is second grade the introduction to adding. So, >> and I like how you said um with the practice piece. Um so, there's not like you said like a ton a ton of practice with this curriculum, but that is really easy. That's what a lot of other curriculums have or you can Google worksheets or whatever like that practice piece is so out there. Here's 20 problems of blank, right? We've learned how to work with polomials. I need 20 practice problems. Okay, sure. um
022because they're just really not they still need some help with this. So that's easy to pull. Um as teachers, we're we're really good at that. Um but this curriculum just has that deeper like the visualization, the those activities to really make those connections. So that's what we Oh yeah. So this is um a geometry problem. Um, so here's a square city with three locations of the same store, E, F, and G. And it's a square city. The company wants to break the city down into regions so that whenever someone orders from an address, their order is sent to the store that's closest to their home. So we talk about all different what are different if you were in a big city, what's something that could have three or we could have three Dominoes. Wouldn't that
023be nice? We could have three Walgreens. We could have three whatever. Um, so they hired you to decide how to partition the city between the two between the three stores. And so I'd have these up like just a print out um five or six of these hanging up along the room and then students would go and they would with their group draw uh partitions. Um if there are 100 employees, how should they be distributed? That might be um just getting that little piece of dividing in there. And then um is there anywhere in the city that has the same distance to all three stores? So if you're just looking this ends up um getting the idea of a perpendicular bis sector. So if you section this off most most students there could be other reasons
024but section it like this like this and like this and there's this point right here that's equidistant from all three points. Um and that's the it's the circumcenter of the triangle and it just kind of introduces that idea without all that vocabulary of perpendicular bis sector circum center all that kind of stuff. Um, I think it's that piece just to anyone can section that out and and create that point that is the same distance from all three stores. It's just a nice jumping off point to the after that build and all that vocabulary and construction and stuff. Um, we also do a supplemental thing. So like a big part of my job is them going into the classrooms and I've been calling it like a fluency block where we're working on kind of the major
025standards at that grade level and it's also sort of like a number sense block which is a little bit more vague but um it's sort of I bring in a lot of visuals. So, if you go to the next slide, um like for example, if we're working on uh addition, this is from like what I was doing with um did this with first graders a lot. Um but like I would start off with this slide. You're like how many or what do you notice sometimes or how many slices if they're getting super sidetracked? Um 10 slices and then the next slide would be this. And the goal is for example if you're like if you're doing nine plus let's see how many are over here two four six nine plus six then like they're like
026oh if I just push one over here it's a nice easy 10 and then it's five over here. So these visuals are ways for students to access like a higher level uh concept and then we bring that to the more abstract through and we usually like play games that have like some strategy components to them. Um, but it's allowing once again all students access to the strategy. Um, and bringing some like concrete nature to it. And the pizza one is always like kind of it's almost too distracting. But there's other ones that are engaging and not as distracting. It's like they're all hungry. Um, and then we go to the next. And then this is also an example of like how you would partition a uh or decompose like a multiplication equation. So it's you
027can reinforce the idea that it's all equal groups. And then the slide before I think probably has this quantity on it. And then they're like, well, if I know this is this much, then I just add on that group. And so then you can link it to the equations and you're bringing some like understanding to make all of the work accessible to all students and become more efficient in our problem solving. Additionally, we use Were you going to say something else? >> Oh, no. >> Okay. We also go um for extension and for like foundational review too at the like I was saying before go deeper with the standards. Um and then we're using Alex math at the elementary school starting in fourth grade which is like an online curriculum where they're working through all
028the standards of that grade level. So occasionally we'll set kids they're usually working at their grade level standard but working on skills that they need to review or that they've already been uh taught in class but it's individualized. So that's another supplement we use. Yep. We also use Alex math in the um 7th through 11th grade as well. Um again finally review that retention piece and um also they can you know feel like they're getting ahead if they finish off um seventh grade math. They can work on eighth grade math. If they are finished up with algebra 1, they can work on geometry or algebra 2 or you know. And then we've really worked hard um especially coming out of COVID with all the online learning and all the other options. Um so acceleration without
029skipping classes. Um so in the elementary school we go deeper with the standard and uh then in seventh grade we have the option of seventh and eighth grade math um in one year actually. Okay. So, I'll go over that, but um just acceleration about skipping classes is a big thing. And also trying to keep kids as much as possible engaged with Washurn teachers um versus going online and just doing online school. Um you know, that can be really successful for some students, but it's a pretty small amount. And we know that students get really distracted with technology. So, um trying to keep kids and provide options so they don't have to go online if they want to accelerate. You got lots of options there. This is what Alex math looks like. Um when they first
030get into it, it has their uh how many topics they've already passed off. They've already mastered 141 topics. Um there's 120 learn. There's 39 topics remaining is what it says over here. And then there's all these different slices. Whole numbers, adding whole numbers, subtracting whole numbers. This is um >> I think this is like fourth or fifth grade. >> Fourth, fifth grade. Multiplying whole numbers. So they got like a lot of their arithmetic down and then measuring and interpreting data. That tends to be something that they like have to go back and rework on a measurement fractions. Anyway, so um it just shows all the different ones they've mastered and then they would click in to a topic and would give them like this is the next recommended thing to work on. So yeah, they
031usually do that at least in the middle school and high school about 45 minutes a week. So it's about one class period. um they can also use that time to like catch up on work and then do that at home if they want to. It's a nice time to meet the teacher if need help as well. And then going to the next slide. Um so this is a pathway that we've developed lots of different pathways. Um and this is just like the regular path if you want. You just take seventh grade math, eighth grade math, algebra 1, geometry, and then your third year of high school you have a lot of options. Um advanced middle school track. Um they take seventh and eighth grade math in one year. So they take seventh grade during their
032regular block with Mr. Wilk and then eighth grade with me during their study hall time. So they don't have a study hall um and then they take algebra 1 geometry and then they have options their sophomore year and then if they're like that's a lot to not have a study hall. There are options later on to you could double up your sophomore year. Um and that has worked really really well. There's a lot of students that like I'm just not quite mature enough for this yet but that I really want I really like math. I want to do more things or I see a need for it because I have this specific career that I need to be caught up with something and so they can um do that. And then we have so many
033options our senior year, our junior and senior year. Um tech math is a Northwoods tech class with Mr. Earing. Business math is a Northwoods tech class with Miss Moy Davis. Computer science is going to be hopefully next year W Superior um with me. Um, statistics is W superior with news nory Davis pre-calculus. Um, calculus 1 and calculus 2 will also be uh W superior with me as well. So >> when you say it's W superior with you, does that mean it's online? >> No, with you. No. What does that mean with you? >> It's in my classroom taught as a college class and they get W superior credit. >> So I since I have a master's degree, I can teach W superior like I'm in curve with W superior to teach. We're still working through
034that with curriculum council as far as getting that finish up. But news Davis already does that with statistics. So yeah, so we do have especially with Northland closing um just the need to have that option in high school so that they they don't have to go to those period or do an online option. So >> yeah, >> that's a great option. I didn't know that either. >> Transcripted. [Music] Is that it? >> Yeah, that's it. >> Okay. I have a question. I know we put you on the spot, but can you kind of like anecdotally say like how you feel math has changed in the district or maybe how kids are engaging in the district over the past? Like precurriculum, new curriculum, you know, like have you noticed changes or can you speak to a
035change or something you've observed? The um first year was really rough because they were really uncomfortable >> like to stand up at a whiteboard and just like the teacher can see what I'm doing. Everyone can see what I'm doing. Um work like working with groups kind of talking about a little bit. But um so that was really hard the first year. I definitely students just get up there and just go for it now. It's been kind of cool to see that. >> I also so I taught third grade. This is my fourth year at the district. I taught first third grade the year that we weren't using of math. So people were pulling from go math or pulling from like other resources and what I think what I saw the shift happen afterwards was that
036um there was more coherence across the grade levels. I think the rigor went up tremendously because like if you're pulling things from multiple places like I think I see teachers they're like do we really have to do this you know and they see like ustria math goes pretty deep and so like if you're just pulling things I think people would like naturally kind of shy away from it like not because they I don't know just because that's like it's easier you know and so I think the rigor went a lot deeper but I just think there's consistency across the grade levels and then the other things that happens with this curriculum is that like in fifth grade for example there we do volume but then after that it's like a huge amount of time spent
037on operations with different fractions and understanding that deeply um like multiplying and fractions dividing fractions and um before illustrative math like a lot of curriculums would work with whole numbers for like half of the year threequarters of the year and they kind of smush this huge major part of standards into like the last quarter and so I think the way that it's flipped felt really uncomfortable in the beginning and I think that it's really helping him and today I was talking with Jim Marsh and we were he was like I've never done math like this you know like yes I know and here we are we're doing it um and but also like there was we were multiplying fractions and we had done all of the visual model of it but there was so much
038review of whole number computation within it and so like I think that the curriculum the people who created the curriculum are very smart about creating opportunities for like review of fundamental concepts within these higher level grade level concepts as I've noticed. >> Sounds like we're becoming a math town. >> Well, whatever. >> Do whatever. We have a lot of students that I think really like it too. And I think that we've seen kids really like take it on, you know, and I I mean, like I said, it's only my fourth year, but I love seeing it when the kids like older students especially are like, "Okay, I'm going to do it." You know, I like it. I >> think a cool thing is, and many of you probably remember all of the school improvement committee
039meetings that we had um especially during and after COVID, we saw a drop in our test scores and a drop in our engagement. And um this was part of that process. And we talked all about these cycles, the short little cycles and we saw some of these big cycles. This was a big cycle. This was a three-year cycle. We knew that we wouldn't really see a a change in data within the first couple years. We did actually. And now by year three, we can see that that significant change more growth than the state average in math, which is pretty exciting. Some of our highest proficiencies in math ever. What I would be curious to know and I don't know and you probably can't tell me this but um having been a teacher for a long
040time and working with special ed kids I mean I can remember I mean I as a student I remember the map we had which was memorizing everything and and then I can remember when I started getting into the you know well how did you get that and think about and explain how you did that to me that was an amazing thing to see how kids think so differently. >> I mean, you know, because I had my way of thinking and it was like there's no way they can get to the answer by what they're doing and they could because they did it differently. And what I'm wondering is the kids that I was working with at that point in time are now probably parents, >> you know. So is there a difference between those people
041who are now parents and how they work with their kids in that whole different way of thinking about math as opposed to you memorize your multiplication tables and you you know you multiply you memorize the formulas. And I wonder if there's going to be a difference with with parents thinking of it differently. >> I haven't had any parents like at least complaint that high schoolers don't talk to their parents as much sometimes just as a parent of a high schooler myself. Um, so but when it comes down to like you still can do the other way like a person rec the a parent was like oh you're trying to undo the distributive property and so they just looked up some videos and just >> you know undid like went through that with it and then
042that was great like all of it. It's just it just adds one more >> piece to it but I'm sure it really depends on the parent and they're >> Yeah. willingness to work with it. I suppose if you've had any complaint >> I mean I think people recognize that it's different. I do think that that is something that I've like had on my um to-do list of like how to increase our parent engagement in it. And um I think at the elementary school for example like when we were looking at those pizza slices like really figuring out a way to communicate like oh here are different strategies and a lot of those strategies that we do I think people have also done in their head when they're doing mental math but it's just creating language
043around it and encouraging kids who aren't all already doing that to also see it as a way of doing it. So, I think that we hear it a little bit and uh we've been encouraging families to like play games and develop critical thinking and things like that, which I think is actually sometimes hard to do at school because it takes so much time, but like regularly playing games and understanding that there's like strategy with it. Um I think really helps develop critical thinking. And so that's sort of the approach we've taken so far. But I think there's still room for growth for sure. Very interesting. Thanks for presenting tonight. That's >> thanks for all your great it just did a great job visualizing. >> I feel like as I learned number talks in my, you
044know, more recent years, I was like, "Oh, I wish I would have had this >> as a like I wish I would have thought about math that way or learned how to think about it." My whole experience has been so different. It's really powerful. >> I mean, we had one way to do math >> and it was the way the teacher told you to do it. This is how you do it. And you don't even know that way. >> Totally different world. >> It is different and thank goodness. >> Exactly. >> All right. Um Venice, do you want to do the superintendent report? >> Yeah. So the first thing to just review is the enrollment and attendance uh report. So we have uh a month you know we have September's data and now we have
045October. So we were at 533 students um in September uh for third Friday and now we're at 537. So we've added um some students to the district and of course that's going to fluctuate um all year. And then our attendance rate very similar. It was 92.8. and then 92.5. So similar in the and working on, you know, trying to navigate some of those high flyers, we do have a few and being a small district, that can really impact your rate if you have one or two in a grade level. So we do um have that on our radar and are working with families and strategies to promote engagement and have our students at school learning as much as possible. So we'll keep you up to date on that. >> Do you have data back farther
046>> like from years past? >> Yeah. >> Um >> you just start like last year. >> We could go back. I just started this. Yes. It would be in Skyward. It would just be a matter of digging for it and be difficult. >> Or we could go to Wise Dash and do a little bit of of like trend data. >> I would love like I'm this I totally geeked out on this and wanted like >> I would love to see years worth of data and I I would love to see because I want to pick out trends. >> I know it is. >> Whether that's helpful for anything is the question. But I'm like, man, like I see this is not the case, but like for example, I see um you know, this year's sophomore
047class is got over attendance was last year's freshman class like is it a class or thing or do sophomores just generally every year the sophomores bug out more or >> and what's so tricky about that is then you do have this this like um transient you have some transient students that kind of up and flow and so you might see a dip >> one year it may be because someone moved in and they I yeah that would hard to probably like you could certainly look at um it would be actually the data that's really interesting is precoid post right >> because if we did that we'd be like celebrating holy cow we really improved attendance with co >> um we Yeah, celebrate them. >> Yeah, celebrate. So, and and actually right now, um we're right
048at the state average, so we're we're hanging tough with that, but but working in an area. And when you look at the school report cards, which um in December, we'll spend a little bit of time reviewing with this group. You'll see how chronic absenteeism does impact our um score, which is why it's one of the areas that we've been focusing on. So with that, I also want to share um that yes, the report cards have been released and our elementary and high school met expectations, which is fabulous. So really good work digging deep into math, digging deep into literacy at both buildings. And so more good things to come and the middle school this year exceeded expectations. So great to see improvements all the way around. Like I said, we'll bring more in December and
049share those details with the board. Um, super excited about the food pantry, food drive work that the district and the community is leading. There's so much food at the elementary school. It has taken over the the workroom space and the collection here at the high school as well. So, the offices have now performed together so we can maybe hopefully identify um and help support families and students. um whatever we have left over mid December when we're done we're going to donate to the brick and ensure that um it's utilized areawide. So we're really excited about that. The Veterans Day assembly went so well this week. I just have to give a shout out to Andrew Grim who organized that here in this building and was the speaker. So he had tapped on and he himself
050as a veteran um did a wonderful job and had tried to tap on some shoulders and ended up himself in the seat and handled it with such grace and uh humility and it was really cool to hear his story of his experience in the um his national guard I believe and then deployed to Iraq. So had quite a story to share about that. Uh and then last the strategic planning process has wrapped up and tonight the board will have the opportunity to approve the work that that committee did. It was uh a really wonderful process facilitated very well by Joe Trader who who is an outstanding um administrator in the state. So great work and uh really a lot of fun to pull that you know variety diverse group of people together to work and
051collaborate. Just want to say thank you to all of them. >> All right. Thank you. Um just a reminder of our board goals. Um, next month we have Angela Sprout coming to um, present to the board and then in January we have Roma Quinn will be coming. Um, community engagement. We have done the strategic plan. Denise and I have just briefly started on talking about some community outreach. you know, possibly some like a meeting at the coffee shop inviting community um or you know, something like that. And it would be nice if we could have some board members to participate in that too. So, um we'll get together and come up with some times and dates and maybe something in the evening too so that we can have everybody participate. Um, so a few of
052those does sound okay. >> Just keep in mind the coffee shop's not open. Maybe we'll have to do something different then, but we'll work on that. >> Um, the the voucher transparency program. Um, we ran into some issues with that. Um, we do have to have permission from every municipality to be able to get that onto the tax bill. And, um, knowing that and knowing how much time that's going to take since it is November um, and tax bills come out pretty soon. Um there's also a little issue with the IT um ability to be able to get that onto the tax bill at this point in time. So we're not going to get it this year. So we'll have to be continuing to work on that. Um I did talk with Chris Tampa about,
053you know, wording of of the resolution. um some changes that we would probably want to make and then we will start meeting with the municipalities and and asking them to consider that so we can get that done in advance and ready for next year. So, we're working on that. So, I think that's where we are with the goals. Of course, tonight we started on the bylaws and working on that. So, we're doing well with with our goals. um CC2 report. The October pack meeting was held at Superior Middle School. CISA will be holding two pack meetings in districts this year, allowing districts to share things that happened in their buildings. Um it was an oral report by Olivia Datchel. Um she's the youth apprenticehip program person. Um program had 175 students complete the program last
054year. That brought additional funding to participating districts. Um this year there are 141 currently enrolled with 116 employers engaged in the youth apprenticeship program. Um these numbers are typically seen later in the year. Some improvements to the communication process has helped the students get involved sooner. This is helping build the local workforce, which that program has really taken off. She's done a great job. >> That's it. >> Right. Thank you. Um let's move on to the financial reports and bills. um everything was arranged and in order and like looked really nice. And there was just like when I was going through um some of the things that jumped out at me that uh at least for like this particular like athletic activity, you know, we know and like the um the show part extravaganzes this
055Saturday. So, if you're looking for some good family fun, you know, and I was just kind of thinking about all the activities that we have, and it looked like the admissions that we received from a middle school girls basketball was kind of like the same as the high school girls volleyball for this particular, you know, thing that I saw. I'm like the same like, oh, that's really interesting. Um, I wonder if we have an opportunity to engage more community members into our school activities for like I said some good family fun because the like level of competition as you get into high school like the like they're just like stronger and bigger and like it's very exciting and fast like you'd expect that there might be more admissions into like a high school than there
056would be into a middle school. And so um so that just like struck me as like oh opportunity wonder. So, um, so I just thought I'd bring it up because that's what I do and because we have show choir extravaganza Saturday >> which is a spectacular event >> which is spectacular surrounding communities as well. >> Yeah. Yeah. Can't wait. Um, but anything anything else is really great and Janet of course is so organized um with all of the videos that she lays up for you when I get there and it is always available for questions. So, you know, if you guys have any questions, but uh I would move to approve the financial statements. >> Second. Any other discussion? All in favor? >> Opposed? Motion carried. Um, I I'm wondering if we should um have
057on the agenda a discussion of when we're going to do posting for Janet's position. >> Should I mean is that do we want to do that as a discussion with the board or do you want to just do you have an idea? >> Yeah. Um so timelineish thinking maybe February posting March interviews and onboarding April May we're thinking some time with Janet would be really helpful but you know we want to balance that with um a realistic timeline because it been districts where they've done some of that overlap and it can get very long um and a little bit too much. So, I've been talking to Janet about that and trying to figure out are we better off like what does that sweet spot look like and then maybe we can tap into her as
058a consultant after her days. Plus, we'll have a mentor um for that individual and have a couple of district contacts that I know Janice already mentioned you said who she said are amazing. So, and we'll have Waso and and lots of resources, but um I almost wonder if it's going to be one of those things like as you're doing the work, the questions pop up and then you want to, you know, phone a friend and Janet, could you be that friend for this person? And she said absolutely, she'd be more than happy to do that um past, you know, after she just days that she >> Do we need to have more discussion on that? Are you going to just >> I think when we're I I'll bring it to you the month before and
059just say the plan is okay. >> We're going to post this is the timeline. This is what it looks like. >> Yep. The same with the middle school high school principal which we're actually planning on doing before that. >> Sure. >> So January higher February Janet February March right now kind of the plan year. >> Sounds good. >> All right. Um consent agenda. I will make a motion to approve agenda. >> I'll second. >> Is there any discussion? All in favor? >> Opposed? Motion carried. Okay, let's go on to policy. The library media center. Do you want to discuss that or talk about it a little bit to me? So in the we did all the policies as a committee together the ones that are in the second reading and the first reading and I
060recognized that the the library policy they're they're housed in different places in the board docks area and it was missed. So it was the policy we had done together as a committee and then it's the first reading only because I missed it last month. >> Okay. So, we need a motion for the first reading of the library media. Make a motion to approve the first reading of policy 2522, library media centers. >> Second. >> I'll second. >> Any other discussion? All in favor? >> Opposed? Motion carried. And then the second reading of a number of other policies that we had on their last time for the first reading. Need a motion? I make a motion to approve the second reading of those policies. >> I'll second discussion. All in favor? >> Opposed? Motion carried. um
061strategic plan which I have to say I enjoyed thoroughly. It was very interesting. >> Bring up the docs for us to kind of walk through >> um together. So we'll go through there's three documents that were created as a result of the strategic planning work. So the first doc walks us through the our new mission and vision which we brought to the board last month and discussed. So our new mission connecting to educate inspire and empower and our vision a place of excellence that honors the whole learner and then we were able to finalize in the last session our commitments and I won't read through the definition you know the description but relationships communication safety continuous improvement accountability and healthy and celebration and these were commitments that these are commitments that we as a staff
062uphold and then will be used for onboarding new staff and working to resolve any you know issues that we may face um if someone is not upholding or commitments and so we'll have those to share out um as we start the 2627 school year. I think some of this will sneak its way into you know some of our documents and some of the work that we do but it'll officially roll out next year. Uh the second document walks through the four pillars and so the the team uh it's just amazing how everybody works so collaboratively together to come up with um the pillars and the goals. So the four pillars are student of the actual plan, student engagement and learning, family and community partnerships, staff support and development and then resources, finances and operations. So
063the visual down at the bottom shows sort of what is called the strategic architecture and that has those four pillars and then those titles in red with the foundation of our mission and our vision on the bottom. were built upon those and then the the team developed four they developed fiveyear strategic objectives aligned to the four pillars and so the last sheet that Cody's going to pull up will walk us through those can you make it just a little so under student engagement and learning um we have two five-year objectives the first is to increase student achievement and ensure high levels of learning for all, preparing students for successful post-secary pursuits within a global community. And the second goal is to foster a culture of student engagement and well-being through diverse learning opportunities. The second
064pillar, family and community partnerships, has one five-year strategic goal to intentionally connect schools, families, and community partners through effective communication to expand access to resources that support student learning, well-being, and success. Third pillar, staff support and development has one five-year strategic goal. enhance recruitment and retention by offering competitive compensation, benefits, and intentional professional development, ensuring all staff feel valued and supported. And then that last pillar, resources, finances, and operations. That's again one um five-year uh objective, and it's achieve long-term fiscal and facility sustainability and maximize resource distribution, demonstrating the district's mission and vision. So there's overall five objectives. Sometimes I want to interchange it with goals but I was cautioned objectives are different than goals. So these are large objectives and then within these each year we will develop specific goals um as a district
065and of course the building level will do the same and then we'll work to achieve those goals um aligned to our objectives. Does that make sense? is really exciting, right? Amazing work. And it it really also falls in line with the work that had been happening, especially those two pillars. The staff support and development and resources and time operations were happening, but we didn't really, you know, we didn't have a structure for those things or true objectives. um family and community partnerships in some ways again one that was happening but um not as is specific um and of course we're all here for student engagement and learning so that's one that's you know always a focus and and the pillar that's um mostly you know why we're here. So, that one's a little easier to
066align to the for work. But excited to uh work we're going to work with Joe. Um Ivy and Shandra and I are going to meet with him this spring and develop a you know what those goals may look like and work toward some some frameworks that he had provided. So we are going to have him assist us with that initial working and we'll bring that to to you all and and the community and get feedback and share out moving forward like a timeline for how that will happen which is really exciting. I I did notice that in the um convention in January, there was one that was um how to move from a strategic plan to a strategic action or something like that. So, I did sign up for that one. >> There's some good
067ones. >> Any other questions, thoughts on the strategic plan? Then we need a motion to I move to approve the 2026 uh to 2031 strategic plan. >> A second. >> Any other discussion? All in favor? >> Opposed? Carried. Approve. 2627 school district calendar. I move to approve the 2026 27 school district calendar. >> Second. >> Any discussion? All >> in favor? I >> opposed. Motion carried. >> I move to approve the 2026 2031 district copy release. >> I'll second. >> Any discussion? All in favor? >> Opposed? Motion carried. I move to approve early graduation application. >> Second. >> Any discussion? All in favor? >> I >> opposed. Motion carried. School delegate and alternative. I think these two right here should be the delegate and the alternative. >> Uh, sure. Um, and it just uh I
068can be delegate because I did it last couple years and uh we need to add on to the December agenda which is literally next month. >> Uh the just the review of the resolution just so I can make sure that uh I represent our community well. We can have a short discussion of that. I can present >> okay the resolution. >> Are you okay being the alternative? I am okay with being a perfect. We need a motion to designate these two people to be make a motion to designate Tina and step as the delegate and alter the WB dele. >> I'll second. >> Any discussion? All in favor? I >> opposed. Motion carried. Yay. All right, we're going to go through the monthly reflection. Was the meeting run efficiently but effectively? >> Did you feel
069>> everyone was given the opportunity to express their ideas and concerns? Everybody felt like they had that opportunity. Okay. um decisions were discussed in a manner that was was clear and transparent to the community. Oh, going back to item one. I I'm sorry to bust through, but um just making sure that like all the links and um and it sounds like she got that ironed out, but um I just think that we just have to like just make that note that like oh yeah, sometimes our agenda links don't work for the community and just making sure that like all the public documents are available in a timely manner for the community. And Ivy, I need to get you had great wording for that and I don't remember what it was, but you're going to have
070to think about that again. Um, okay. So, we're back to the decisions were discussed in a manner that was clear and transparent to the community. >> Yes. >> Um, decisions were consistent and fair. This is the one that you had the good good words for because we talked about staff and students, but you had all stakeholders or all something. >> Yeah, I wrote it on my iPad side, but I can find it. >> Okay. >> Yeah. >> Okay. Decisions for consistent care. >> Yes. >> Decisions reflected the mission of the district. >> Um any suggestions for future agenda items? Checking with the link. um the discussion about the delegates, but also um I wonder if we can't do um if you could like uh it keeps coming up and I know it's going to fall
071into like our strategic plan, whatnot, but just fostering connections with students and making sure that students have connections um in the building to like teachers and that they're feeling like we heard from the math teachers today that they're like students are getting more engaged, but I'm just hoping that all students can feel engagement and support from the teachers that they feel like they belong in our district and um and I want that to be included. Um, I don't know. I just it came up this month. Um, and so I just want to make sure that we don't lose sight of like uh of some of our students needs and making sure that everybody has a place in our school. >> Sure. Building relation positive relationships among students, staff, families, and community where all are seen,
072heard, and valued. >> Yeah. >> That's part of our commitments. >> Yeah. And I don't know like what that means and it doesn't have to be next month but like I don't know what kind of discussion we would even have or what kind of metric the like district could even like give to us. I don't want to >> well there is you know the the youth risk behavior survey that is usually in the spring isn't it? Okay. >> That's usually actually one of the questions on there is >> there's lots of like do you feel and the wellness committee has this as an agenda item. So I can report up to be January. >> Great. Perfect. >> Okay. Um and at some point in time I know we talked about one other time is to
073have um just kind of a review of the safety plan. So we are in the process of major revamping. >> Yes. >> So we have a core safety team that's new this year >> uh alongside our Alice protocols and all of that work. So if we could just hold off a bit on >> Okay. >> You know sharing what we currently have because we want to make some updates to that and I feel like it's going to take us a bit of time. I mean we could share with you what we have. the board would just want to see what's currently like what the plan looks like and what's all involved, but there's a lot of outdated. >> Sure. >> I should say a lot. >> Could you just >> But there's some outdated components
074that Ivy and I have talked about more like take that out or you know that >> could you just kind of give us a review of what you're doing right now? How you're how the some of the things that you're what you're working on? >> Yeah. >> Anything else for future agenda items? All right. And I need a motion to adjourn. I move to a second. >> All right, we are Thank you everyone. Thank you for coming. Maybe I have a question for