001information for for K8 here. So, we've now had um a couple of different uh we've been through two cycles of our um screener uh NWA testing for both reading and math. every K through 8th grade student needs to be screened at least twice throughout the year. We we uh do three. So the blue is our fall reading scores and then the red is our winter. So you can see we've had um a fair amount of growth in um all of our classes. Couple of anomalies uh here and there where things for each grade. These are the math scores. Again, some good growth in kindergarten through uh fourth grade, fifth and sixth. You see there's a little bit dip there, but by the time we get back to eight, things are turning back around and people's
002moving in number of different ways. Um that's kind of an overall snapshot. So, just want to give you guys another little look here um at data that's a bit of a comparison to what you saw in October. So, I'm going to do this one by school. So, this is the MAC. Uh, and this is uh NWA does some interesting stuff because it's a nationally normed test. So, this growth score is an inferred score of what they would expect to happen for kindergarten across norms across the nation. So, that's sort of what they would want your graph to look like. That doesn't necessarily mean that's what ours look like. So, we spent a lot more time looking at the bottom two, which is our fall that fall in this red category are the ones that are
003the furthest behind. The blue are the ones that are the most advanced. Uh, so obviously we want to see our red boxes go down and our blue ones go up. And these are moving kids across um that continually. And this one does a nice graph here and lays in for each of the content areas. It says what expected growth would you see? And then down here, this is achievement. And so it's a nationally norm test. So a 50 50 is what you want, right? This so this is sort of where most kids would fall. And if you're going above that, then you're outperforming other students of same reading. This is where they fell through and this is winter. So then you can go fall. So they're moving along on a nice uh trajectory here. And
004then uh RR O their entire school. We look at their entire school here. What happened from the fall to the winter? And then this goes in by grade. So, here's their fall where they started in math. Um, with a couple of them, you know, behind and nice growth and, um, good achievement there. And we have one outlier grade that is working away. This is our good. We really spend a lot of time looking at, you know, this 56 to 65 is nice, but are you seeing these numbers going down as you move across? And these are kids that we're targeting for intervention. Um so there's the second grade 54 to 66. Um so these are the numbers that were represented on the moving across we see these numbers increase um as compared to these at
005the bottom. And then fifth moving along there. So even even though they're having their a little further back there and you're noticing their reds are go on you know they had a few we still had kids moving in there even though that overall for the rate dropped by%. Jim. Y >> um I might just add um on behalf of Jim and I so those kids that are in the lowest um we used to call them ciles but now I guess it's more than that but in that lowest red se so there's title support in both reading and then math. So Jen works really closely with the teachers. They make recommendations and then we also use besides this data we also use our acadians data. Um so maybe on another um time we can share program
006there's a 45 minute block during the the reading block that has a differentiated instruction. So, some of those students might be going to a special ed teacher. Some of those teacher students might be going to title. And then those students that still need um support in the classroom, but they might not be as low as special letter title and they're getting differentiated skills instruction. >> Yeah, thank you. That was helpful. Question. Scroll down to the fifth grade. their top bar. The top bar is the norm, the national norm, or that's specific to our school. >> This is inferring growth. It's inferring what kind of growth would you want to see between that fall in the winter? And this is >> what they would hope to see in your overall, but again, that's taking nationally norm
007data and making some projection. >> They were behind in fall projected growth, but still disproportionate. >> Yeah. >> Compared to others. Okay. Correct. >> I have a question about the nationally norm data. >> Yeah. >> So, is that changing every year based off from scores? >> So, if if the student body as a nation is not getting smarter >> is that being like so it's not a fixed scale. Correct. It's it's shifting year by year >> depending on so and where you're performing on this. Yes. in of everybody in the nation who takes this test. >> Okay? So it's not like a fix like hey we like all the schools everybody scores 900 that's what everybody wants that kind of is where you >> for those that are taking this test right >> and there
008are I mean there's but there's schools in every state who take this that's why this is like as big as SAT PSAT >> okay >> uh let's see that was >> that was the math >> that was math yep so there's their overall from 40. That's for the entire building and then this would was their um fall in reading for the various grade levels and then um up there to winter. So um lots of movement across that growth map. Um and again these numbers were what we represented in that first um chart that we showed you was 51 to the 58. So you see the growth of the grade level. Um you know but again you notice these um you got kids moving along uh on those trajectories. So they're moving from these where all
009those interventions are taking place and then moving along the next year. So a student who's performing behind um you know really a lot of research would show if a kid's behind by third grade hoping for a year plus a little bit of growth. And by those little bits have to add up to that year's potential that they're behind. Um so we try and do it again to give them those intervention and then there's um fifth grade as well. >> Jim I just would like to add to I know Jen would want us to say this um in full in full transparency though I think it's important. So part of the learning curve is learning how to take the test because it is on um a Chromebook or an iPad. I've had kindergarten and I'm not
010going to lie, the a challenge at kindergarten and first and second. So, not only did our first and second graders, this is the first year they took it, they transition. It's not that I'm denying these scores. I they are what they are, but I do think moving forward, we'll have a little bit better idea um and they'll be a little bit more realistic once our students are >> like the the nation's been taking this test for how long? one. I couldn't tell you. As long as Okay. Michigan's just adopted recently or we just adopted recently. We we've used >> so the middle school has used it um for this is probably our fifth year and um it was kind of wonky but >> is >> as much as it's a difficulty of using technology as
011you get older their >> care for the test uh knowing that it's not really connected to anything for them at a high school level wasn't there >> also We is this great? >> We've also been using the cadence dibbles for a long time now and then we had the BIS benchmark assessments that we were using along the way. Some of that data >> and the longer I do it the more we'll get nice longitudinal data on all of this as well. >> Um so here's this is NBC. Um, and uh, this is, as Jeff said, this is always the the fight to try and get them to care. Um, we do all at one time. Um, and they don't get a grade at the end. Um, they don't get any kind of feedback on it
012other than we send home the parent reports. Um, so we we're always fighting this how do we get them to try to give their best effort when we're when we're in here. Um, so we do use this data as we look at our students. So we run nineweek reading reading and math intervention classes at each grade level. Um we cap those at about 10 to 12 students at each grade level and you know really trying to just give them some really focused one content area. Um this is also the first year when they move into the middle school that you know they have science and social studies on an everyday 55minute class. So they go for the elementary where that reading and math really drives it and they pull the science and social studies into
013the reading and the math. So that's is they also have a less than that cuz they have two electives every day plus science and social studies so it becomes a smaller portion of the day. Um so we're we're trying to move them along as best fall and we get back. We've been doing this for about 5 years and I have seen this winter dip um every year that we've given this assessment. Uh, and then by the spring we see that start to swing back up. So, I can't tell you why there's a winter dip. We've tried this test in before Christmas. We tried this test in January. We come back, we've tried it, and we've given it. Um, so there are the sixth through 8th grade math. Uh, even though we did see a dip,
014you know, again, we're seeing these this red uh drop. We got kids come out of here. This is going over. So, they are moving from that yellow to the orange. um you know we're seeing a few and then you know sixth and seventh and then at eighth grade we're we're showing they're coming back up here uh by the time this is this is also a trend that we have seen as as we go back over years that sixth and seventh they those scores always kind of waver so I'm not I can't explain that either it's just one of the trends that we've seen Um and that could potent there's a number of reasons that could come into something like that is this is a national norm test so it's not written to state standards how
015we choose you know how our state chooses to align standards for that middle school ban. Um so there could be a number of reasons why that is but that's a trend that we've that we've seen. So then here's our That's overall little dip there. And there's so there's our six. And I know that looks like a big dip, but you know, we still have movement across there. Um and then our seventh and uh you know, eighth grade are doing pretty well. um you know there's there's one kid uh you move one way or the other that is you know impacting that when you have 86 tested as a small grade level that that eventually won't get there. So um and then eighth grade on the right so those are uh that's a little bit more
016in May. Um try and give them a little bit of a break from all the state testing that happened spring break in April. test their breath a little bit. We got to get them in May uh before they get spring fever. Uh so it's a really tight window we have to try and hit probably at our June board. So >> these results came out and you said talked about my question is when do the results come out a 9w weekek intervention period kind when's that time frame take place? Is that started in January or when did these results come out and we do the intervention? >> Yeah. So, this is a test that we give. So, we set a test window. >> Yeah. >> We're going to open a test window for 4 weeks. All
017of us test um to get our kids through and then we close the window. And once we close the window, these results are ready in about 24 hours. Um putting all in December, beginning of January. So, this is ready for our second marking period. Um we'll use similar data here for our third marking period which will be right before spring break and then they'll test again in May. >> The elementary is a little more fluid. Those groups talking about the acadians and um the bridges benchmark. So we look at all of those factors too like trying to look at kind of a profile of the student and and because we also know this is a snapshot in time. So, it's important for us to take a look at that other data as well. And um
018also just as a side note, um kindergarten through fifth grade are taking middle school were sent home with their semester. So, all the middle school kids have >> Thank you. Awesome. Thank you, Jim, Sandy, Jed working those assessments. Moving on to superintendent comments. So, we have a couple new hires uh here at the Midway Point. Uh Marcy Ambrose is the LMB graduate. Uh Matthew Clark is the RRO bus monitor and launch recesses aid. Uh he was a Rockford and Aquinus graduate. Uh also has some coaching experience in the Grand Rapids area. And then Brianna Jones, a library aid at both a middle school high school high school graduate, community college graduate as well. uh and did having some experience at RRO uh in the um media type of work uh for Miss Bravo. Well, I
019guess I'll start with um actually Mr. Brett Wrath and I owe him apology uh as he was here uh but left. Uh but congratulations to Mr. Wrath on the award of merit from the Michigan Association of School Board. Um he did receive uh an award of merit and um congratulations to the board member Brent Wrath on his award of merit from Michigan Association of School Boards in 2025 for their efforts to improvement. Awards are earned for classes completed and MASB's leadership training program as well as for conference attendance, years of service and leadership activities. So congratulations to Brent on that. Um, I also uh want to thank Brent uh for all his work and time on the board. Obviously, as we discussed previously, and that's why we're here for a board advocate, uh Brent and
020his uh wife have moved out of the district and son moved out of the district and he did uh a position as a member of Aniku um area public schools board. uh effective um now. After serving on the board for several years, I made the difficult decision to step down due to my upcoming relocation outside the district boundaries, which will render me ineligible to continue in this role. It has been an honor to contribute to the education well-being of our community students. I'm grateful for the opportunity to work along. I wish my public schools continued success and its mission to provide quality education. Um so, thank you to Brent Raph for all his time. um obviously in a number of different roles and uh last being board president. Um so thank you to him for
021that as well and we will have some additional uh fanfare for that down the road. Um I do have a legislative uh update as well. Let me find it here about as well. Federal budget on Tuesday Congress passed the remaining elements of the fiscal year 2026 budget uh with exception of the homeland security budget. Um and President Trump signed them into law on Wednesday. For education, the budget uh has the following. So for title one allocation uh 18, this is as a whole, not obviously for us as a school district uh uh which is incorporated with our special education uh program. 15.19 billion, a $20 million increase. Uh CTE programming, $1.45 billion for grants. Uh CT is enjoying broad uh bipartisan support currently uh across at the federal level. Adult education 729 million. Title 2.19
022billion same thing uh same as fiscal year 2025 of 890 million. While none of these amounts uh cover the cost for us as a district over inflation, uh this budget does likely represent the best of the options that were out there uh in that voting process. So, um, state budget, Governor Whitmer will unveil her administration's fiscal year 2027 budget proposal this week. 20 uh appropriations committees. K12 education will closely monitor potential moves uh to add more higher education cost to school aid fund. That's something as a K12 uh funding if you remember or maybe not remember, but years ago. uh it was a one-time help uh to the um higher education for uh colleges and universities and from that point in time the number continues to grow rather than not have it to as a
023one-time fix. Uh but supports for early literacy initiative in the state budget proposals that may come. This is simply a proposal and the house and senate will follow with their own spending proposals as well. Um, moving on, I we also had a uh committee meeting prior to this meeting as well. Um, and at that committee meeting with our building and facility, uh, committee, uh, we went over a couple things. Uh, the syncing fund up update, um, as of February 1st, our syncing fund balances middle school gym number, um, as it blew up and was in need of help right away. Uh we are currently upgrading the fire suppression systems at RO NBC and the high school. Uh we anticipate $410,000 on June 30. Um looking to the next projects, we're looking at roof repairs as
024well as we're always looking to repair roofs. Uh but um the 10-year sinking fund millillage is up. Uh 2028 and 29 is the last year. So, um I know it seems like a long ways away, but during the 2728 school year, we'll have to start having conversations about what's next to put it at city fund and uh looking to renew that uh down the road. Um bond update uh uh at $12.1 million, 11.8 for Winberg and Tower Pinkster, which is our construction management, and then architects are included in that overall number. and then $370,000 of our owner provided equipment uh to help um fill that gymnasium. That will leave approximate well it then moves into the egg barn is where we're currently as far as processes are concerned. We're currently um working with Tower Pinkster
025as they're working with engineers on day uh in that process so we can get some numbers out there for bid um which then will be brought back to the board. Um, we're hoping to keep it under $900,000 uh as far as the actual construction of the barn. That should leave us approximately about $450,000 uh for the auditorium would be the next step for lighting uh and the soundboards and uh um all the real field and look to maybe put a little small uplift or face lift to the bathroom concession and entryway, maybe an arch uh as you're walking in. Uh it won't be a ton of money, but it'll be something that we could uh sharpen it up a little bit over there as well. Um and that uh was kind of the gist for
026the building facility committ auditorium. >> Auditorium. So I would we're not going to start we're going to go one step at a time. So, we hope I mean we were hoping that even this spring is hopefully for the school year um for the next school year with the barn especially with the momentous uh celebration of the FFA next year is 150 years I believe uh chapter >> I I was that way not our chapter but that big FFA I believe there's a big celebration there's a celebration of FFA we want the bar done for All right. This fire scene is not going to be happy that I over the cost of the auditorium. Once we're finished with that, then we would see what's left for point of view. Okay. And that just double check my
027notes. That is it for superintendent comments. Awesome. All right. Moving on to new business. First item is discussion of appointment to fill the vacant I'd like to have a motion for somebody to appoint the board member and we'll have discussion and then the motions can then be adapted and changed at that point. >> Right. At that time, >> I'll make a motion to appoint Doug Schmidt as a board member to Phil Bren seat whose term runs through December 2028. A >> second. All right, discussion four applicants. There was actually five technically that applied. One applied after uh after the date, several days after the date, so that wasn't a um was not considered, but um Karen Aerson, Matt Bendel, Amber Lanning, and Doug Schmidt. So, thank all four of you for taking the time and
028making the commitment, not having uh do something that you thought would be for the greater good and something that you feel passionate and um empowered to do. So, thank you all for doing that. Um these these can be awkward at times as there's not a real agenda on how to do it. We're going to take a few minutes just to talk through open forum and then um we'll vote on the open motion and go from that standpoint. So um >> that's why I think I was confused. I thought we were going to talk about first so that they >> Well, I changed my changed it because I have to have a motion for discussion. I thought we could have discussion but when we check rules and said no you need a motion. >> Perfect. That's
029why we kind of looked about it. We have absolutely uh no uh decision making process in this. But I'd also like to thank all our four applicants as well. Um we appreciate your support here with Monero public schools. Um there are four candidates and they're all former Monu High School graduates that are looking to come back and serve to the uh community uh that they once went to school at. Um, you know what I'd like to do just I'm going to try and do this quickly, but I was going to read um so read the applicants um the application letter sign. All right. Does anybody have an objection to me reading the four applicants? >> So, you're just going to read their application. That's it. Yeah, I think so. All right. Um, so this is
030Karen Atson. All right. I'm ready to formally express my interest in serving on the MA board of education. As a parent, community member, and education professional with long-standing commitment to education, I'm eager to contribute my skills in education, strategic plan, and community advocacy to support our school, teachers, and students. Throughout my years obtaining a master's degree and presently working in higher education, academic requirements, and student support services, I believe in proactive, transparent leadership, and a particularly enthusiastic about improving literacy rates, expanding STEM initiatives, and increasing community engagement. I'm confident that my background in education along MU class of 1990 and current of an eighth grade student at Montyu will bring perspective to the board. I'm prepared to dedicate the time and energy necessary to foster a positive collaborative relationship with superintendent and fellow board members.
031Thank you for your service to our students community. And then included was a uh biography or bio of her experience in uh from Matt Bendel. Um, I'm a man resident and MHS graduate 1978. I'm also retired educator, high school science, retired in 20 uh 2015 and a candidate to fill the current opening on the school board. I've made my interest known uh to Joel Smith, your current board president. Thank you for your consideration. from Amber Leani. Uh I'm writing to formally express my interest in filling the current vacancy on the board of education for a school district. I care deeply about publicly and setting vision, establishing policy, and ensuring student success. Student safety is a top priority for me. I believe the board plays a critical role in establishing policies that protect students and supporting
032appropriate training to ensure safe, supportive, and wellprepared learning environments. Thoughtful safety policies, clear procedure, and ongoing staff development are essential to student well-being and trust within the community. I have over four years of experience serving on my church's board of education where I've been involved in policy discussions, long-term planning, and collaborative has given me firsthand experience with the daily operations of our schools, the diverse needs of students, and the challenges faced by teachers and staff. This perspective allows me to approach poor decisions with both a governance lens and an understanding of classroom realities. As a graduate of the school district, I bring both a lifelong connection to the community and responsibility of ensuring data informed decision-m I'm committed to continuous learning, ethical leadership, and regular self-reflection. And I would take the responsibility of board service
033seriously. I would be honored to serve our district in this capacity. Contribute positive positively to work of the board of education. Thank you for your time and consideration. I welcome the opportunity to discuss my my interest further. And then uh finally, Douglas Schmidt. I'm excited opportunity to introduce myself and share why I'm eager to contribute to the continued success of our school district. My name is Douglas Schmidt and I'm a 2005 graduate of Monu. For the past 12 years, I have served as police off as police officer and currently work as a deputy sheriff with the Muskin County Sheriff's Office where I've developed strong skills in leadership, communication, and um three children ages 11, 9, and seven. All of whom are currently enrolled in Monair public schools. The Moni community has been a vital part
034of my family's life, and we are deeply grateful for the values it upholds. We believe that parental involvement, education plays a critical role in instilling these values in the next generation. This is one of the key reasons I'm eager to serve on the board of education. I also fully support the education. I've always respected the dedication of the board and would be honored to work alongside you to ensure that my year in public schools remains a place where students can thrive academically, socially and emotionally. Thank you for your time and consideration. I look forward to the opportunity to contribute to the continued growth and success of commercial. So those are the um the applications from the four apple chants. Um, as we discussed, there was an opportunity for us to ask additional questions. A few
035of us did that. Those responses were received and went back out to the to the rest of the board for review. Um, for Karen, is there any additional information that we'd like to add or discuss while Okay. Um, Matt, >> I guess I'm going to preface before each one. I think they're all uh in my investigation uh for just some additional knowledge my investigation and talking to some community members I think all would be quality individuals that can be a part I would agree with that I think Karen was interesting she had interesting resume >> yeah that's interesting okay thank you that's I think that's helpful because Yeah. Was it was it an easy yes or no on these? It was like they're all valid applicables. Um >> and I was going to say about
036Matt too. I like that he's an educator. I think that's an important take on this board. >> I think not Karen, but um Matt when he was in the building, he was well respected by teachers, by the students, um his leadership. So um all excellent reports whenever he was working among our staff students as a guest teacher in our district. Um same with Amber same thing. She I remember her as a student but as well as being a guest teacher well respected um great leadership amongst but >> I would note with uh three of those that have sub >> right. I was just going to say that that being said, I think Yeah. >> Um, any other additional comments for Amber? >> Okay. No more discussion. We do have a valid motion. The motion is
037to um all those in favor say yes. >> All opposed. Uh motion carries. um of this will be invented and sworn in at our next event. So again, thank you to all the applicants. Um appreciate your time and effort and uh willingness to serve uh two years. Thank you. >> Yes. Thank you. Approving overnight athletic trips for girls wrestling. Do I have a motion? >> Yes. I'd like to make a motion to approve the overnight trip for the girls varsity wrestling team to attend the MHSA girls wrestling regionals on February 21st to 22nd. Location to be determined. I don't know yet where they're going. >> It did come in. >> Did it come in? Okay. >> The girls regional is at Cadillac High School. So it would be around the Cadillac area. Um, a lot
038of those depend on number one, um, the the MHSAA, they kind of try to block off some rooms in that process or Cadillac, uh, schools say, "Hey, these would be some good, uh, uh, hotels or places to stay and it kind of depends on the number of athletes that we have going and we don't know that yet uh, in that process. So, um, we are looking at, uh, two coaches in that being, uh, Chris Maddox and Andrew Mcnold, our two wrestling coach. There will be, uh, two female chaperones, uh, Sarah Maddox, Kelly Barnes, uh, that are associated with that. Girls will have be in their separate rooms from uh, uh, the male coaches obviously. Um, and then the cost is to be determined. It depends on the hotel. It depends on how many nights. It
039depends on a number of different things in that process, but it would work through uh the athletic budget. >> All opposed. Motion carries. Uh item C, consideration approving overnight athletic group for boys and girls wrestling. I make a motion to approve the overnight trip for the boys and girls varsity wrestling teams to attend the MHSAA state wrestling finals on March 5 through March 8th, 2026 at Ford Field. >> So, uh, once again, lots to be determined. Obviously, this isn't even just the regional. This is the state finals. So, you have to win your district. You have to win your regional. Uh, and then you move on to the state finals. Um once again the same coaches Chris Maddox Andrew N along with two female chef rooms star Maddox and Kelly Barnes would be associated if
040needed if the girls were involved uh in that court part. Boy share rooms the girls will be in separate rooms um and then the cost once again will be determined. Um I can't tell you state myself one year it they um obviously it's right downtown and there is so trying to find the right prices for the right rooms and it all depends on how many uh boys that we have and it uh it could be 3 to five Mrs. filming I'm right range there maybe. >> Yeah. >> Um um that hopefully have a chance. So poison >> five or six then >> okay >> my guess changes obviously cost >> they're still changing weight. Any other questions or discussion? All those in favor say yes. Yes. >> Yes. >> Opposed. Motion carries. Uh I am
041currently and uh as discussed as we found in policy on superintendent contracts that we've already uh signed into one contract that the superintendent does not need more approval. But I do want to update you on this. Uh we are uh looking to sign another contract with electric forest busing. uh not with Electric Force but uh with the company that runs Electric Force uh and providing transportation as well. We'll continue to uh work with Shelby public schools. Our price increases and the things that we're looking is without any additional buses outside of those. Uh but we are looking at some Moskegan area uh schools as well because they're looking for more transportation to provide um from the festival to uh Moskegan the hotels in Moskegan and that's not an option that we have had previously but
042we will uh investigate and on them but we're already have our hands full with the transportation already. Uh so any additional would have to be uh definitely fiscally uh expenses uh for this upcoming year raise that by an additional $2 an hour a dollar excuse me dollar an hour which is about 2% you anticipate signing that or going >> within the next week or so. Uh Stacy and I have uh Stacy's done a lot of leg work uh with the company on a number of different things and just making sure the contracts and liabilities are are set for a motion. >> Do I need a motion? >> Yes. All right. >> All those in favor say yes. >> Yes. motion meeting is a greater Moskegan area cheer competition. So all the counties of Moskegan County
043are in that new gymnasium over there. Uh, you're looking to hear some loud excitement. >> Yes.