Board Meeting 11-17-25

001Good evening, ladies and gentlemen. I'd like to call this meeting of the West Dallas West Milwaukee School District to order. Uh Amy or board member Deal, would you lead us in the pledge? >> All right. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. And Sarah, would you call the role, please? >> Miss Lee >> here. >> Miss Kaiser >> here. >> Mr. Verbos >> present. >> Mr. Lee >> here. >> Miss Carr >> here. >> Mr. Keller >> here. >> Mr. Becker >> here. >> Miss Deal >> here. >> President Burns >> present. Uh, proper notice of this meeting has been posted in accordance with the open meeting laws of

002the state of Wisconsin. Uh, are there any modifications to the agenda tonight? >> There are no modifications. >> All right, then that will take us right to our Franklin Student Showcase. Are you all ready to get going? I see some excited faces. >> All right, as we plug in, um, I would like to thank everyone for having us here this evening. We're really excited to showcase some of the work we're doing especially in the area of math this evening. I have uh Grace Forbach who is um in her second year at Franklin. She was an intern over at Irving and we um saw the great things that she was doing over at Irving as an intern and we brought her over to Franklin and this is her second year and she has brought along four

003of her students. So in just a couple minutes I'll turn it over to Miss Fowlerbach. I'd also like to welcome our instructional coordinator uh Miss Corey Schaefer here as well as the rest of the Franklin families who are here. So um up here you see our Franklin theory of action. Um we whenever we have a staff meeting we post this every single time and we go over it because it is very very important work and not that I want to read to you but um I just feel that it's so important that there's some things we have to go over. We always talk about if we implement highquality universal instruction in every single one of our classrooms every single day. Uh and we look at things such as um teacher teaching with intent, things such

004as learning intentions and success criteria. Uh and we do that consistently, we're going to see some really really positive results um uh every day moving forward. Um and and these four youngsters today are going to talk to you a lot about how they use success criteria in the area of math. Um and so we're really excited for them to share that. We also talk about if we define and uh clarify highquality instruction based on the teach you with intent framework, then we'll have that common language that we share with students and staff and families. We have those expectations around instruction and impactful instructional strategies. We want to make sure uh that we're doing this with fidelity. So, one of the things that we do is our guiding coalition team uh we meet um every other

005week and we have a framework, a walkthrough tool that we use and our guiding coalition, we separate different classrooms. We go into the classrooms with our um adult learning framework and we give our teachers feedback on the different things that we're seeing around the ALF and with that teaching with intent framework. And what we're starting to see is um our teachers are doing a much better job of going from emerging to accelerating. We're not quite at the west way and that's where we want to be, but we are definitely um on the right track. And one thing we do is we share that data with our staff and they can see how if we have that common language and we're doing this every day with fidelity, we're going to see our scores go up. If

006we use that ELF data to support educators and plan professional development, we'll be able to build capacity and provide necessary feedback. And that feedback is another very very very important piece um that that myself, Miss Schaefer, and our guiding coalition um are are doing every single day is providing teachers um immediate uh feedback on what they are doing in the classrooms. Um support and coaching to all teachers and staff. And if we have urgency to reach all kids because I I've been a principal for 16 years and one of the things I can remember is and I always say this but when we used to do maps uh a while ago a lot of our goals would look something like this. I remember working with uh Miss Carr the the goals would say something like

00770% of our students will do this or 75%. We felt really good about that but that's that's not good enough because then we're leaving out 25 or 30% of students. So at Franklin we always talk about we have to have that sense of urgency to reach all students because then teachers will be able to analyze data try new things and deliver high quality instruction and then at the bottom there that is that big piece then 100% of our students will make at least a year's worth of growth in reading and math as measured by FastBridge in a year's time. And that is really what we are striving for and that's really what we're seeing as far as as as the work our our students and staff are doing. So with that being said, I'm going

008to turn things over to Miss Farbach. Thank you. All right. Thank you for letting us share what math learning looks like in fourth grade. These students think deeply, reflect on their progress, and help each other grow. We're focusing on using success criteria so every student knows what success looks like and how to get there. Through hands-on activities, discussions, and problem solving, students are learning to explain their thinking, make connections, and take ownership of their learning. You will see how the students directly interact with the success criteria and what they do if they are at a one or a two or a three or a four. When they reflect and put themselves at a four on the scale, they create videos to teach their peers and demonstrate how they are at a four because they can

009explain their thinking. Being able to demonstrate the skill and explain their thinking is what puts them at a four. These videos will be available to students via anchor charts relating to that specific skill. When they are at a one or a two, they engage in a small group activity that retaches the lesson in a different way than before. After each lesson, students reflect on the success criteria scale to monitor their own progress and take ownership of their own learning. Tonight, these determined students will give you a glimpse of how hard they work in the classroom as mathematicians. We're going to start off with some introductions. So, hi, I'm Pi. Hi, I'm Lawrence. Hi. >> Hi, I'm Kaylee. Hi, I'm Vivian. >> All right, these are our fourth grade mathematicians for the night and they're here

010to show you all that they know about success criteria. >> Success criteria tells us exactly what we need to do to meet our learning goal. We use a one to four scale. A one means we're just getting started and a four means we can teach it to someone else. Oh, at the end of each uh lesson, we reflect on where we are on the success criteria scale. It help us see where we are and what our next step is. [clears throat] In this past module, we have been learning about different multiplication strategies that we can use. The strategies we learned are the area model, a visual model, partial products, and a standard algorithm. We started by learning about the area model and then and the visual model then moved on to strategies just with numbers.

011Our success criteria help us know how to move from using picture and model to explain our reason and solving correctly. We practice checking our work in different ways to make sure our answer made sense. We also worked collaboratively on almost every problem so that we were able to share our thoughts and ideas about how to solve the problem. If we needed help, we would ask our group members questions like, "How did you get that answer?" or "Why did you do that here?" >> When we're at a one or two, it means we're still learning, and that's okay. Sometimes it can be hard to be honest with ourselves. >> By doing our daily reflection on the success card to ourselves, we were able to recognize that I need some extra projects with this scale. We meet

012in small groups. We work together to practice a strategy and solve word problems. We reflect on our growth and our teacher gives us feedback. We use tools like base 10 blocks, arrays, and area models to help us see what's happening in the problem. Sometimes we work with partners who are at a three or four and they explain their thinking that and that helps us learn faster. >> When we reach a level four, we show learn it by teaching other how to multiply. We planned our video lessons using visuals and asked ourself what do our peers need to know about this strategy and what are the steps we need to show how to use this strategy. It made us realize how much we really knew. >> We learned that teaching others helps you understand even more.

013Right now, we actually have two video samples for you from these kiddos up here. So, here's the first one. So, Vivian and Kaylee are going to teach you about standard algorithm. I don't know how well the sound's going to work, so bear with me. Oh, it's not on anything but my computer. Is there a way >> Can you put the microphone on it? >> Oh, I Okay, >> try that. >> Let's see. You have to use standard algorithm. Standard algorithm is when you set your numbers vertically. Is that weird? >> Hold please. [laughter] >> Oh, is it? >> Okay, perfect. Okay, let's start over. multiplication chart. You just find the six and go down four and then you put the two up here and put the four down here. And then you do 6 *

0147 which is 42 + 2. >> So you have to add the two instead of multiplying it. >> It was 44. So you put 44 down here. >> And that's how you [snorts] >> and that's how you use standard algorithm. >> All right, that's one for you. And then we have one from Hi and Lawrence as well teaching you how to use expanded form. >> Okay, today we are going to teach you how to multiply using expanded form or parter products. [snorts] >> Expanded form is when you split up a number into its place values, then multiply the numbers. Now my friend T here is going to do the rest. Okay, so * >> 741. 6 * 700= because seven is in 100 place and 6 * 700 is 40 6 * 7 is 42

015and you add the two zeros. So 4,200 and 6 * = because 40 is in 10 place. Uh 6 * 4 is and you add the zero. >> 6 equal because one is in one's place and this time a is six and you you have to add all of them by 6 is 4,446. All right. As you can notice, they weren't just telling you like what they did exactly to solve the problem. They were really teaching you how. Right. So, those are available for kiddos on anchor charts. So, as you can see for the picture in the middle, there's QR codes on there. So, those are actually direct links to the kids videos that they made. >> All right, my friends. So, then we are on this one. So, Tai's going to start us up.

016before. I just want to get the answer fast. Now I want to understand why the strategy works. >> I feel proud when I can explain my thinking and help someone else. >> We're not just learning math. We're learning how to learn. >> Thank you for supporting our learning at Franklin. >> We proud to show that this is what we can do, explain, and even teach. >> All right. And the kids requested I do this. >> Yay. [laughter] you guys stay up here questions. >> Awesome. Thank you so much. Um >> yeah, is there any questions from the board? Yeah. Board member. >> Hi. So, I teach fourth grade. Do you guys want to come to my class and teach fractions? >> You did you did a really great job of explaining. Like you said, if

017you can teach it, you know it. So, that's fantastic to see. Nice job. >> Other questions from the board? Yeah, this >> I think that um well I have a question and then a comment. So any one of the four of you um when you learn the different strategies for solving. Do you get to choose which one you use in real life or or do you have to learn all of them and then show you know all of them or do you get to pick? >> What's the answer? >> So when we learn all the strategies, do you get to choose which one you use in real life or do you have to show that you know all of them? get to choose. >> You get to choose. Okay. Talk about it. >> We get

018to choose um which strategy we use in real life. >> Okay. So, you give them you you give them different methods and then they choose the one that fits them. >> Yeah. The goal is to for them to learn a bunch of different ones. We do want them to be able to do all of them just in case cuz sometimes they don't know if that's the one that >> is really going to click with them until they're they see all the steps and work it through. >> Um but then the goal is for them to be able to choose whichever one is the most efficient and the like kind of meshes with the way their brain works. So the other thing is just to comment that I think that learning math is wonderful but learning

019to take in feedback and to give feedback is really the gift and I I love that you're doing that and I hope that you'll do that throughout the whole day beyond math and I think that that's really going to make for um a a learner a lifelong learner that takes in feedback and moves forward with it. Thank you. >> Thank you. Other questions before we let them go? >> No, I had I had two questions. One, when you guys are working with your fourpoint scale of where you are, do you keep track of where you are with each of those skills as you move through your quarters and your time? >> You want to talk about it? >> Well, yeah. Kaylee Kaylee already did her thing, so what are you guys doing? >> Okay, [laughter]

020>> I think that's a pass. That's a pass. >> Where do you put that? >> Uh, yes, we do keep track of where or we do keep track of where we are on the scale. >> Where what do you do with it? Oh, we uh take a reflection where we like grab a writing notebook and then we write our reflection and where and so we can keep track of where we are. >> Okay. So then that's great because that was my next question with those reflections. Then as you go through, if you find that you do [clears throat] you guys get to look back on those reflections because then you know if you keep growing and get all these skills, you might find that you can do a skill later that as a four that

021you may have only done as a three before. So you can have have any of you run into that where you get to use your reflections to show your growth? [laughter] >> No. >> I know. You can make your teacher answer too if you want. >> That's fifth grade. [laughter] >> Like in your reflections, you've looked at your reflections and you've seen that you've like, "Oh, I've been doing really well." >> Like, have any of you done that? And like kind of how did that make you feel? And what did you what did you do? You can do it now. >> You can do it. Can I show an example? Like tell him. >> I would love an example. Yes. >> So yesterday in my like um reflect like in my math notebook, I put

022like a two cuz the vision was like really hard. And then today I like learned a strategy that would that helps me with like division and I got to teach it to one of my classmates and at my table and I put myself on the floor. >> Nice. Excellent. >> I think that's awesome. Those reflections are really powerful and that's why I wanted to ask because those are really cool. You guys, thank you so much for all your work and thank you for your presentation. [clears throat] >> All right, great job. I cannot wait to come to your class. [laughter] >> Uh, thank you guys. [laughter] All right. Um, and then with the conclusion of our Franklin showcase, that'll take us to our superintendence report. Dr. Robinson. >> So, good evening. We're going to not

023be long tonight with the short week. So, we um presented a more lengthy one last week. So, this one is bit going to be a little bit on a brief side. There were actually no legislative updates this week. All right. We do want to recognize um we have several schools who uh for the 2425 report card were either rated as meets expectations or exceeds expectations. We want we will talk a little bit more in depth um throughout the the presentation on tonight where we talk about the growth that we've we've achieved over the last year and uh how we are are definitely trending in the right direction. And so um just want to send a special shout out to our school leaders, our our our teachers as well as our students on a job well

024done for uh meeting expectations as well as exceed exceeds expectations. this coming. Well, no, next Tuesday. Okay. Is that right? Wednesday. Wednesday. My dates are wrong. Wednesday. A week from Wednesday. Thank you. I am like in nervous mode right now. I visited on today and Shelley and I were walking through. So, we Yeah, I I'm I'm excited at the same time. The EHC fieldhouse soft opening. Join us for the soft opening of the ehc fieldhouse at West Dallas Central for the boys basketball game season opener again Wednesday, November 26, 2025 at 4:30 p.m. Please remember to to purchase your tickets in advance through just.com and arrive early. Our hope is to have the majority the overwhelming majority of our ticket sales online where that would reduce the number of in-person collections to a minimum. Uh

025so we're we're encouraging the community to please come out and support. When you walk in that fieldhouse, your first reaction is going to be wow. It is it is just I'm just astonished at the work that they've done in such a short period of time. And the the crazy thing is they still have work to do and so I have not seen the finished product, but uh it is is truly a sight to see. And uh we have a great basketball team that we want to cheer on uh at the game on next Wednesday as well. We we did create a uh a video uh that's going to kind of lay out the strategic plan, the direction that we're going in uh for Destination West. And so we're going to play a portion of it.

026Dallas West Milwaukee School District. [music] We are proud to officially share our new strategic plan, Destination West. Destination [music] West was guided by our feedback from our staff, families, students, [music] and community. This plan is our road map for our future, guiding decisions and ensuring that every action we take moves us closer to our shared vision of success for all students. At the center of Destination [music] West is our portrait of a graduate. This outlines the knowledge, skills, and attributes we want every student to [music] develop by the time of graduation. This goes beyond academics, focusing on creativity, problem solving, character, and adaptability. Quality students [music] need to thrive in a changing world. Supporting this is our road map to success. road map outlines what [music] students should know and be able to do at

027each stage of their educational journey. It helps students, staff, and families stay focused on what matters most. To measure progress, Destination West includes [music] school board goals and key performance indicators. These are clear, measurable ways [music] to track growth and improvement and ensure that we as a district are aligning [music] our work to the priorities of Destination West. Destination West represents our collective commitment to students and the future of our community. With a clear vision, practical steps, and measurable outcomes, we're building a strong foundation for every child to succeed. in school and beyond. So again, um we want to thank our community for their input and uh for the feedback. We we are we're definitely um on target and we're going to be working with our board committees very shortly just to u ensure that

028the um the KPIs are aligned to our new data. So that'll be announced today, our new numbers. We're going to be adjusting our board goals from when they are approved because this is our baseline year uh based upon those uh uh strategic plans. So great time in our district. Few community events this week. I did want I did forget to mention last week we uh had a meeting with Wii Energies concerning internship programs and apprenticeship programs for juniors and seniors. So we're very excited to um to enter into a partnership with them that that we'll be announcing that officially pretty soon. uh instructional rounds at DOCI and FLW did attend the Ysef Gay's uh national letter of intent ceremony on last week. I was a participant in a truth summit with the uh truth uh

029the radio station here locally. Uh I was a superintendent panel um with Dr. Casilius as well as Dr. Means from Wawaossa and then I attended the you are a good man Charlie Brown. It was hilarious. I usually leave the the the place, you know, already just excited and and just just uh impressed, but when I tell you I left just laughing. My daughter and I would were talking about it the entire way home and just just really cracking up about it. It was exceptional. So great great job to um to our students and uh just putting on a great production. This evening we have our voice participant. Our representative this week is Georgia Devidovich. I got it right, didn't I? I've been practicing. Georgia, it is so good to have you tonight. Georgia is a

030junior at Nathan Hail. She's a member of the Renaissance leadership team. uh as a mentor. She she's a part of the track and field team, member of Rotary Interact Club, enrolled in multiple AP uh classes as a member of Hope Squad and drum major for the Hail Band. So, Georgia, what's going on going on in Nathan Hail? [snorts] >> Okay. At Hail, we've been doing a lot of stuff. First off, we did have our PTSA craft fair about two weeks ago. We hosted it. The success of the craft fair is mostly due to the number of student volunteers we had. We had volunteers from Rotary, from NHS, and all the student councils. Students were able to help vendors set up, so they came very early in the morning to help vendors get stuff out of

031their cars and bring them over to their designated spots. Students also worked at the admissions table. They worked as guides helping people answer questions where to go and students were able to stay after the craft fair to help tear down. So, help the vendors bring all their stuff back to their cars and help make our hallways nice and clean again. Then um among the Rotary and the Renaissance group, we are planning to make a peace garden somewhere around the school. We haven't chosen a spot yet, but in this peace garden, we want to make it a garden, flowers, maybe some kind of fruit or veggie, and we want to mostly make it an outdoor seating area for students. We do realize students are very cooped up all throughout the day, stuck inside school. So, we

032wanted to make a nice place where they could relax, they could hang out, they could do work, anything they want really. We also in advisory have been working on goal setting sheets. We get a Google doc where we write two different goals. I think one is a shorter goal and one is a long-term goal. And we write about steps we can do to achieve these goals. And [snorts] we write about after a while we write if we achieved the goal and if not what we can do to help us achieve the goal. And we are hosting a food drive this week. It is a very big food drive because what makes it special is many many groups in the school are teaming up to make it a very big food drive. So, Rotary is in

033the food drive, NHS, the Renaissance, and all the student councils. [snorts] And we are, not only are we having students participate, we are trying to make the community participate. So, we're trying to go around to surrounding neighborhoods and put out a brown paper bag with a paper about what we're trying to do in hopes that people will also donate from the surrounding neighborhoods. And lastly, as you mentioned, Dr. Robinson, we did have Charlie Brown. It was a really excellent uh musical, if I dare I say, um I was in the pit with a bunch of other students. It was a mostly student pit other than I think two people. And yeah, I'm very proud of everyone who participated, cast, crew, and pit. And I think we've been doing pretty good at hail. >> So I

034I you you're 100% correct. The orchestra was also outstanding. Okay. So thank you for pointing that out because that as I told um uh your teachers during intermission, they really bring out the the characters and their actions and so excellent job to to you and the rest of your classmates. So that concludes the superintendent report for tonight. >> All right. Thank you. Um, with that then we will move on to our public comments. Uh, so at this time if anyone would like to come and address the board, you may sign up in the back of the room or in the Zoom link which is in the chat in the Zoom call. Uh, introduce yourself with your name and address. You have three minutes to provide comments. The board cannot discuss, debate, or act upon any

035item uh, addressed during the public comments portion of the schoolboard meeting. Follow-up may be provided by the superintendent at the next regularly scheduled board meeting. Um, currently there is no one signed up. Um, so we'll wait for a moment or two and see if anyone goes and signs up. All right, seeing no one, I will close public comments for this evening and we will move on to uh item nine, our board reports. Starting with uh 9.1, which is the review of the board calendar. Um pull that right up there. So tonight, November 17th, 2025, we have a regularly scheduled board meeting uh that will include a teaching and learning workshop on the state uh report card results. Uh this has is in lie of our meeting that was scheduled for the 24th, but it has

036been noticed for the last three meetings that that change has occurred. Uh on December 8th, we have our next regularly scheduled board meeting. And then December 15th, we will also have a regularly scheduled board meeting. This one again is also shifting out of those holidays so that uh we are all available and that one will uh include uh referendum updates workshop number four uh to share some of our completed projects from phase one and some of the other information from that. So that is our calendar. Uh with that we'll move on to 9.2 to the board committee reports starting with communications and engagement. Board member Deal. >> Um our committee um actually met right before this meeting at 5:00. Um so the committee um reviewed our key performance indicators from the strategic plan. Um there

037are indicators that focus on increasing the district's Facebook and Instagram engagement along with increasing the open rate for our monthly and weekly newsletters. The goals for these indicators have already been met or are close to being met three months into the new strategic plan. Committee members discussed modifying the indicators to better reflect the goals for engagement. These modifications include doubling our engagement on Facebook and Instagram and increasing the newsletter open rates from 60% to 70%. Uh the committee also discussed and agreed to change the goal for the school perception survey question um which focuses on how likely it is for a parent to recommend the school district to a family member or friend. The goal will be to increase the recommendation score to 7.99. And that's my report. >> Great. Thank you. Uh any questions

038from the board or suggestions, things they want to know about? All right. Thank you, board member Deal. Uh we will now move on to 9.2.2 and that will be our recreation and community service. Uh board member Lee. >> Thank you, President Burns. Um we also met tonight at 5:30. Um and we reviewed all the work that's being done here at the rec center. Um we are at a basically considered a substantial completion. They're just finishing just some minor um just touch-ups and things like that. Um, we have all of our fitness equipment being delivered on Thursday. That will be all set up. Um, with a final inspection scheduled for the 21st, so for Friday, I believe that is. Um, and then there is an open house scheduled um for I believe it's December 10th from

0395:30 to 7:00 um where there will be some vendors there. There will be personal trainers um so people can kind of take a walk around, ask some questions if they want to ask about um you know memberships, things like that. Um we will start memberships will start selling um December 1st and we will be open for operation January 2nd. Um and just for a little bit for some people to um as far as those memberships co um are considered um days of operation are going to run parallel with like the school district. So, um inclement weather, any of like the major holidays, those kind of things will run um in tandem. Um and of course, summer we will be open. Um and then let's see. Um Aaron and Shelley had met with a um company

040called Point of Beginnings where they go through and they kind of look and take um kind of survey different areas. like right now they're looking at FLW as far as possibilities with like the track and the big plot of land that's out there and what we might be able to do with that. Um looking in the future. So just getting some some soft ideas. Um and every year they are going to um upgrade basically one playground is needed. Um this year it is Irving. So again they are coming out to take a look at what might be needed. Um there are um some students there that have are mobile by way of um wheelchair. So trying to find out what can be done to make things easier so that they can play with their schoolmates

041and things like that. So that is being looked into. Um as far as like the athletics and strategic plan are concerned. Um everybody's pretty much all on the same page as far as showing and highlighting athletes of the week. Um especially at like obviously the middle schools and high schools. Um, we are officially in a uniform replacement plan. Um, so of course first year of anything new takes a little bit to kind of get used to, but it's underway. Um, so the exacts of how that will rotate in will, I'm sure, be shared later, but it is underway. Um, let's see. Other than that, I think that pretty much concludes what I got for you. >> Thank you. Uh, any questions for the committee? >> Yeah, board member Lee, >> just one. Did I mish

042hear you saying that the activity fitness center will not be open in the summer or >> No, it will be. It will be. Yeah. Okay. >> Yep. It'll run in tandem with the school district with the exception of Yes, they will be open for summer. >> Very good. Thank you. >> Right. [clears throat] Any other questions? >> All right. Um, from there then let's move on to 9.3 board member reports of community events. any events that board members would like to share uh or things they'd like to share? Sure. I just want to be cool like everybody else. I went and saw Charlie Brown opening night. [laughter] It was fantastic. Uh it's I I think we're in a really interesting time with the uh with the theater program because we're we're in this transition between

043Scott and uh Mr. Pard taking over. Um so we're seeing a lot of new directors come in. So, I know that because my daughter was stage managing, I know that there was a new director for this show. Um, and I heard a lot of really great things. And I know that we've got another new director coming up for um whatever. Oh, for whatever. I can't remember the name of the show. The next show. Um, but we've got we've got a couple of new directors coming up. [clears throat] >> No, it's not. No, not the next. No, that one. >> The one after that then. No, man. I can't remember. We'll move along. We'll move along. We've got But I know I hear I hear about these directors. Oh, we we're getting new directors and stuff

044and and I think that's that's going to be it's interesting to see it happen. I mean, you know, because with a new uh program director, obviously, you're going to get some different uh influences there. So, I'm looking forward to see what the what's going to come of that. >> Great. Thank you. Other events anyone went to? >> [laughter] >> Uh yeah, board member car. >> I did go see Charlie Brown on Sunday. I went to the matinea and of course it was delightful. Um, the pit was amazing and I think what really brought it home for me was the sound effects because you know Charlie Brown is a cartoon and you have to have those sound effects and they did such a the timing and the actual sound that they chose uh was just so

045perfect for the type of play that it was. I really enjoyed it. >> Great. Thank you. And did I see Yeah, go ahead. Board member League. >> I I also attended Charlie Brown. >> Um I I saw it on Saturday, so it's good to see that we have board member uh support on for each one of the shows. And uh I thought it was great. It was it was great to kind of uh relive those different comic strips that you know when you're growing up, you see those, oh yeah, I I remember that one. [laughter] I remember that one. Uh and it's a little bit different, right? because it's not like it can can a story that kind of goes all the way through from a start to finish, but you're seeing like these kind

046of snippets of things. So, I thought um it was a different kind of show and so I thought it was great though. I thought all the actors and actresses did wonderful. Um the music was was great as always and um I thought the set was really fun too with like the the over like the couch, you know, cuz they're supposed to be little kids, right? So, they had to make like a big couch to make it look like they were little kids when they were up on the couch. So, I thought that was um that was fun, too. Uh, and I also attended the um the choir concert at FLW that was this last week um that had uh the sixth, seventh and eighth grade and then the um the music class for um the

047uh I forget what they what the exact term they used for, but the special education students that started out the concert. So, I thought it was great to see everyone and that, you know, they thank them for allowing them to be part of the concert, but I think that's just a great example of how this opportunity is provided to students in our district. So, not only are they doing music in school, but they're also able to showcase what they're doing in school um for their families and and friends just like everyone else. So, I think that's fantastic. So, those are things that I did this last week. >> Thank you. Any others? Sure. Sure. board member Becker. >> You guys aren't going to believe this, but I saw Charlie Brown this weekend. >> Um [laughter]

048I I I'd echo Mr. Lee's sentiment that uh reading those comics growing up and seeing them. I've never seen a live production of it before, so that was really good to see. Uh the pit shows I've mentioned more than once are my favorites. So that was fantastic. Uh specifically Schroeder playing Beethoven. That's a thing where like okay well I know Beethoven. I know shorter. I know what it looks like, but yeah, that was really it was great seeing it come to life. Really, really good stuff. Yep. Thank you. Anyone else? All right. Uh well, with that then, um I did not sadly I was actually in Boston for uh the entire week for work, so I missed out on that one. Thank you for calling me out, though. All right. So, um we'll move on

049from our community events and we will go to our other updates from and other information from me which I have none currently which will then move us on to our consent agenda which will include uh 10.1 approval of minutes, 10.2 our employment summary, 10.3 supplementary contracts, and 10.4 uh the financial uh report summary. Does anyone need anything separated? No. All right. Uh, at this time then I would entertain a motion. >> So move to pass 10.1, 10.2, 10.3, 10.4. >> Second. >> All right. There's a motion and a second. Uh, is there any further input on this motion? >> All right, seeing none. All in favor? >> I. >> Those opposed. All right, that passes. Uh, and then with that, that will take us to uh item number 11, which is our action item for

050tonight, which uh will be the 2025 2030 WAWWM district library plan for Miss Barrage. >> Right. Good evening everyone. Thank you for having me back as well as Mr. Brendan Kelly. Um we are here to again ask for your approval tonight of the 2025 2030 library plan. Um just as a review, this plan uh gives us areas of focus as a team um with in collaboration with our library media specialists and our innovation coaches. It also helps guide our purchasing for um our libraries across our district. And so tonight we are here to ask for your approval of this plan. So, do we have any discussion items or any other pieces of questions that you'd like to ask before we move forward? Yeah. Board member Lee, >> just one thing. Has anything changed from when

051you guys presented versus um No, >> there have been no updates to the plan. >> Okay. Any other questions, concerns, feedback? All right. Well, uh, seeing none at this time, then I would entertain a motion. >> Move to approve 11.1 the 2025 2030 W AWM district library plan. >> Second. >> All right, we have a motion and a second. Is there any further input on that motion? Seeing none, all those in favor? >> I. >> Those opposed? >> That passes. Thank you very much. >> Thank you. >> Thanks for being here. All right. And then our next piece then is our workshop for item number 12, teaching and learning workshop with our state report card results. And this will again be Miss Braash. >> All right, I'm just going to get my screen set up

052briefly. All right. Good evening everyone. Thank you for having us here. Um, I have the honor of presenting our state report card results, but I will also say that this is a very much so full collaborative team effort. So, there are members of uh the teaching and learning team here, Robert Choice, Keith Ruffalo, Dr. Becky Grace. We also have our leadership coaches back there. Um, if you have any questions for any of them, they can also come join the conversation. I'm joined by Corey Sack, our data um manager as well as just extraordinaire. Um and then also similar to Dr. Robinson, just want to shout out all of our leadership that's not here tonight. Um hopefully listening in. Uh they hold these results and they are the biggest change agents in our system. So just

053want to highlight um what the data you'll see tonight is a direct reflection of their effort. um I believe are strong alignment um and I'm excited to share with you kind of the full the full picture. So in front of you you will have the full printed state report card results just sharing for those who are maybe watching in um I will also highlight where you can view that online. Um but let's start with our school board goals. So these are our four priority areas that we've named as a district in collaboration with you all. As Dr. Robinson mentioned, the early literacy data, the goal number one, and goal number two from math have slfted, excuse me, shifted slightly um as our baselines have shifted. So third grade early literacy on that uh goal it

054says 30, it's now 33% is our baseline. And then for mathematics for eighth grade was at 41% and it is now at 32.9 so 33% as well. Um so th those will be our baseline goals. Um our college and career readiness data will not shift. That will be our baseline and same with our students with disabilities as that's aligned to our fastbridge data. And so just want to first ground us here. This is these are long-term big goals um in terms of achievement and shifting achievement for these different groups. Um and the first two goals, the third as well apply to all of our students. Also, our district theory of action. I just want to highlight again this is what we are saying. If we do this really well and focus in these specific areas,

055we are going to see shifts in learning for students. Um I spoke earlier a few months ago around our fastbridge data. Um and then our fair buy statement is what we'll see reflected here in our state report card which is around the value added data with growth. Um and so I'm excited to share those that data with you in just a moment or two. So tonight we're going to do or begin with our district celebrations an overview of what is a state report card. We'll get into district and individual level school data review and then throughout there will be data analysis and we'll conclude with that. I do want to encourage every member of the board as well as Georgia to be thinking while um I'm speaking or or Dr. Robinson or Corey are sharing

056this data. What is a point of success that you would want to really note to share with community members? I think we need to um ensure that we are sharing the good news and sharing when we are feeling and um seeing success and shifts in learning for students as well as if you do have any questions feel free to write those down as well so you don't lose those throughout the presentation. To begin with district celebrations um I'm just going to name a few. Overall over the past two years our district has increased by 10.4 for points overall. Um, as I shared previously and and can now share with this data, growth is beginning to realize in closing opportunity gaps in achievement. Um, and I will emphasize beginning. Achievement is not yet where we want

057it to be, but we are seeing um very promising growth and high levels of growth across our entire district. We met our district growth goal on our theory of action for literacy and we met our district growth goal for math for 12 of our 15 subgroups. And finally, the number of schools rated exceeds expectations increased from six to eight in our district and we have currently no schools that fail to meet um according to our state report card which is a very good um again shifting in the right direction. Um, this is more for just to make sure everyone is on the same page. Um, all Wisconsin public schools and districts receive a report card annually per our state statute. Report cards are released in November. This year they were released on November 11th and

058they're made publicly available at that link for anyone who would like to um look them up. Also, there was a report card update related to the accountability rating category. So, our overall rating is meets expectations. We're at 70.3. Um, that score last year would have put us in exceeds expectations. This year, it puts us in meets expectations. So, there were just slight shifts on that scale. So, something just to note as a difference for our schools as well. In terms of scoring changes, something you'll note on this report card is there are two years of achievement and growth data. That's because in 2324, that's when we saw a new calibration around the scores. So that was our baseline data. So we have two years of data. In the future, this will become three years of

059data. That's what we're used to seeing is three. The most recent year is weighted the heaviest. So that's also just something to note. Um last year there was a scale adjustment uh given the new exam. This year there is no scale adjustment. So what you're seeing as I mentioned is hard work, grit um from our full leadership team. And then the last thing to note is the state decided to norm achievement and target group outcomes with growth data. Um so they have a very fancy calculation for that that we do are not privy to but that is the the final area to note in terms of changes with scoring. Um the test participation if your test participation as a district or as an individual school is below 95% they now highlight that on the front

060page. Uh you will not see that on our report card. And then new statutoily required rating. Um, we do share the third grade reading proficiency level that's now reported as a separate category on the report card. And there's also certain state and local law violations reported for our high schools. Again, these are our report cards. Um, all the different areas that are included and we're going to go into each one of them this evening. In terms of scoring, the final thing I want to highlight before we get into our district level data is that the priority areas are weighted based on data availability and the percentage of students in our system that we serve that are economically disadvantaged. And so with our percentage of students sitting at 67.7% of students who are economically disadvantaged, um

061our we essentially max out in growth. So 45% of our district report card is weighted around growth with 5% around achievement, 25% with target group outcomes and 25% with on track. Um yeah, I don't think anything else to highlight there. So let's get into our report card. I am showing you both report cards. So, the one from last year as well as the one from this current year on the right. Just want folks to take a moment to kind of orient to the beginning of the report card, this first overview page, and just see some of the differences. You'll notice the priority area waiting that I just talked about is the same across both report cards. But you'll see that in the priority areas, there are increases in terms of achievement, growth, target group outcomes,

062and on track to graduation. And we're going to speak more deeply about each of those. So, a few key takeaways. Again, from last year to this year, we saw a 6.1 points increase on our overall report card. We are as I mentioned seven points from exceeds expectation as a district as well as our students with disabilities. Our students who are economically disadvantaged and our English learners or multilingual learners have all increased from last year to this year um by 1 to 3% across those different groups. In terms of achievement, achievement measures are English language arts and mathematics performance levels for students in grades 3 through 11. And these are students who took statewide assessments. And um just important to note, they were enrolled with us for the full academic year. So they're not included in

063this data if they haven't been part of our system at least for a year. The score is based on student performance across um th those four levels. So developing approaching meeting and advanced and the as I mentioned the report cards include two years of data. So as we look here we're zooming in now on the performance levels under the achievement category. You'll see that there was a 2.1% increase in those in English language arts of meeting or advanced across all students who took the the assessment the state assessment in 3rd through 11th grade and then a8% in math. When we look at the different subgroups under English language arts and math, you'll notice, and I'm very proud of this, that each subgroup increased in achievement with the exception of one subgroup and that was a

0647% difference. So, um, that's exciting to see that we're also, while we have work to do in terms of disparities across subgroups, we are seeing an increase in achievement. Um, which we've noted and we've talked about for a long time, we're emphasizing growth and as we've said, aggressive growth. So, growing more than a year within their time with us so that we can close opportunity gaps for students. And here you'll see individual school level data. So I won't speak to every single school, but this includes the school name on the far left column. Uh it includes data in terms of achievement again for English language arts and math. and it shows last year's data of those students who are meeting in advanced in comparison to this year's data of students meeting in advance as well

065as the percentage point change. An interesting point to note where we did did see decreases in achievement of students meeting or advanced, it was a decrease of for most schools less than a percent to maybe 2%. And so when you think about that across for our elementarymentaries, we're talking third, fourth, and fifth grade. That could be a few students. Again, we want to see increases across the board in achievement for every single school. Um, but thinking of statistically significant, um, those aren't as significant. where we get into the 5% or higher, that's where we are we've already adjusted supports and are doing additional coaching and such for those those schools. We'll talk more about strategy, but just wanted to note what is statistically significant. We also did see some significant increases in a few of

066our elementaryaries, especially in terms of math. And so that is a um big celebration for those schools as well. When we look at secondary, this is a trend we've talked about previously in terms of achievement is that um our secondaries were consistently improving in terms of achievement across English language arts and math is the lagging area. Um, and so we have poured a lot of time and energy, not only into supporting the onboarding of a new math resource for six through 11th graders, but also for our coaches and and our leaders and focusing on how are they supporting their teachers daily in the use of that resource, coaching around that resource, um, and how to actually use it to fidelity. So the next section on the report card is growth. You'll see again just want

067to show our report card from last year in comparison to this year. We did increase in this area. Also very very excited to say that we grew 82.9 let's just round up to 83% more than ev than other districts in the state of Wisconsin. That is incredible to say that across our entire district. Typically you will see higher levels of growth with our elementary schools. here we are seeing really consistent high levels of growth across K12 which is also really exciting um because we know that students those um when they do have learning gaps or need more support that um that's critical as they get into their older grades as well the higher levels. >> Alyssa can you explain the line that's in the middle of that page those pages? >> Yes, I would love

068to. So um the the line is 3.0 0 which essentially represents one year's growth. And when you see these different student groups right at the very top you see all students and then you see the different student groups. And that's where I was saying we met our goal for every single student group um to be above that line that 3.0 no line which means they are growing more than a year um in terms of literacy in comparison to their peers. And so with math again we saw 12 out of the 15 subgroups and our overall was at the 3.0 line. And so next year we'd like to see that shift even further essentially to the right. We're aiming for now 3.0, excuse me, 3.5 or higher in literacy and we need to get our math

069there as well. So again, a few key takeaways from our growth from this current report card. We grew more than 82.9% of districts across the state of Wisconsin and we did meet those goals on our theory of action for this past year. And overall our score in the priority area of growth was 71.7. Here you'll see how that the level of growth breaks down across ELA and math in all of our schools. Something you will see that is a direct correlation where there is high levels of growth. There's a higher rating as a school, right? We we put a lot of emphasis on growth because it doesn't matter where students are starting. We we need to work with them where they are support them in meeting and meeting grade level expectation and also support those

070lagging skills that have developed over time. And so you'll see very strong levels of of growth across ELA and math. um but more consistently I would say across ELA and so this is part of the data analysis I just want to highlight whenever you see our focus areas these are areas that we have talked a lot about over the past year um so the focus necessarily isn't changing um there are some strategic things we're doing within these areas but we also need to make sure that the main thing is prioritized. Um because when you get too broad or do too many things, you don't do anything really well. So, we're continuing to focus on our GVC, which is our curriculum. Making sure teachers and collaborative teams um understand the curriculum, our collaborating, and that goes

071into point number two, our collaborative teams, also called PLC's. Um, and those are really amazing spaces where teachers, the collaboration, I would say, has been more impactful this year than ever because they're using the curriculum and and working through it together at the same pace. So, when they come to talk about student learning or student misconceptions or things that they're struggling with, they're able to have a collabor a truly collaborative conversation in a way that they haven't always had before. Um and that is again due to the efforts around aligning and making sure that we have um the data and and the the right resources in front of our teachers. And then the third you heard um Mr. Steve Harris the principal at Franklin speak on the adult learning framework. So what has been really

072incredible Dr. Robinson and I have talked a lot about this is the building of that framework was not something that the teaching and learning team did and just brought to the leadership for the past year. So the 23 sorry 24 25 school year um we spent learning around best researchbased practices and instruction reading research articles d like dissecting that. We collaboratively created the adult learning framework which is what we all as leadership team full leadership team have said this is what best instruction looks like. This is what we want to see in our classrooms every day. and then creating look fors, excuse me, I get really excited talking about it. Look fors around it. Um, and then the conversations shift because we now have a common language and also a common understanding of what we

073mean when we say learning intention for example. What is that versus success criteria? You heard students talk about their success criteria. They're saying, "I can do this." And they know if I'm here, then they can self-reflect. That's what we are calling the Westway. When students can monitor their own learning and they can tell you, you know what, I'm not there yet, but I can do this or I know this strategy, but actually, no, I do got it and I can share it with someone else. Right? That is what we're aiming for for all of our students. And that's and I think that's hard. You heard one of them say like it's hard to be able to acknowledge when you don't know something. But that's important because the more we talk about that, the more students

074talk about that, the more we normalize what growth truly means and then we can support students in moving forward. Also making that clear for families and what they're prioritizing the learning for their students. So, all that was a long- winded way to say the adult learning framework I think is a really important um framework that we've co-developed as a leadership team. And speaking to that, if we didn't have those three things in place that I just named, I don't think we would see the target group outcomes that we are seeing and that I expect to accelerate over this next year. So target group outcomes um we were essentially key takeaway we were more effective in serving our target group students meaning we saw increases in achievement 8.1 points growth 3.7 and less chronic absenteeism for

075this group. And so when we talk about target group outcomes, we're talking about on the previous year's assessment, the students who were in the bottom quartile. So the bottom 25% and I hate I don't like using the terms bottom anything, but they provide this group of students that says, "Hey, we should really focus our efforts here and make sure that we're meeting the most marginalized students essentially in our systems needs. And if you focus on the most marginalized, guess what happens for everyone? Everyone does better. It has a a there is research to say that that then has a positive impact on the entire learning environment and student outcomes as a whole. And so our growth for our non-target group, I'm proud to say, was larger than our non-target group. And so that means that

076we are doing something right and that our students who need us most were showing up for. And that doesn't mean that we're also not very closely monitoring, which I'll talk about for our learners who are on grade level and moving them forward. But we also have to make sure and that we are meeting the needs of our students in our target group. So, I'm excited to share that with you all that we did see positive increases there as well as decreases in chronic absenteeism, which is a testament to Connie Bergman and um the work that her team has done around attendance as well as our school leaders here. Again, target group outcomes for every single school. You'll see their points awarded for these different groups. And once again, in terms of focus areas, none of

077this should sound unfamiliar. Um, but this is really a lot of the work that we're doing right now with our leadership team and our schools, which is focusing on our EMLSS system, which means really being strategic, having clear um, guides and guidance for our schools around how to use data to determine who needs additional layers of support and making sure that students who do need that support, we're also progress monitoring. So point number four, so when they don't need that anymore, they then we release that support. Um it's really crucial that we're monitoring that closely and being responsive to what students can can do because we also know all of our students have strengths. Some areas of math can be more difficult than others. Great. Let's provide that support when they need it, but if

078they don't, then we need to make sure we're not over scaffolding that for students. Um, also that encompassed in number one is making sure we have high quality supplemental resources and providing training on those resources, which is areas that we've been working on this year. Personal support plans, as I've shared, we're writing those for literacy and math and targeting specific lagging skills. I think that's really helpful for our teachers to stay focused. It can be overwhelming when you're trying to determine how to, you know, teach essentially teach young people how to read. That's it's it's difficult work. But when we can take it one piece at a time and we have high quality resources, it becomes more doable. It also is helpful for families to know how their students are progressing. And then the win

079time, so what I need time, we have built in to our schedule opportunities for students to get that additional support as well as students to get extension and enrichment work um built into the day. So we are focusing on those four priority areas which directly relate to our target group outcomes as well as for all of our all of our learners. And I promise I'm almost done. And I know it's a lot of data, but it's it's good information to have. Um, again, please write down a success that you're hearing that you would want to share the good news about with our community and then any questions as we go. For on track to graduation, this measures how successfully students are achieving educational minds milestones that predict post-secary readiness. So, you'll see here some overlap

080with our target group outcomes in terms of chronic absenteeism. Um we also have graduation noted third grade ELA and eighth grade math which are aligned to our board goals. Just also want to highlight that chronic absenteeism and graduation rates are lagging indicators. Those are two years prior. So we will see essentially the efforts of our work last year um on attendance uh for chronic absenteeism again in another year. Same with graduation and then post-secary preparation. So this part of our report card is not rated but it's a very important part of our report card for our community to know all I mean a highle snapshot of different programming that we offer for students to prepare them for college and career readiness. Um, one thing that is important to highlight here is that we found some

081discrepancies in our data which caused us to reach out to DPI. And so the information that you see specifically under dual enrollment and industry recognized credentials and work-based learning, we are under reporting in those three areas. And so we discovered in our collaboration with the department of public instruction that there has been a coding error within Skyward for students when when on our end as a district when we're putting them in. So due to that I did want to share our most upto-date information and how this information essentially gets reported to the state is through the December snapshot. And so that's coming up here in a couple weeks. Um, so we are actually again increased in the percentage of students that are taking advanced placement courses and thanks to you all that number will likely

082increase as 10th graders now have more opportunities in terms of advanced placement. our dual enrollment numbers. We currently have are reporting 104 students have successfully created uh completed a dual enrollment course last year which again was inaccurate on our um report card that I'm showing tonight. the industry recognized credential is the finest final area that our team is still working on validating um in collaboration with DPI and then our work-based learning was also higher at 3.5% and 80 80 students participating in work-based learning which is really wonderful because work-based learning as um Robert Joyce and I have been talking about is a great opportunity for students to get the in-classroom experience around career and technical education but then align it with on the job experience and also students then can work and be paid for

083their time. So that's a uh an area that he is working on building more partnerships around which I'll talk about in just a minute. In terms of our arts course information, again, this is just information for the community. You'll see that about a quarter of our students do take art and design courses. um 11% do take music courses and dance and theater are not reflected here. We have a beautifully robust theater department. We just don't have courses in theater. So that's why you'll see a zero there. And then focus areas in relation to post-secary readiness. Um as I mentioned, we are working especially Dr. Robinson and Mr. Robert Joyce on building more community partnerships. We have some amazing ones already to highlight. So rest and green Mazda, Walgreens for pharmacy tech, etc. You can see

084there's a lot of amazing community members that want to partner and want our students to work with them through youth apprenticeship opportunities. Um we have some exciting partnerships coming up um in relation to Aurora Healthcare and Wii Energies. So that is an area um and in my collaboration with our counselors and leaders hearing more and more specifically around we energies and electrician um that's an area that students are very interested in pursuing so looking to expand those opportunities for them. dual enrollment. Uh currently in conversations with MATC, UWM and other universities around ex expanding our dual enrollment opportunities in both core content areas and career and technical education. So that's uh definitely going to be a focus throughout the rest of this year into next year. And then as I mentioned the advanced placement courses,

085so opening those up for 10th grade students. And as a final note, our leadership actions. So this data has been shared with our principal team. They are able to preview that data in October so that we can see if there are any major errors um that that can be rectified before the final release in November. So principles engaged in a protocol for examining data with Dr. Robinson, myself in October um and then worked in collaboration to prepare communications for staff and families including presentations, data analysis with our staff, lots of celebrating um with staff where we did find success and then each school the timing was actually wonderful. We had an opportunity to come together as leaders and with our ASA sale training on continuous improvement work on 113 and talk through the next 100

086days and how we're going to build on the successes that we have started the school year with and where are we going to go next. Um every school is engaging in instructional rounds. We'll be finishing those in the next week. Um each principal has met with staff again to present and analyze their data. And then all of our school teams have expanded their guiding coalition. So that's an opportunity to build additional leaders within our buildings um and expand really the impact of the work that we do as a leadership team more directly into the buildings. So excited that more teachers are part of this process as well as student services staff. And then all schools are progress monitoring individual student data. Um, that is a big emphasis. That's something Dr. Robinson has been talking about

087since he joined our team in our district. And I'm confident in that the systems we now have in place for that. And that our leaders uh are more able to do that than I think ever before. So with that, I would love if a few folks would share a celebration that they would want to share with the community, something that you find really important to highlight, as well as any questions regarding the large amount of data I just shared with you. board. Yeah. Marath Kaiser. >> Um I love the fact that DOCI saw huge jumps 10% and 6% in ELA and math. I think there's still this misconception of DOCIS like oh just another school you go to to catch up on things. It's not. And I'm just super proud of the fact that the

088numbers reflecting the really hard work those kids do there. And um Mr. Gails and everyone else who works at DOCI. Another thing I wanted to point out was uh minus point 4.1 in chronic absenteeism. As someone who works with a lot of kids with chronic absenteeism, that number is so hard to move >> and minus four is like a mountain. So, I'm thrilled that we're seeing a change there >> and that we I hope to see even greater negatives so that we have more families that are coming and staying and not >> um falling into the habits. >> Thanks, Miss Kaiser. >> Great. Thank you. Others, comments? >> Sure. >> One of the things that jumped out to me was the improvement at Persian. Um, now they started off in in a not great place

089compared to last year, right? Um, but they've gotten themselves to a level now that they're comparable to some of the other schools in our district. So, I'm really excited to see how that continues to play out a as it moves forward. Just really impressive that year-over-year growth there. >> Yes. Thank you. >> Of course. Well, one of the things that that I've noticed over the past year >> is Persian's improvement is also allowing West improvement to happen as well. So, you're starting to see that that that ripple effect um where when you have strong foundational systems, the middle school is only going to be that much better. So, just want to comment on that what you just said. Thought that was key. >> Thank you. >> Yeah, board member. I'm I'm really into that 83%

090that you were pointing out that 82.9 or whatever it was. If when you talk about something that is something that the community needs to be aware of showing how we're outperforming that large a percentage of the rest of the state is is a really really big deal. I think that really says a lot about like the larger scope of everything that's going on. >> Thank you. Yeah, board member Becker. I piggyback off of that one as well and and even more so uh just to expand on it. We're going to hear a lot about uh how the the the standards have changed, DPI's report card measurement has changed. So, this seems like the best way to uh not to uh talk around that point, but to counteract it because if we're looking at 56.8% uh

091last year up to 82.9% this year, it's the same measurement. It's the same barometer and we are clearly >> making movement versus the field. That's the same kind of thing like as a baseball nerd like if you look historically Dr. Robinson you can appreciate this. >> If if you're trying to compare all 10 greatest Fred Handers and you look at Walter Johnson from a century ago versus Greg Maddox, you can't compare them head-to-head. You compare them versus their respective peers. How do they do against the field? >> So that seems like the right way to normalize that. Um, does that seem right on as a >> Yes, that is what you're able to >> to keep as consistent >> without going back and reworking that entirely and creating a crosswalk to a whole different set

092of data, which is just you're just never ever going to make the point adequately, I think, as well as this is. And one more twist on that would be the fact that we're doing this uh with the 2.6 6 million budget shortcom language learners with more uh students with disabilities. >> What's the third one that I'm thinking of? There were three right in a row that were >> more economic. >> Economically Thank you. It went from 65 to 67. Right. >> Right. Thank you. >> Yep. >> Great. Thank you. Others comments you want to share, things you want to shout out to, questions? I I >> sure go ahead Miss Car. [clears throat] >> So when we talk about the board goals >> and you know we have some new baseline data and we change

093that baseline data and then we decide five years from now we want it to be at this. How do we determine that increase? How did you determine, oh, we wanted to go up, you know, from 42 to 55 or how do how do you make that decision? >> Yeah. So I think it's just a it's any it's a sort of a reflection of using SMART and and what's what's reasonable, >> what what's attainable um and and the strategies that we have within it and also looking at what the the state average is >> and if we if we're going to set something that exceeds the state average or or we're going to set something that really closes the gap. So all of those things come to mind when you're setting a goal. You want to

094make sure that it's um that it that it's definitely something that shows growth and shows that you are achieving uh at higher levels, but you also want to make sure that it's reasonable and attainable at the same time. So, to be honest with you, those are the things that we had to kind of target with or play with when we were discussing our goals. >> Okay, >> Miss Car, is there more? No, >> I do a shout out to achievement because I I growth is love wonderful and we are always great in growth. It's it's where we shine. But to shine in achievement is really what it's all about. And I know that all of those other pieces play a part in creating um us shining in achievement as well. But um when it's all

095said and done, when our achievement score goes up, >> that's when I'm happy. >> That really makes me feel really good about >> and that really is the that that is why it is I completely agree our board goals. That is the shining star. We we want to guarantee for our families that their students are going to be able to show proficiency in these different areas so they can be successful beyond their time with us. And that is critically important especially across literacy and math. So could not agree more. >> Good other question. >> Alyssa, I know you work with Georgia on some questions. Did you have anything that you want to talk about with this topic? Uh you sure? >> Okay. [laughter] All right. I just want to make sure >> as a student

096that goes to hail, I my eyes were always drawn whenever we looked at the charts of the schools. I was always drawn to looking at hail. I can't help but being proud of my school, seeing us grow in almost everything. Like, you know, go Huskies. Um, but I do think it's important to shout out everyone putting in the hard work. Not only our people at the district putting in a lot of work, but I can see at my school like all the administrators, all the teachers like putting in so much work trying to better us in like everything. And I think that's super important to think about. >> I just want to also shout out Georgia. We had a great conversation um in preparation for this meeting and her and I were talking about how

097um there's often this with students this thought of like Central's so different than Hail and it's like well it's really not right. We're we're a beautifully diverse community in a lot of ways. Um and so we talked a lot about that of like there was a ton of progress at central to celebrate as well. Um and so and as well at docky which miss Kaiser elevated. So >> thank you. Anyone else? Mr. Becker. >> One more question while we're talking about uh some of those real high spots. I I guess I'd wonder if you're seeing a 17% or I think I saw like a 12% uh increase in a couple's elementary schools. >> Is there a plan uh does it make sense to look at best practices and implementation and uh how we can build

098on that and carry that success into other buildings? >> Absolutely. So our schools have before the this report card comes out we can look at fastbridge data forward data especially um there's a multitude of data sources that we are using and that our leadership have gone through. So we have definitely I mean leaders can tell you classrooms, grade levels, individual students like how students are doing. And so we've started to do in response to that is where we're seeing maybe staff that need additional coaching or sometimes you just need to see it in action. Um not be told what it is, but you need to actually see it. uh doing walks with our leadership coaches or with um their instructional coordinators, their school-based coaches uh to see each other's classrooms. Also, a strategy that we're

099employing right now in this 100 day plan is all schools are are engaging in um collaborative walks throughout their buildings because our teachers also say we don't get to see really each other teach, right? and then staying really focused with that. We're not looking at everything. We're staying really focused and what are we paying attention to um but really guiding the conversations and the debrief so that we can share and build on those successes. So, I would say yes, we we know where we have really strong um teams also and we know the the practices. They're able to speak to why they're successful and I think that is a really big celebration is that we're not guessing. Um we know for example where we saw a lot of shifts at Persing and also man had

100a a good amount of growth in math and achievement as well. They are using really strategic checks for understanding and then they're doing that in the moment and forming groups and that's how they're responding to student needs. So there are those practices that are elevated through conversation. Instructional rounds is another way to kind of elevate that in buildings. But honestly, by the time we get there, principles already they know they know their staff, right? But then they're able to talk with one another um because other principles join other schools instructional rounds. So they're able to also get out of their own building and see that. So, so let me let me tell you from from the uh superintendent lens u what several principles and I discussed where we saw um u some slight dips at

101some schools and or did not see the increases that we want. We we had some some very interesting meetings uh where we where I had them basically to to do a deep dive into their data. And that deep dive included looking at comparisons, looking at groups, um looking at uh areas where they they may not have uh grown as much as they wanted to. We talked about specific grade levels in elementary school where we may have seen the slide that caused some of their data to slide a little bit. And it's just really a deeper dive of really trying to get a a good idea. If they understand why they score the way they score because if they don't understand what what how they got there, then then we're never going to get to where

102we want to get. So, we really have to do get really do sort of like an autopsy of sorts. uh along with the uh leadership coaches and I at the elementary and uh secondary level we we we had these types of meetings with several principles and just really trying to level set a bit and to now understand where are we going with this and so that would um some of those meetings then were followed up with instructional rounds but we're doing what I would say more um prescriptive uh visits and conversations where we're talking specifically about what their needs are. We're not trying to to treat treat it as more of a a triage. We're treating it more of know individually what's your issue? What are your school's issues? What are you dealing with with

103grade levels? And really really being prescriptive about the supports we give schools. >> It's I I can't help but I I appreciate the explanations and the the conversation on something I can't help but think of the parallels between what we're talking about right now and what our fourth graders just showed us. Do you know where you are? Do you know what you're doing? Do you know why you're doing it? It seems like a really good way to model that for those students, too. And just to acknowledge we're learning how to be better teachers, too, just like you're learning how to be better students. >> And if I could, M Mr. Becker, I think what you're saying is what I'm what I'm seeing every day when when we go like right now, we're we're finishing up

104our secondary instructional rounds. And so when I go from West Milwaukee one day and then I go to FLW the next day and I'm seeing same lesson, I'm seeing maybe not the same strategies but different strategies, but I'm see it's there's alignment and you can tell that they're planning from school to school. >> You can tell that these teachers have been planning with these teachers or these instructional coordinators have been playing with these instructional coordinators. So you're seeing high impactful, high yielding strategies that are being used across the board and that's a warm feeling because then then when we debrief with leaders, they're speaking the same language and they're talking about strategies that they're using. So when when I when we were at um at FO the other day, I I I said to Jod

105Landish, I said, "We got to get these board members to come to some of these schools and and visit with and walk with us because I want them to I want you guys to become bilingual in our language." the the the conversations that we're hearing in our schools because this is this is where we're going and and I'm telling you it's just it's just impactful. You're seeing major differences in the level of instruction that we're providing at this point. >> Great. Great. I'll do what I can to clear up my schedule. >> Okay, sounds good. >> All right. Thank you. Other questions, comments, celebrations? Board member Lee. So, I'll preface this by saying that I I don't like report cards because I don't think they're a true representation of success students in our district. I've

106been pretty vocal about that and I know that actually some of these things that aren't included at the scores such as looking at dual credit, looking at um you know a job uh abilities, internships, those to me I think might have a better and more uh stronger connection to success for our students as they leave our schools versus the achievement data that we look at. I understand that this is something this is the world we live in. >> Um and I don't want to I'm not trying I'm not saying that to belittle the work that has been done to get to the to increase our achievement. We we want to do that. Um but I I always would contend that >> um some of the students maybe do the worst in these things or because

107they're not interested in what those things might open up for them. They're more interested in other things and the things like the internships and that might be more of their interest to them um as opposed to you know making sure they score really high on the ACT. So with that said, um I think that the data that's most interesting to me always is the is the elementary data because I think that's the place where you can have the most impact on the future of what that student can do as far as achievement and growth um happen. And so those are those are the scores that I focus on the most. And I would agree with um the evaluation that you know things that are probably um under 5% as far as plus or minus is

108no I consider that noise. It's differences in this the actual students in those grades that are being tested that you're seeing those those fluctuations in. And when you're talking about some of our smaller schools, a couple students can make a big percent change um when those students move on to u um intermediate school uh or move from second grade into third grade. then they're not being tested or included in this group of students that we're actually seeing our scores here today. Do we look at um testing prior to third grade? So you could so like as a as a means to look at saying well what's coming next year, right? So you're going to see fifth graders move into sixth grade, you're going to see third graders move into third grade, right? Now those scores

109are going to be included in these things. So you could look at testing data that's and and I don't know I and and I'm I don't remember right now what what testing we have for our younger you know below third grade >> but as a means to look at what is their ELA what how are they doing in math what are those skills looking like and that can kind of give you a a snapshot to look at well what that school presuming the students are moving and staying in that school what their score might look like next year what are the sorts of things that they they might be seeing because the second grade is doing, you know, they're they're they're here. They're at this level for their testing for math and and for for

110English. So, I don't know if we do any of that evaluation at all. Look at that and try to What's that? >> That's FastBridge. >> Right. Right. But do we do we say, "Okay, well then based on what we're seeing in FastBridge, are we going to be able to look at their test scores next year and say, well, do we think we're going to see what we're looking to see? Are we are we is second grade looking better, worse than what the fifth graders leaving are going to provide?" because I think that would help us and maybe when you're talking about trying to increase those achievement scores anyways um being able to see where they're at, but I think that is where the most um bang for your buck is. I guess you well when

111you're talking about this report card because if you get them if you get them in first grade, you probably got them in fifth grade, you probably got them in seventh grade, you probably got them when they're uh a sophomore. So I think that that is the biggest thing because if you don't have them there well no we have the time we have the runway to try to catch them up >> but it by 10th grade it's it's hard that you know if they're not there at 10th grade that's a tough one. >> Uh even I would say at seventh grade that's a tough one >> um to try and catch them up. So do we do any of that and and is that sort of thing discussed at schools like hey we can see like

112you know this is where you're at now but these these students are going to be leaving and these are students are going to be included in this score for next year. So what do you think those expectations look like and are there things that we can do to try and boost that if you will before that score is included in what will be the the the report card for that school next year? Well, I just want to start with saying I appreciate you elevating that the report card. I do think it's an important measure. Um, but it's not the only indicator of of or reflection of our district. So, um, I do uh that resonates with me. I would say that fastbridge is our strongest indicator of how students will it should be a predictor

113of how they will do on the forward exam. Um and then and then of course we can use forward as a predictor for PCT and such. Um, and so we are using that data and looking at that really deeply, especially in the early grades. And that's where the personal reading plans or as we call them, personal support plans come in because our teachers are very well aware then of specific areas within literacy they need to target. Because you are exactly right where we have our our our youngest learners, our babies, our five, sixy olds coming in. um they are coming in for the most part ready to learn. We're seeing 70 to 80% at the beginning of kindergarten, right? But as we know it gets more difficult the exams, right? The standards increase every year.

114Um and so that's when you start to see kind of that separation. And so you're exactly right. We're monitoring. That's when we talk about the progress monitoring. We're looking at that three times a year and then adjusting supports based on that. Um, in terms of I do see Corey has some notes, so I want to let her also chime in as our data extraordinaire. So, we've also tried to build a kind of a parallel for our teachers to understand. So, as we look at growth on our report card, they understand that we also look at growth on fastbridge A reading and a math um in a similar way. so that we're measuring the impact we have on students from fall to spring, which helps us kind of predict like where students are, but hopefully try

115to proactively close those gaps before they're taking the forward exam. So, if we know that we have students that need to make more than one year's growth in order to get to grade level, we're already working on that in kindergarten and in first grade and in second grade. So, we have processes in place and then just like Alyssa said, we use that data as well as Ames Webb, which was the other statemandated assessment for our K through third grade students, well, K4th through third grade students to start intervening and measuring that progress, but also for us to designate support plans, progress monitoring, and how we're setting goals for those students proactively before we lose so much ground. Just like you said, it's harder to catch in 10th, it's hard to catch in third. So the

116soonest we can start collecting that data and have an idea of where our students are performing, the better we can pro we can provide services for them. That being said, we also hear a lot of feedback around we also don't want to over exhaust students with assessments. So we've tried to as the as web was added by the state then we assessed what do we what have we been using? Do we need to keep using this? Where is there overlap? So making sure that students aren't exhausted, but I will say that the early assessments that we provide are individual for the most part. And so and you kind of need them to be as a teacher. You need to sit with a student and for them to read and to so that you can really

117target the skills strategically. So it does give us really helpful information to do what you're speaking to. >> Very good. Thank you. And and my shout out in generally for this is just going to be to see some consistent growth as we move through this. So we are in year two of this >> um uh scoring uh mechanism that they're using and seeing that we are seeing progress uh as we move forward and that is uh what I is I compare to our ourselves that we're seeing that we see what we needed to do. we made adjustments and then we're seeing those adjustments being um shown out in the the scores that we're seeing in the methods that we're using. So that means we're not spinning our wheels and we are using the data to

118try and affect change in a positive manner in a number of different categories especially in um >> uh the the the priority care the priority groups that we're focusing on um in our district to try to get those um groups up to where they need to be. So, I think that to me is a shout out because I think that work is actually probably a lot harder um than maybe the other general work to be done. Um, and then I had one question. I think it's just an error in the slide, but maybe I'm wrong. Um, I think it's slide 28 for Wilson. It says the achievement score was 113.8. >> Go Wilson. >> I think it is. [laughter] It >> Yeah, go Miss Pluto. Um, let me see. I presume it's a typo, but

119since we're here publicly, I just wanted to >> Where are we >> in slide 28, the 2425 target group outcomes? >> Oh, for target group outcomes. >> I saw that, too. >> I figured there's just an extra one there. >> Um, >> I'd imagine. I don't know. Corey, can you double check that? >> I didn't see anyone. >> Target group achievement for Wilson is 10.6. So that is not correct >> really. >> Okay. Well, I saw 113.6 [laughter] is pretty great. >> And that's all. Thank you very much. >> Thank you. Any other shout outs, celebrations, comments, questions? No, I have a couple. I don't know how we can limit it to one. Um, I think for me looking at this over the time I've been with the board, you know, I think that there's

120a shout out to our superintendent for having the vision and the focus and pushing. I think that there should be a shout out for um all of our administrative staff and district staff that are leading our teachers, giving that focus, building that capacity uh and really helping us move the move the needle. I think this is also this is showing our teachers that are there using that capacity to lead our students >> getting them to be able to do things and I I agree report cards aren't I don't like them either but this is the metric that we have and it's showing that we're making a lot of good work and and I think two other shout outs is that I think that this is when you have a board that is working and keeping

121that focus as well, supporting our district staff and our super superintendent to be able to do this work uh and empower you to to make the choices and decisions that need to be done. And I think to our our students for just >> leading with their response to this push that we've had and uh this vision that we've done. So I mean one celebration I don't think we have it shouldn't be one it should be 10 because it's the numbers and it's shown across the district. We have people in the right positions. We have students with getting more opportunities and access. I was fantastic. So, thank you. >> Thank you, President Pertz. >> All right, that is my soapbox. Anyone else? Beautiful. So, that will bring us to the end of our workshop then. Thank

122you so much for presenting. >> Thank you. Thank you all. Um and with that that takes us to the end of our noticed agenda. So if there is no further business and no objection the meeting will be adjourned. There being no objection the meeting is adjourned.