001hey, Good evening. I'll call to order the board of education meeting for Monday, June 8th, 2026. >> Do a roll call, please. >> Tisha >> here, >> Bridget here, >> Tracy >> here, >> Mark >> here, >> Brian >> here, >> an >> here, >> and Aaron, >> I'm here. I'll verify that we have a coral present. Please rise for the pledge of >> allegiance 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. >> Please read the schoolboard mission statement. >> Working together to ensure high levels of learning for all. >> Thank you. Kristen, was public notice given? >> Public notice was given to the requesting news media. The agenda was posted at the district office
002and on the district's website. >> Thank you. Were there any revisions uh request for revisions to the published agenda? >> No changes. >> Seeing none, I'd move to approve the agenda as published. >> Second. >> Motion by Tisha, seconded by Brian to approve the agenda as published. Are there any questions? >> All those in favor? >> I oppose. >> The agenda is approved. We do not have any requests for public input on tonight's published agenda. We'll move directly into some recognition items related to donations. >> We would we would like to share our thanks and gratitude to the following uh people that provided donations. $1,000 from Robert George for school supplies for Irving Perch Elementary and $1,381.75 from Northern Hills PTO for fifth and sixth grade field trips. Thank you. So, while these don't require
003uh board approval, they're nonetheless uh very much appreciated and and very thoughtful. So, thank you to those donors. Uh we'll move intoformational discussion items and start with scholarships and we welcome back for the last time, Miss Bridget Hubard. Bridget, uh I'll I'll open by saying thank you >> absolutely >> all the the dedication that you've offered to our district over so many years. just I don't know what this will look like next year uh w without you, but I I know that Jared's got a plan. >> There's a plan in action. We've had people in the in learning a lot this year. Um and they all know my cell phone number and I'm planning not to travel during the months of some people tell me January, February, March. So anyway, we'll see. We'll see. um
004tonight, uh just to to share with you, I usually like to pull out um a few things that um might be different um something that might be a trend or or something that um happened that's that's unique um each year. And so I have four items this um this evening that I think uh I'd like to bring to your attention. Um if you compare reports um although they look very similar you will see that our um dollar amount total is up significantly. We can attribute that uh directly to two um scholarships. We did have a military academy appointment to West Point and we also had a very large ROC um scholarship this year. Uh so again taking those aside knowing that those are very very um special and very um unique scholarships that that come
005around. occasionally. Um, for us, I I think um Jared and I talked about this, for us kind of a lot more often than perhaps we are um thinking about, but uh again, those are significant um boosts to that total number. Secondly, one thing that we wanted to work on is to really take a look at our total number of applicants getting back to um somewhere making sure that we were kind of between the 40 to 52% um of the students in the class applying for scholarships, knowing and understanding that scholarships are not just for someone attending a four-year school, that we have um one year and two-year scholarships for individual students. Um and we did hit that goal. Um we were at 44% or 102 total applicants. um of the students in this class of
0062026. Um so again, we're back to our um 2020 and and before numbers. Um trends in scholarships happen and uh a couple things happen. Um typically if there's an economic downturn in an economy, it takes us about two years to see that in the scholarship realm. Um so in 20 um in 2008 we saw um not an effect of the economy until about 10 11 and 12. Um we're starting to see a little bit of our post um pandemic numbers settle down a little bit. um our state, specifically our state technical college and state university systems, um used some of their uh pandemic relief monies to actually um have, you know, say, "Hey students, why don't you stay home? Stay a little bit closer to the area." Um and give our instate students um more
007scholarships. Um those numbers um are going to start to not be there anymore because that money has has um played out. Um and we'll see that um tapering off as well. The last thing that I'd like to bring forward um really reflects that last part of the report. Um I think that we've been it all the numbers kind of mixed together in terms of years. Um I think this was our 18th year that we we separated um scholarship night and awards. Um and that awards program which is held on the senior's last day with the entire student body present um so all students can see what type of awards are given um has really grown this year 247 names were called understanding um that some of those names were multiples >> um however uh the
008program has really expanded um I've had several community members typically parents um are attending that on Friday morning um Friday mornings usually uh with the with their students being seniors and they said it was really cool to see because oftentimes we really get tunnel vision if our kid is in music, if our kid is in sports, if our kid isn't and we tend to get to know those folks and you kind of wonder, gee, what are those other kids actually doing? And to see them walk up because that student became a certified nursing assistant or they became an EMT while they were still in high school. So the industry certifications um addition to the program has really made that blossom and it's really showing that um there's lots of different opportunities uh for students and
009it's not just about the you know always the academic awards or the the um athletic awards or the music awards but there's a lot of different things that students can be doing. So those were just some highlights that I pulled out. If you have any questions or anything else, um, I certainly can go over that, but it was kind of business as usual usual. >> Um, I don't have a question, just to thank you. One final opportunity for um, you to be here tonight. Um, it's just amazing to me the impact that you have had on so many students. Um, the lives that you've touched over so many years. um and the the effort and passion you put into this and the awards night and then bringing that all to us who don't get to
010see it all the time. So, um I want to thank you for that. Um thank you for all the years that you've been here. Thank you for all the lives you've touched, my own kids included. And uh I'm going to say don't be a stranger, but thank you very very much for for this. This is always an impressive report. love to see how many of our kids are moving and shaking and doing great things. So, thank you very much. >> Thank you. It's been a great opportunity. So, um again, uh I never expected to stay 32 years. I I was staying a few and seeing what else, you know, where the grass grows greener, but it just meant a new house on, you know, in a different part of town. So, um I was I'm
011I'm again it's been awesome and just around the table to see the number of students that are sitting here, former students that are sitting here right now is pretty cool. >> Yeah. >> Bridget, thanks again. >> Absolutely. Thank you. >> Okay. Uh team will move to board reports and this is a new agenda item for us. Uh we'll have two reports. Uh we'll start with Tesha with an update on the recent CISA 4 annual meeting and following that Mark will provide a committee report from the board uh finance and operations committee. >> Sure. So thank you. So I was honored to be the um representative at CISA 4 last week for their annual convention on um June 3rd. And so it started with two presentations on um relatively new programs that they have. The first
012one was the special education induction program. Uh, and that's a special partnership program with DPI that provides education, training, coaching, um, and networking support for new special ed teachers in their first three years. Um, so sometimes it's people that are new to the district. Um, sometimes, uh, people fresh out of college who are just now starting, sometimes people new to Wisconsin, sometimes people getting their provisional license uh, licenses or who have provisional licenses who are working towards that degree in special ed. Um, and it's provided at no cost to the district, which sounds amazing that they're able to provide um this extra support and training and again that coaching and networking support with other people who are going through similar things. Uh, and so they provided an update on that. In the past three years,
013they've had 61 participants. So, this is again a partnership with the DPI across the state. They've had 61 people over the past three years and they have a really great retention rate. It's something like 86% of them are still teaching special ed in Wisconsin. And so it sounds like it's doing really really well. Um and a lot of districts are taking advantage of that. I talked to Lori um and I know we've sent at least one person uh to that program as well and they've gotten really good feedback. Uh the second presentation was an update on ALPS which is the alternative licensing pathways um program that started actually during my first term when I was on CISA. They were just getting that going in um 2022. And this is for people who already have a
014bachelor's degree who are then wanting to get a teaching license. Uh, it's a 16-month program, a combination of online coursework, field experience, and some seminars that they get together, I think, once a month or so during those 16 months. Um, and so they've had 10 graduates since 2022, which seems to be again a convenient way to get people in the field who are interested. So, anybody can apply, again, anybody with a four-year degree. Um, if there are community members listening, uh, or if we have staff in the district that don't have that teaching license, applications for the new cohort are due, I think, August 3rd. Um, so again, another great program that CE is providing. Uh, we elected the new board of control uh, for the three members whose terms were expiring. Uh, Lacrosse County,
015the only eligible seat was for Lacrosse, the Lacrosse School District, and they have like a standing seat. So, we weren't eligible or I wasn't eligible as an on Alaska rep. Um but we elected three new members for that. Uh and then after that Paul Fischer the director g just gave an update on the annual report and all the services that CISA provides. Um everything from it's too many things to list but the annual report is available online. Everything from business services support. Um they do the youth apprentice programs, crisis intervention training, principal coaching, uh the wish program for safe and health healthy schools which is a lot around mental health support. Um innovative innovative education programs and more. So, lots of different things that CISA is involved with uh in supporting our schools and I'm
016just really grateful that we have access to that. >> Tisha, thanks for representing us at that at that session, the annual meeting. Any questions for teacher, >> Mark? We'll hand it over to you. >> Okay. Thank you. Well, we just had our board finance and operations committee meeting and with this meeting we had representatives from the city engineering department, city administrator. So, we had really good discussion about two topics. Uh, one is off of our field and where we have our maintenance building and um the city's building there for the well. Then they want to expand that um very proactively actually to deal with any PAS that the city may have at that well. So um great discussion. It was great to sit down with them around the table and and figure out what they
017need and how that's going to work out for us. The other topic was out on our French road property. The city wants to put a a water man across part of it. Apparently, there's going to be a whole lot of development out in that area, residential development, and um actually for the commercial development that's going to be across the highway. Apparently, they're going to need to have a little more of a water system resource there. So that's a little more of a complicated project that we'll have to talk about and figure out how how we can maybe help them out there. Both frame as preliminary discussions that would potentially in the future come to the board. >> Yes. Yep. Certainly the committee will come to some conclusion on what we might want to bring to
018the full board and take it from there. >> And we also discuss the referendum possibly looking forward. Yes, we did >> start keeping that on the table. >> Yeah, that's right. >> Well, thanks to Mark and uh Brian for attending that along with me. So, uh any questions from Mark? All right, let's turn a few back. >> Yes, thank you. So, um, we are pleased at an Oscar Middle School to share with the board that all 196 of our eighth grade students are being promoted to 9th grade. And we wish this class the best as they enter high school. And I'm sure four years from now, uh, hopefully they'll have as impressive as a resume with scholarships and awards as the class of 2026. as someone who attended that, I thought thought you and your
019team did a really nice job recognizing the students and uh and sharing that moment. So, well organized and nice to nice to have it indoors on that night. You It was warm in the gym, but I think it was a lot warmer outside, too. >> I I heard the following day that that there was a problem with the chiller. So, hopefully next year if you want to come back, it'll >> think about it. >> Okay. Uh Jen Kis uh will share uh results from the recent fifth, 8th, and 12th grade student exit surveys. Turn over you, Jen. >> Good evening, everybody. Oh, and bless you. >> Hi. Great to see you again. I'm wearing a different hat tonight, one of my many. So, I'm happy to come tonight to give you a little overview of
020our student engagement, growth, and achievement. Um, look through the student exit survey, the life at school for 2526. And I'm going to make sure I'm in charge and I know what's going on next. Happy to um start to report that most of our students in that fifth and eighth grade uh were able to participate this year. And you'll see some of the numbers there. I think um there was a little glitch at Eagle Bluff with one of the technology pieces. So, we didn't get quite that many, but we had at least 50% or more in all of our um schools that took the student survey. I think what's important about this is as we look at some of the data across the next few slides, we can really be rest assured that we have a
021good representation of our student body as a whole. And one of the things that our um study was looking at was that amplifying student belonging and engagement. And so the student survey, the life at school, was showing that in comparison to last year, we were seeing some trending upwards in terms of how kids were feeling at school. Um and that was going from that 3.8 to 3.9. that's pushing us towards that target that we've had of the 4.5 out of five. And so it's really positive um to see that moving and trending in uh that way. First, we'll just take a quick look at the high school um their summary of life at school results. In general, you'll also see that there's a very high number of students who feel uh safe and secure at
022school. They also feel strongly that teachers um treat them with respect and that they have high expectations for them. Um this is similar and um actually trending a bit upwards as we've looked at in the past as well. And then to kind of continue that trend, when we look at elementary and the middle school, we see again a lot of uh students are reporting that they feel safe. Um they feel that they feel comfortable talking to somebody at school, that they can be themselves and they know that their teachers care about them. We saw a small dip in the area of I could be myself at school, but when you kind of consider um that going from elementary to middle school and all that comes with that, that's pretty typical uh of what we were
023looking for as a whole. So, in order to dig a little deeper with the data, then each school had uh listening sessions which included administrators here at the table. today. I was able to join a few and then uh student body the students there was a cross- sector of them usually eight or 10 and we conducted the listening sessions where we asked them again a variety of questions and to perhaps dig a little bit deeper. Um I really enjoyed it because you got a good sense of not just the numbers but understanding how safe and um successful kids felt at school. So with the question, what makes you feel safe at school? In general, we heard trusted adults, having good peers uh and friend relationships, knowing teachers care about you, and we even had a
024couple students mention they feel like we have good safety plans and measures. They specifically were calling out like the frosted glass in some of the areas of our school, which I thought was pretty specific and it was nice that they noticed. One of the themes from how do you know that your teachers care about you? We heard a lot of students say that both from fifth grade to 8th grade that stu that teachers were taking action to show them that they cared and they gave a variety of examples. A lot of discussion around making learning fun and engaging, helping us and they don't just yell at us if we do something wrong. That was listed as well too. So, we heard in general some wonderful examples and actually some people here might want to expand
025afterwards, but we heard some very specific examples of how students felt they knew their teachers cared about them and that was really um sweet to hear those. So, just a couple things that came out of the listening sessions that um you know just put a bright spotlight on some areas of of growth for us. Um the reason that most of the elementary school students felt like something interfered with their learning was the same across the board. Um distracting students or behaviors in my classes. And when we heard from the listening sessions, that was a variety of things from maybe just a kid fidgeting next to them all the way to kids leaving the classrooms. Um, but that was a common thread throughout. The getting nervous before tests and the um can't keep up with homework
026or didn't get enough sleep was a little bit more typical and in par for what we were seeing in the past. And from middle school and high school, distracting students and behaviors for middle school as well was one of the things that was interfering. and in high school that balancing homework, the extracurricular activities, for example, the sports and clubs and musicals because there's so many wonderful things for kids to choose from in Alaska, but that balance uh we heard can sometimes be tricky for students. So some of the themes that came out of this section like what distracting behaviors really interfere with learning and again there were some specific examples like students who maybe inappropriately are using those little fidget toys, students leaving the classroom frequently and they noticed that sometimes adults don't actually act
027on the distracting behaviors or the behaviors that students felt were distracting. What would make it easier to balance homework and co-curricular activities was asked of the older students and they said teachers collaborating more about tests and projects and big assignments and then to make sure those assignments are truly meaningful to the learning and not just busy work. Kind of back to look at what the data was saying that the statement for most days I like my school. We noticed that students said, "It's already a nine or a 10. Keep doing what you're doing." Which is great to hear. A few of them said, "This is the best school district I've ever attended." And they really appreciate the additional offerings that they have here. As you can see, most students felt like they like their school.
028Just two slides here that are looking at cohorts. So when I was working with Lis on this PowerPoint, she had noted that we're looking at the data from the last grades fifth graders that now are eighth graders. And you'll notice that most of those um target points are very similar and still showing a lot of positive um results in terms of feeling cared about and following the rules, feeling safe at school. And then in terms of this is our first time to be able to track up to 12th grade. So when we look at that cohort, we would notice also that most of that is trending upwards in terms of feeling safe at school, students following the rules and feeling comfortable um talking to somebody if they had any type of bullying behavior or concerns.
029So, some of the key takeaways that students really value our schools, we heard a lot in the listening sessions and of course from the data that students felt like cared for by our staff and in our buildings. They really talked a lot about feeling that sense of belonging in their classroom and community. that they appreciate collaboration and working together and homework and meaningful learning ways um to do things together and then helping that balance with homework and extracurriculars. And then again, they mentioned some about the distracting behaviors um continuing to be an issue. And what we wanted to sum it up, although there were so many things we could have um reported on as our summary takeaway as heard at one of the senior sessions, I've attended many other schools and this is definitely the
030best one. You guys know what you're doing. So, that gives a quick summary of some of that um data that was collected and I'm happy to answer any questions, but there are several people at the table here that were even more involved than I was. Um, and I'm sure if they wanted to expand any of the principles would be a good time to do that, too. >> Anything to expand or any questions from the board? >> I have a couple questions, but I can wait till they do their thing. Why don't you ask questions and then maybe we'll expand as you answer that. >> Okay, sounds good. Thanks. Um, so it sounds like we have a lot of really great things going on, of course. Um, and I was just wondering not everything had a
031comparative value. So, um, has this survey changed in some ways from years previous that like there aren't as many trends like or are there certain goals around some of these things like most days I liked my school like is there a target goal or anything like that? I'll >> let Kelly speak to that. I can kind of help. Um so we our score on the strategic plan like on the that is um based off of a compilation of um that high leverage question which is the most days I like my school as well as um just an average of some of the other scores that have been consistent questions. Um, I would say to answer like we don't we don't always have up the data. We could pull the report if that's something that you're
032looking for, but we don't always have the data because it's a different group of students each year. So, it's hard to compare from year to year the data, right? Because it's very personal data about like their personal experience at school. So, it's hard to compare year to year, which is why we have those cohorts because technically that's pretty close to the same group of students that were in fifth grade that then answered the same questions again in eighth grade, if that makes sense. So, we don't always compare year to year, but we were able to pull some cohort data that compared the same group of students, if that makes sense. >> Yeah. Awesome. >> I guess I just had a question too for any of the principles or Jen, you know, the one question, I
033could be myself at school. Can you can you expand on that? I was and I as I was looking at this earlier when we got the agenda just what what does that mean? Well, one thing that came up in the listening sessions a lot was around and it may have kind of crossed over in some other questions too, but was about this feeling of belonging and friendship um circles um and opportunities for kids to connect. Um, so I think that was a major thrust of at least of our conversations um at Eagle Bluff was was about feeling feeling connected and that's one of our you know one of our values is belonging. So so I think that was that's good that that kind of keeps coming up and keeps um keeps in our focus. Um
034and I think maybe that um that will be a constant in trying to make sure that we are looking out for ways for students to connect in school. So that was one one thing I know specifically that came up. >> Yeah. Okay. Todd, thanks. >> I know. Jen, did you have anything to add to that particular >> I think what I was hearing was really consistent across those three elementaryaries in particular. And for the younger students, I can speak to I think some of that was coming out in um maybe more so the age group of feeling safe about what they're going to be saying or would they be ridiculed. And I am imagining that's the same at middle school and high school as well. But I I wonder a little bit about that question
035if it felt a little loaded for kids. That was just my perception. >> Yeah. Thank you, >> Mark. One of the things that came up with the high school was the idea that as you get older, you feel more of a pressure to quote fit in and and whether it's in clothing, whether it's in views, whether it's in this or that. Um some of the students talked about some of their would love to see some of their cultural values infused within a school with some traditional mung dress for example and other things. >> Yeah. Okay. Great. Thanks. >> And then my other question is um I always love to see the results of these surveys because I think it's very important that we give our students a voice. So, I have to say I appreciate
036that you guys take the time to >> try and get as many kids involved to take these surveys. Um, so then the next natural step was was there anything obvious that you thought, oh, well, we can make this a quick win or we can improve upon which I assumed was going to come next anyways. >> Well, I I had the opportunity to sit in on all of them and it was outstanding and it was one it was just a great experience. So strong work uh to our district for doing this for several several years. I think that every one of those meetings there was there was some items that were listed that uh were lowhanging fruit that we felt like you know boy we can tackle that. You know, there's there's some simple things, right?
037I mean, I uh Aby's not here, but at, you know, IP there's a few tips that they wanted for the playground, right? And just so happens this year we're doing some work out in the playground. So, we were able to take uh three or four of those suggestions and we're going to make it make it happen. I mean, from lining uh for square and where they want that. I mean, there's some simple stuff like that and that's easy stuff to do, right? But then there's some more complex things and I think with every school um you know the principal they they had their list they were taking notes right and and uh you know we do that for a reason we want to hear their voice we want to continually improve and uh so yeah
038there's certain everyone came out of that with a list kind of their to-do list on things that we want to improve and I think we all agree that we want to increase the opportunities for students to share their voice because ultimately it's their school right So, I think that we want to continue to find more opportunities for them to share their voice in our schools and uh hopefully we will show you that we're doing that here in the future. >> Yeah. And they just think it's awesome. You know, people say, "Oh, you want my opinion, but are you going to do anything about it?" And so, even just that brief you amount you shared right there shows that the teachers and the staff are listening and they're doing something about the feedback that they're receiving.
039So, that's what I wanted to highlight. Tracy, if I can just add, being uh newer to the district, one of the things that I was so impressed about was not only bringing the students to the table, but in the manner that they really and I don't actually know all the details about who was chosen, but they at each one I attended was very sure it was a cross- sector group of students and you know, they came to the table and they had their little name plates and things and when Mr. Barton would say, you know, this is your school and this is really important. we want to hear. You could just see them sit up a little bit and they were very very transparent. It was really really powerful to hear it. It was really
040cool experience. I was glad to be a part of it. >> Thank you for sharing that. >> My question is related to that is how were students chosen or how did they opt in and raise their hand and who participated? >> I had um I had three students from each of my fifth grade classrooms. So I had nine total. I had the teachers choose. I asked them to just uh send me you know a variety of students from their class. Um so I had probably about half male half female multi-cultures represented in the group. >> Same same for us. One one of the common questions that I think every principal or we had intertwined and we kind of ended with this way is you know I think there was a number like uh we said
041well what would it what would it take to get this up to a 10 >> or I don't know I I like my school or you know I like coming to school or whatever that question was and then then they were able to that prompted them to say okay well these are some things that we think that you can improve on to get it to be a And that was helpful too. >> I would just add that one thing that's always on ours and I think it was 60% balancing academics and co-curriculars and jobs. One student had I think the most insightful mature comment I've ever heard in which he shared I think you need to normalize Mr. Shaner that you know a we have to be in school. State law says you have to
042be so you might as well do the best you can. Whether that's A's, B's, C's, you just be do the best you can. You do the co-curriculars because it makes everything else more fun. And if you don't do the co-curriculars, you're missing out on a lot of fun. And so normalize you're doing this because it's fun. And finally, I need money. I need a job. And uh that's part of paying for college in the future. It's also paying for stuff now. And he said, "So yeah, this stuff makes you busier, but you also have to normalize this as part of what life is about. It's more rich. It's more full as if you do these other things beyond simply show up." And I I thought it was just a very insightful, mature comment. I can
043also just share too like when I look at the survey results, I know something from Northern Hills that was continuously on that list of things that um impacted student learning was feeling hungry and it didn't show up on our list this year. And our like teachers have been really strategic in adding extra snack times um throughout the day for students. And so just some of those things like you see it in the data changing and so then you know like some of the things you're doing are making a difference. Um yeah. Great. Any other questions? >> Really appreciate that. The conversation after the report was great, Jen. Yeah. >> But like the conversation afterwards that point you just made, Kelly, like really kind of drew it home and and Jared as well really uh very
044like high impact statement. So I appreciate that. >> Let's turn to the family experience survey and ask Gloria for >> Yes. more survey results for us to share. It's that time of year. Um so as part of our strategic plan um the last three years we have asked families also to complete a survey and really the whole focus is to look at our pillar 2 objective of fostering meaningful relationships among family, school and community to ensure access, representation and voice. I feel like I have an echo. No, >> there is an echo. >> Use someone else >> maybe a little bit. >> Thanks. So, there are two Well, if you remember before I get into the actual slide deck, there's two reasons that we um have articulated that we collect this information. One is that
045we've made it part of our scorecard for the district for the current strategic plan. And the second reason is that we've always used the results to look at the next year at each building and then develop goals both at a building level and a district level again on how can we impact the these results and focusing on how can we improve. So there's two enclosures in the agenda. Um one is a very detailed report of all the data. It's there's a compiled part that is the entire district results all put together and then it's broken down also by each building. But the second one that I'm really going to focus on in um the second enclosure is a summary for this presentation of the results. So um the f the Emily if you want to
046just go on the second slide. Emily's driving the ship for me here. go back to the second slide there. It's kind of the I put all the summary into one um slide. So, if you recall our survey, we've used the same survey for the last three years. There's 17 questions on the survey. It's a scale of one to four. One being strongly disagree, four being strongly agree. Um we don't have a middle ground intentionally so that we're able to to really analyze this data. Um some of the the overall takeaways, the response rate this year was almost exactly the same as it was last year. The last two years was significantly lower than the first year we did this. We've had some conversations too around sometimes when you survey people too frequently, maybe they choose
047not to participate every single year. So maybe timing how often we survey families also is really important. So just to take that into consideration. So our response rate this year was 449 families which is still a great representation of our families that are giving us feedback from all of our different schools. Some of the things to think about um what we one of the things that we focused on in this survey if you recall is that we looked at the demographics of our families and our students and we looked at the people that responded to the survey. And really what we're trying to do is make sure that all voices are represented. And so the only way we can do that then is we ask the respondents also what's your ethnic group and do you
048speak English at home primarily? And when you look at the results or what language do you speak at home and what when you look at the results and this is very consistent with what we've had previously. We still continue to have an unrepres un under representation of our minority minority ethnic groups and non-English-speaking families. So just keeping that because you know that was kind of our pillar not just kind of it was part of our pillar to make sure that all families are represented. So continuing to focus on that as an area um to work on. Um overall when you look at all of the questions and like I said that the first enclosures really has all the data in it but if you do because there's three years worth of data in there and
049even by each building but also by average when we put it all together there's not a real significant difference across the questions across the three years of data. So we're getting first of all shows us that we're getting really consistent and reliable data I would say and also that um we've got really overall positive results which is so good to see. Um sometimes it's hard when you when you start thinking about well what goals can we extrapolate from this data in order to improve and I know we've tried a lots of different things and to see sometimes that it's still consistent. A, it's positive, but B, it's also like, okay, well, maybe we didn't impact it like we wanted to or should have. Um, the second, uh, let's see, third slide there, this question, it's
050number 16 on the survey, is different than the rest of the questions. It's not a rating. It's asking families if they're willing to share what difficulties or what areas of difficulty has your family experienced in the past year. And so when we look at this again the results three years worth of results very similar across the board and the similar areas of difficulty is rated as high for the most more families rated mental health concerns academic difficulties and attendance still are at the top. Those have been at the top three mo mental health needs has been at the top across the board for the last three years. So, I know we've done a lot of things in the district to help with meeting the needs of our students and families um in the area of
051mental health and how that impacts academics. Oftentimes, we didn't limit it to like one area, like you could only pick one. So, many families picked more than one. What I thought was interesting is that um I think it added up about third of the families marked at least one area, some marked many. So there's still showing that there continues to be a need in our district in lots of these different areas that we can have some impact on. The the fourth slide in the in the deck um is if you remember on our scorecard we have two two measures in this in pillar two. One is around um the overall score on the family experience survey. So putting everything together where did we score? The other one is that high lever question. I would recommend
052my child's school to a family who do who does not currently attend here. And so the next two slides are the elementary schools, the last three years worth of data of their high leverage question. And you can see pretty consistent, little up, little down, um, but pretty consistent across the three years in middle school and high school. Again, little bit of increase in the middle school and in the high school, but really pretty consistent across the board when you break it down into that high leverage question by building. So, the last slide on there is our actual district scorecard update. Again, the two different areas we've measured across the board is that high leverage question. So, if you if you put it all together, we're at a 3.57 out of four. So for the second
053year in a row, we've exceeded our target for the end of strategic plan, which is great. And then our family experience survey overall results when you put all of the data together was a 3.4 out of four, which is a little bit higher than last year. Again, trending up. So good data. What I think is important um to well one thing I wanted to mention is the last two years that I reported out these results I've also reported out the community survey results which we do to the entire community another survey um that we just closed I think last week and so we'll report those results out at a different board meeting but we did do that survey also to um try to expand a little bit more to community members and try to get
054some more information about how we're doing as a school district on the community survey. We use the same questions as we did the last two years on that one too. And the other thing I think is important to know about pillar two um it is family and community engagement next year under the new strategic plan it would be pillar three. So we split pillar one into two and then this would be pillar three. But for this year in particular, we didn't do as much scaffolding down to the building levels for this pillar because if you look at the goals, if you go back and look at the goals for pillar two this year, it really was around increase our increasing our communication with families, with community. Um, Nick and Ben have been been very busy
055with expanding our newsletters to families, to the community, diff to our staff. Um and really it was focusing on increasing our social media, our um website use, less connected directly to the family experience survey. So we wanted to put some closure to this this part of the strategic plan, but it's a little less connected this year with the goals for this pillar. Does that make sense? Any other any questions around that information? Sure. to the the comment uh I think it was back on slide two where uh our non-English-speaking families are probably disproportionately represented in survey results >> and I should know the answer to this question I feel like I should do we offer it in an alternate language >> well we we do but more than anything we offer support in taking it
056sure >> if um for example our our M families sometimes don't we don't have it in Mong. We don't have the Servian Mong, but we have interpreters that will help them take it if they so choose. But yes, or Spanish is the other other one that we have interpreters that will help families take it. >> Okay. >> Yeah. >> Thank you, >> Lori. Can you remind me, have we done um focus groups with families as well as kind of a followup similar to what we do with students? >> We do or we have. We didn't this year. Yep. We have with fam with parents that we've brought in. that I remembered that. Okay. >> Yep. >> Thank you. >> Good memory. >> Yeah, that was one of my questions as well. Um cuz I do
057remember that happening. I think I even participated in them once upon a time. Um >> the other question I had was around um the slide you had mentioned where people had reported things like food insecurity or transportation issues. >> I can't remember at the end of the survey. Do we have links or resources available? What what is available at this survey in particular is that if you want someone to follow up on the survey information that you shared with you, you put in your contact information and then every building principal knows that they need to follow up with that. >> Okay. >> Those families. >> Thank you. >> Yeah. >> Other questions? >> Looking forward to hearing the community survey. >> It may be Nick that's presenting it. Oh, great. >> We've been working together
058and Ben has been too, but Yep. >> Any other questions, team? >> Thank you, Laura. >> Yeah. >> Okay, team. We'll move into action items and we'll start with item number 15, the second reading of the high school handbook. Turn over to Charlie. >> Thanks. Um yeah, in summary, um you know, for the second reading, there were no major changes proposed, but again, just to highlight, you know, a couple of the pieces from last meeting, you know, the 15 minutes to 5 minutes for the tardy, trying to trying to um increase um that class time for all kids and some other pieces with co-curricular tied to a tardy policy. And I did just rearrange um as you see there for the second reading. didn't change any of the contents necessarily, but just kind of the
059order in which they read defer back to the table. That was from board policy to help it clear it up just a little bit more. So that was my proposed change. Just some reordering of things and and again just a summary from what the big changes were from last from first reading. >> Thank you team. Any further questions for Charlie? I will move for approval of the high school student handbook as presented in enclosure 15. High school student handbook. >> Second. >> Motion by Mark, seconded by Tracy to approve the high school student handbook for 2026 27 as detailed in or found in enclosure 15 high school handbook. Team, any further questions? >> All those in favor? I >> I >> opposed >> as a group. Charlie, >> thank you. >> You and and the
060broader team for for work on that. >> We will turn to Ben to present the updated strategic plan. >> Okay. So, uh strategic plan. This a culmination of uh about a month or two ago we had 60 plus community members stakeholders come together to revisit uh and to review what our next iteration of our strategic plan would be. Uh we had a draft of that that was presented to the board uh for review and we had a development session that we had an opportunity to review and uh have some uh Q&A on. There was a couple of items that the board had asked uh some members of the of board, myself, Tesha, Bridget, Bridget and I uh did spend some time uh reviewing that and we did send the board uh a copy of uh
061what we came up with as a result of our meeting and I think that there was some strong work done. The biggest change was we did uh take some language that was in pillar five related to um the community's understanding of finance and operation. We felt like that was more appropriately placed in a public engagement uh portion. Um and we did move that language to be in that pillar which I believe is pillar three now. Um, so that was really the the biggest change. And then we just we did modify some of the language um yet in that pillar five just to make it more easily understandable and focused on what we wanted it to do. So I'll end my commentary and uh ask Bridget and Tisha to fill in any gaps and entertain any
062questions. And we're hopeful that the board will approve this so that we can take our next steps administratively to move this along. Yeah, I'll just touch base on the couple to the things that we touched on when we met as a small group. So, Ben outlined that we moved um the second bullet point under family and community engagement that was previously under finance and facilities operations. It better fit under community engagement because it really is creating content and helping the community better understand how school funding works. So, that's a big goal. Um and we felt like that would be something that could be measured on a scorecard. Um, under the finance facility and operation stewardship, we simplified the language, kind of restructured how the sentences were were put together. Um, but overall, we wanted to
063keep all of these in line with what was set the day that we had the room full of people at MS um where we had, you know, 12 plus hours committed from community members, students, staff, um, all sorts of folks. And we didn't feel it was appropriate to change too much language because so much thought and care had gone into that. So, this is what's being presented for approval this evening. >> I think it looks excellent and I do appreciate that moving that second bulletin point to family and community engagement. I think that's very important. >> I'm very impressed and I super appreciate the extra time you guys took in evaluating that and making sure that everything is clear and in the right place so it's easy to manage and monitor. So, I appreciate that
064guys. Anything to add to Sh? >> No. >> Any other questions? >> I think um Lori uh hinted at it. The um or didn't hint at it, said it. We now have five pillars rather than four. Um I think um we saw in that first iteration of the plan five years ago that that pillar one was really gigantic. And while I think um everyone around the table did a really good job of tackling that, I think this identifies um more specifically, more visually the importance of both pieces of that pillar. So um I I think it's a good um step forward separating those out and adding that fifth pillar. >> This is on approval. I would move that we um approve the presented updated strategic plan um as outlined in enclosure 16 and um detailed
065tonight by that smaller committee than that. >> I have a second and I would like a roll call please. >> Motion by and seconded by Bridget to approve the updated strategic plan as detailed in closure 16 strategic plan. Any further questions? Have a roll call, please. >> Tracy, >> yes. >> Bridget, >> yes. Mark, >> yes. >> Brian, >> yes. >> An? >> Yes. >> Tisha? >> Yes. >> And Aaron? >> Yes. >> Great work on that team. Thank you. >> Exciting. >> Are there any requests to remove items from the consent agenda for separate consideration? Seeing none, I would move for approval of the consent agenda. >> Second. >> Motion by Mark, seconded by Tisha to approve the consent agenda as presented. Are there any questions? >> All those in favor? >> I >>
066opposed. The board of education will now entertain a motion to convene in close session pursuant to section 19.85 85 parents 1 C and or F to consider and discuss the superintendent's performance evaluation data. The board may take other related appropriate action in close session. The board will adjourn from close session. >> I'll make that motion. >> Second. >> Motion by an seconded by Brian to convene in close session. Uh per the rationale is written by myself. Any questions? Can we have a roll call, please? >> Brian, >> yes. >> Mark, >> yes. >> Tisha, >> yes. >> Bridget, >> yes. >> Tracy, >> yes. >> Ann, >> yes. And Aaron, >> yes. >> We'll convene in close session in five minutes. 7:00. >> You guys did like a beautiful job. Like it was so