001this morning. >> I will call the November 2025 >> meeting of the Aquarius School >> to order. And we'll start with roll call, please. Mara >> here. >> Janet Matthysse >> here. Wallace >> here. >> Rich James. >> I don't think he's going to make it at all. It looks like Isaac Wallace >> here. >> Scott Wal >> here. You've had the agenda in your hands for a bit. I'll entertain a motion. Oh, sorry. Affirmation and approval of publication of the agenda. >> I, Kimberly Johnson, hereby certify that notice of the Kickapoo area school district November 12th, 2025 regular schoolboard meeting was published in accordance with state law. >> Thank you very much. I'll then entertain a motion to approve tonight's agenda. >> So move. >> I'll second. >> Motion by Earl, second by Bo.
002Thank you to approve tonight's agenda. Any discussion? All in favor? I oppose. Audience, visitors, and board members. Looks like we have student council representatives here for a report. Ladies, take it away. >> Hi, my name is Brilan. >> My name is B. We are members of the Kaboo High School student council. It has been a great school year so far. We'll be focused on a variety of subjects and areas and clubs throughout the year. Um, keeping schoolboard updates and keeping things happening in the classroom with extracurricular activities. Middle school science 8th grade is busy learning about motion and forces. They are in the lab evaluating the relationship between weight and mass, friction with various surfaces, and how net forces affect motion by rolling bowling balls across the floor. Middle school sixth grade life skills. Sixth
003grade life skill students learned about trustworthiness and respect through a partner trust maze, small large group scenarios, visit visits to prek first grade classes to build trust and respect and writing and performing skits demonstrating respectful versus disrespectful behaviors and an impact on each other. For high school math, 11 high school females attended the women in STEM career day at W Platville and were introduced to different pathways involving biology, chemistry, math, and engineering. The high school math team just competed at the math contest at W Platville on November 5th. Results will be announced as results will be announced soon if they haven't already. High school science earth science students are entertaining minerals, rocks, and soil units. They just conducted a lab outside on the soil types and layers. Anatomy and physiology students are finishing up on
004the inter interaging and presenting a skin uh presenting a presentation on skin conditions and diseases. AP biology students are almost finishing up with unit on cells and cell structures. They recently conducted a lab finding salt concentration in potato and finding different concentrations of salt water. Biology students are finishing up on their first unit on biological molecules. They have tured several different foods to identify molecules that exist. Physics students are combining using combined combination of videos and online graphical analysis to analyze changes in motion. They have recently taken videos of an activity of choice starter blog rolling force object elastic poppers throwing a football and upload them to graphical analysis system. From there, each group is developing graphical and mathematical representations of changes in motion. Chemistry students have now completed several labs activities building on their
005ability and confidence to use laboratory equipment and processes. They are also introduced into chrom chromatography and concepts of capabilary action. Next up is the periodic table and field in high school Spanish. Spanish 1 has researched and created country in a container projects about each of the Spanish speaking countries and created skits using basic Spanish greetings. Spanish 2 studied calendar terms, learned how to tell time in Spanish, and delivered mock weather forecast presentations for Spanish speaking cities. The senior class seniors had a had fun participating in their last homecoming week. They planned a successful homecoming dance with the theme a night in Paris. 120 high school students came and had a blast. Juniors had a great time decorating and participating in homecoming week. They also hosted their annual 5K fundraiser with a new costume aspect this
006year. They will now focus on preparing for their junior prom this spring. Drama club. Miss Nelson and Miss Wallace are discussing possibilities for the play and practices. These will begin December 1st. High school student council. Student council members welcome back students to brand. Welcome back students bringing with long locker stickers and mints. We had a busy start to the year organizing homecoming week. We brought back the bonfire to kick off the week, chose exciting dress up days and also brought back the lipsync. We now are going to start preparing our fundraisers that include gobble grams holiday and Valentine's choir and band. It's been a great start to the year. Many thanks to all those who supported our musical James and the Giant Peach. It was a blast and so many wonderful memories were made. Middle
007school choir had their first performance at the Veterans Day program this week and did a wonderful job as well. High school band wrapped up their marching season in style by marching in the horse and culture parade and an amazing halftime performance with lots of audience participation at homecom and a wonderful performance at the Veterans Day program. Middle school band and sixth grade band are both progressing nicely with their music reading ability and musical independence in preparation for the winter concert. Finally, the pizza fundraiser was a huge success. As expected in a trip year, we broke our previous record of 2,919 pizzas by making a whopping 3,283. This equates to over $16,000 allocated to the students account for this year's trip and future trips for our current middle school students. It's an enormous amount of work
008with many, many people helping and we can't thank everyone enough for this incredible support. Yearbook. We we celebrate National Yearbook Week in October with various social media posts to advertise the sale of both the middle school and high school yearbook along with spotlighting our yearbook staff. Local photographers Kelly Schwarz came in to talk to the yearbook staff in photography about planning another visit with the students to work one-on-one. Both sports page deadlines are approaching and will be submitted before Thanksgiving. >> Wonderful. Thanks. >> Any questions before they disappear? >> Didn't know that, did you? I just have mentioned the Veterans Day program. My husband and I were there for that. Eric did a nice job of MCing again this year and thank you for hosting that. I think it's really good. Um, we then went
009down to the Legion for the the lunch and they had a little program there too. And just wanted to pass on that several of the the veterans and the members and the speaker who was here all commented on how the behavior of the students was so great and so respectful that when you're there for a program like that that that is not always the case from what they've seen. They really appreciated that and the staff that was here too. And several of the kids did stop and say thank you to these veterans, especially the older ones on their way out to in so they were impressed. So nice. Good. >> Thanks, Janet. What What grade are you two in? >> I'm a senior. Junior >> senior junior. Excellent job. Thank you. >> Anybody else sign
010up? >> You have to stay. >> Yeah, >> see you tomorrow. Watch out for the brown things. >> Oh, yeah. >> Board members, anything. >> All right, then we'll move on to item five, expense vouchers and receipts. Any comments or questions? There is months Make a motion to approve. Second. >> Motion by Janet, second by Isaac to approve. And just what one quick comment or question. And I saw the Alan Griffin payout quarterly payout was 40 some 40. Is that higher than normal? I I said it was like 150,000. >> It's 41529. >> Just I'm guessing interest rates going up. >> Stock market's up. I'm guessing it's it's based on the interest rate if I >> Well, it's awesome. >> All right. All in favor? >> I >> opposed. Motion passes. Item six, the consent
011agenda includes only a few things tonight. minutes from our October 8th regular school board meeting and also the October 28th special board meeting. And nicely, and I love reading these, a number of donations. Ruby Mary donated $50 to help feed the musical students during practice. Trish Helgerson, $50 for towards the digital sign. Jacob and Brittany Little, uh, $220 for the lunch fund. Rosie and David Lepley, $25 again for the digital sign in memory of Bobby Young and Leverne and Alice Phillips, $100 for the lunch fund. Any comments or discussion on those few items? I'll entertain a motion then to approve tonight's consent agenda. >> I'll make a motion to approve the consent agenda. >> I'll second. >> Motion by Isaac, second by Bo. All in favor? I. >> Couple items on tonight's action agenda. Then
012uh you can see in the note the need for a new middle school and high school capier and the price is included in the notes there. $6,246. This isn't the same printer we talked about a few months ago though and this is in the budget for this year. Didn't we just buy was it the office or something? purchased the office. >> I commented on the middle school high school one. It was constantly broken down. >> Oh yeah. And it came in a lot >> cheaper. >> So really Yeah. Two for >> Yeah. for efficiency. >> I'm breaking the element. >> Hey, heard that. >> Do those do those get used any less in the digital age where everything's Chromebook? >> They probably should, but it's you know, there's some be hard to get people. >>
013Yeah, I would say some, but there's still plenty. >> Not as much as you would people think. >> A lot of old teachers. Yeah. >> Think, you know, for about tactile learning. >> Well, they still have to learn kindergarten first, right? We don't want them on screens all the time. They don't have >> there's certainly less without a doubt, but they're still >> The only thing that got me was looking at the the overage on how many sheets there was. I mean that's >> I don't remember why it was six or not but it goes well into five didn't hit the 100,000 >> that's the extras >> what did I tell you 2 million >> over the guy was fixing the elementary one the other day and I said cuz it took him while he
014had vacuum out and I was like what are we doing here I said handtoh hand combat and he goes it's just gone over two million cops wow what he said I'm like I guess he need a little picture >> well the need is evident >> and it is an action agenda item. So, anybody want to move to >> I'll make a motion to approve the copier that is stated there for 6246. >> I'll second it. >> Motion by Earl, second by Janet. All in favor? >> I opposed. Motion passes. Um, second item on the action agenda tonight, the agreement with Richland Center Schools. And this is in the packet. Had a moment to review. And I think this the second year of this third. >> Yeah, we had one last year, too. >> Yeah. We
015have but we've also have the cost for the transportation of is it just one student And I guess the administration supports this. It's in the best interest of tax. >> Yeah. >> So again, an action agenda item. So if anybody comfortable enough with the agreement, which I remember it's pretty much verbatim. Let's see. >> Go ahead and make the motion. >> Make a motion to approve this. >> I'll second that. >> Motion by Jan. It's second by Isaac. Any discussion? All in favor? I opposed. Motion passes. Only one item then under ourformational agenda tonight. This is kind of a fun one. Always the 2425 assessment results. >> Anybody want to leave discussion on this? >> I'll start with >> um Yeah. Yeah. Go ahead. We'll do elementary and go to middle school. >> So if
016you think of the elementary one, I think it's the first one. Um, I'll just give you the highlights here quick that I wrote down. Um, if you look at the overall score, it was 76, which last year was 71. You can find any person that can really explain how the scores change from year to year, you'd probably be a millionaire. But the elementary one went up, which was nice to see. Um, it's kind of broken down in the in the elementary into four parts. achievement role partner groups and then the on track to graduate which not really worried about that little kid on track graduate. Um if you looked at the achievement so that would be on the second page where it's got performance level by years and it's got the English language arts and
017the mathematics. You look 24 to 25 we made improvements. Um, our lowest kids, the developing dropped a bunch and that's they average that over three years in both math and reading. So that's good growth. We're doing the right things. We're going in the right direction. If you flip to the next part part, which is the growth score, and all the growth score and all this go together to get your your overall um that line right there is they figure average growth is 3.0. 0. And if you look at reading, we're at almost we're at 3.9 almost four. And in math, we're above the state average in our growth scores. And it makes sense to me that yeah, we made a really nice jump in language arts because that's the last year where we spent a
018lot of time with a lot of resources. And the next one, what we're working on right now is trying to make some of those same changes in math. Um so part of the reason the elementary score looks good is because or exceeds expectations is because of the of the growth scores. Um you flip to the next part which is the target group outcomes and the way I understood this when I dug into it is this is the growth of your lowest kids. So if you think of your special ed kids and when you look back at the be if you look back at the beginning part of how many kids went from developing and moved up we've done a really nice job with those kids in that group and they've shown a lot of growth
019and that goes with the growth score which is kind of bump that up. Um, like I said, when I looked at the ontrack graduation stuff, I we're a long ways away from that. So, I didn't dig into that too much. As the elementary and what I kind of told the staff was the takeaways I took from it is that our growth scores are really good. Our target groups are really good and that's the same group of kids that we spend a lot of time and that you have as a board your resources into Mrs. Vonruden. um our ability to do win time and other stuff to really target those kids has really started to pay off I think. Um so when I look at that overall, yeah, I'm proud of those growth scores I think
020and the on target stuff and I told the staff they've done really good stuff. Do we the area to improve on is obviously our achievements. We want to make that higher. So that's the next step as we look at with the stuff like we talked about with the act 20 and you find the other things we're putting in the hope is as that starts to pay off that achievement start score starts to pull off but I can answer some questions about them a lot of depth there's only so much I can do because I and Kim can Kim has really dug into this and >> we thought that this would be a better way to share with you where we are as a district instead of comparing the 12 kids who in third and fourth
021grade at LFARG. Um it shows what we're doing as a district and where the especially in elementary the stuff that we've really kind of focused on. I I think the report card is showing is starting that it it's starting to show there and it is in the growth and it is in those target groups and those kids that we have that we're getting a lot of extra help to and then we'll keep working on the other stuff. >> I really liked the the one there. It really shows like you said that the developing area how much less that is in both areas and how it's expanded on advanced and meeting area you know everything got them out of the group >> that's what we're trying to do and remember now that as they rotate through
022>> that could change next year depending >> yeah you know >> well and they could change this year that's another >> yeah and then the two years >> and those two years are the two since they changed the flood exam. >> So that at least those two are feeling pretty good about. But I mean really when you look at it, it's the it's moving those kids from developing and your wife's had a huge part of that and I've told her that that's a big group of those kids that she works with a lot that there especially last year on the fifth grade test. Should have wrote it down. I think there were like the year before there were nine kids who were in that down to four. There were three or four kids that bumped
023themselves up and it could have been by a question. It could have been but they bumped themselves up. Hope the hope is that continues but it's kind of where we are. >> And when you mentioned that we did well in growth and that's really been in two areas because that's also 30 36 point something% of your overall dude. >> Yep. Those >> that's where they wanted you to grow. I mean I mean whatever defense there but that's why that works more because that >> I think they identify that because of all our populations >> and our high will realistically um acknowledging that the the population coming in and then the expectation of teacher and it's nice to know that our staff have put their resources is and it's making a huge impact on our student
024body which is nice. >> That's all I got. >> All right. Um so to kind of offshoot that and as you look at the report card ours is a bit different. And so when you look at um the score and Andy and Kim and I have had these conversations and that's kind of the I don't want to say the tough part but when you look at the report card score and then you look at the actual scores from the achievement level when you compare yourself they sometimes don't always exactly align. And so from a standpoint of um how the students did and just the actual achievement and the state average um we had a good mix of things. We were above the state average um on the ninth and tth um preacct tests. um had
025a number of classes and subjects above um and the middle school grade levels as well. But as you can see, our growth part is where we really need to improve um along with the target group aspect. So, that's the biggest aspect um as we look as they get older um to continue to focus on and we're going to have to look at just curriculum and some of those areas of that growth pattern and some of the um lower achieving students to really try to increase those levels because as you can see when you look at the percentage and that was the interesting part looking at a lot of report cards is that achievement might have been high or good but if growth was not or vice versa you can see where that pie chart really
026straightens. You know, it it is different. And so that's the part where um you know, again, it's I guess depending how you look at it, but looking at the report card, the overall score, there's certainly those aspects that we need to continue to um focus and and try to achieve more growth and with the target the lowest achieving kids. Um math continues to be in one that we've spent a lot of time on to continue to focus on. um last year's sixth grade, this year's seventh grade, um scores have not been great. And so there's a number of kids in that class that are special ed students that we need to continue to really focus on and work with to try to u increase increase those scores and get them up. Um so that that's
027part of um the goal really and again trying to work with everybody, but there's a number of students in that seventh grade class to really try to focus and work with to to get to that point. And as Andy said, you know, there's a number of them at times and last this year's freshman is a great example where as last year as eighth graders, they did not do as well on the test. The year before they did. Um you get some of those situations where you have four or five kids and they're right on that line between proficient or not proficient. And one test they might do it and the next year they might not. And you know it's may seem like it's only four or five kids but when they're basically 3% or 4%
028of the overall you go from a 40th percentile to a 52nd or 55th and that you know makes a big difference. So, um, yeah, there's really, I guess I nothing I can say other than, you know, certainly, you know, we need to keep working towards achievement overall, but, you know, working towards and and doing pretty well in that area, but really need to continue to work with the the growth and really working with those target group kids and those lower level kids. So, >> so I don't exactly know how to ask this, but every year when we look at this, elementary exceeds expectations. I believe it's been every year. I remember looking at this a couple weeks these formats hasn't been around that long >> and I don't think the high school or middle school
029high school area has ever not met expectations. So, I think that's but it seems like it must be harder to improve. And I so I'm what's different about what you're going to have to do than what they kind of already achieved at the elementary level because I think if you looked and that's again part of the discussion we had there's really kind of a mix and it's not with everyone. Um but typically characteristically your biggest biggest growth type scores are going to come at your elementary level type levels because they're learning right away coming up through the ranks as they're starting to learn and go. Um I I had the same question Janet and I looked at you know other schools of okay you know and a lot of oftent times their elementary score was
030quite a bit higher than their middle school high school score or their middle school score and that biggest element was the growth aspect of it was that um to give you an exact specific to why that is other than you know I think to a point kids get where I don't want to say they you know cap out on their learning but they get to a point where >> they continue to grow and grow. Um, you know, and you get to a point as a freshman or sophomore and, you know, I don't think that comes as much at a at a rapid rate. You guys can give a thought. Well, I think with the new the way that they have designed this, it's meant more specifically to identify the type the population of kids that
031you have and then put the weight in that expectation. So I think now with the different resources that we have available, we can take a look at this and like we've had conversations now like where are the areas and like seriously take a look at where are the areas that we have a gap and what can we do with that? Um and I think that um I met with Lisa and bringing some of this AI um some different platforms there because you know the math standards are so vast and so what specifically are they testing on? Um and so now we have the tools to really dig in and understand what specifically are we missing? are the students missing in that instruction piece or them receiving and conceptualizing. Um we can just where you know
032can dig further into what's going on with the the learning um and then make some adjustments and then um see if we can make I mean I think we're all here committed to continuous improvement. So just really we can't go back and like understand you know I guess what or how but we can move forward and just identify some areas that we really want to focus and and make some changes and um see if we can impact some growth um using more of the tools that are available I guess. Well, and I there's also part of it I think that if with some of the changes that the elementary is trying to do to catch kids that if we are able to get kids caught up sooner that their scores will be higher and that
033will carry over into middle school and high school because kids spend a lot of like we've talked about and I showed you that data where you know we had that spike at the end of kindergarten where all of a sudden we have high-risisk kids and it carries over into first and second grade. If the thing we are doing works, we won't we won't have to do you fly in third grade anymore. We won't have to do you fly in second grade because kids will have those foundations. Um Amy Clemens and I spent Thank God we hired her um for the math stuff, we were looking at standards today. That's kind of what I was doing before you were here because she's done some of this at VRO at Veropa where we can focus on the
034things that they need and get to get them get them sooner so they have a better foundation going into fourth, fifth, and sixth grade. And Aaron won't have there won't be seventh graders upstairs who I never understood this and I'm only going to get so high because I don't have a foundational understanding of what these math concepts are. And if the elementary can get that or they have that going up, it's only going to raise everything is what I think. And that's on the elementary to get that to get the base started there. >> Well, the math one was the one I thought of too that I think has to be harder at the senior high or I mean they take these tests all the way through grade 12 then. >> Uh their junior year
035is their last one. ACT. Yeah. >> But >> Yeah. because I can see but yet as far as achievement you know it says this uh school score was the same or higher as 54 than 54%. So well you know I >> right >> we'd like it to be better but hey that but then there's one where we're only better than like 20% of the schools that we have to and that's road but >> you know >> yeah there's no doubt the growth part >> but I I >> we got to continue to and you know like Andy said I think what's that >> I I see that it wouldn't be harder >> I think so I think the um you know I think maybe the setup you We do have the interventionist that we have
036now, but like we've talked about that has really changed a lot with the number of kids and you know it it really has that focus has changed a bit of kids who really need more intervention to an almost alternative aspect with a number of kids and so >> you know getting having a scenario like a Sherry or you know somebody where they can really go and we're going to try to utilize that more as much as we can and work with um you know the special ed teachers to have that time. Um, but it is, you know, the setup is a little bit different at times. It's we can't pull one of them out and, you know, we can, but it's not maybe as I don't want to say as efficient, you know, possibly with
037going to Sherry, but um, yeah, it is. And and I Kim and I had that conversation this morning and um you look at it two ways and you know sometimes your mind is just trained to look at a look at a number and you know you look at from a proficiency level and okay you know there's a lot of good positive things and then you look at it from a number on a report card and it's like not as good and and I said to Kim when the report cards came out yesterday we're obviously in that political realm of things and one of the politicians had put a report out on Facebook about DPI and the report card system and said, "Explain this to me. A school a school scored 13% proficiency in ELA and
038they were an exceeding expectation school, but because of the growth, I'm sure there is no question that that was true." And so then it's hard to look at and be like, okay, how do you, you know, I don't know that there is a right or a wrong because they're they're both right, but they're both in two different aspects. And like I said to Kim, you know, if you're rating two sports teams and one of them has a ton of wins, but they didn't improve from the last year, but you've got another one and they didn't win any games, but the next year they won five. And you know, it looks like they've but yet they're not the same type situation. And so it it is complex and like Andy said trying to trying to understand
039the scoring in some of this and and I've gone through and looked at a whole bunch of different schools and their report cards and looked at some of them and I I showed Kim a couple today and I'm like look at this like their achievement is like literally like nothing but their growth is huge and they're scoring at 78 or 79 on the report score and so it's again there's a there's a mix of things and um >> but I see why the state looks at at the growth. >> Oh yeah, they want the growth is an important part. >> For sure. They really do want to >> without a doubt. And I'm not, don't get me wrong, >> what you guys are doing. I'm not getting anything wrong. >> Yeah. No. And I'm not
040saying that growth part isn't important. Without a doubt, it certainly is. It's just sometimes deceiving when you look at the report card score versus an achievement level. You know what I mean? where they were in comparison to their peers, but they didn't grow or they were higher. >> Just some of the other things we've talked about with test taking, by the time you get students to be sophomores in high school, let's pick that age, you're going to have a harder time convincing them, but >> yeah. >> There's some third graders that don't put a lot of effort into it. >> Yeah. I mean, I'm done. It took eight minutes. Coach, try Ann and I talked about that too or you know um just their own personal effort or understanding and then really being able to
041tell the story and narrate or to do our job to build in those soft skills and the you know what are the benefits based of education what are the benefits of graduating I think of when and beyond a test score which in the future maybe there's more purpose to them to put more effort into, you know. Um, but >> well, I'll be honest, when we discuss the AGR report, that is really compelling to me because it's really easy to understand link between the numbers you're looking at and what happens in the classroom. Every year we look at this, I'm like, I it's hard for me to understand the link between what's happening in the classroom and that green column. >> You know, the the way they compile data and present it to me, it just
042leaves. >> Yeah. Okay. I just don't know how to interpret this whole report. I >> Yeah. My my honestly my impression is there's a set of cubicles in DPI with people charged with developing some way to >> assess school statewide and they've done a pretty job but I don't really know how to >> yeah something but >> how to take this information and say oh my god we have to do this and like I we're doing okay and >> yeah the other thing I'd point out here that nobody's mentioned, but the postsecondary prep. Thank you to whoever got this placed out. So, we got credit, but we we got it right. >> So, we got credit for our industry recognized credentials, which I knew had been there, and it was years ago when we first
043saw this at Seth, we had an absolute >> and we weren't the only ones, but you know, it took him a couple years to get it, but but he did. >> Yeah. The other thing I never noticed before was this for arts participation. >> Yeah, that music. We look really good in that. The one thing um with industry recognized credentials and we're going to have to kind of do a I guess a cost analysis and an educational analysis with it. So typically what has happened is CISA has given us they've had this traveling toolkit and they drop it off at differenting schools and you get to keep it free for a couple weeks and that's when you utilize that to test these kids out. >> They're now going to be charging I think it's $4,500
044if you want to use the kit. And so it's really changed the dynamics of the schools where they're looking at, okay, so we now used to have this for free and we could test these kids out, get them, you know, the credentials and get $1,000 back per kid that is certified and now they're going to charge $4,500 to use it. And they won't let you use your own, even if you have your own equipment to certify them, you have to use their their tools. So there's been some discussions with CISA right now of just kind of that change and why that is. And as you can imagine, a lot of >> Was that on this year's thing? But there was there anything in our >> No, this was just new for this year. Like this?
045>> No, but we signed a contract. We agreed on our services for this year last year, right? >> So, was the change in there? Were we supposed to have joined some consortium or something? >> No, it wasn't. >> It's an extra fee that you have to pay on top of it if you want to do it. Um, so there's a lot of schools asking the same questions we are of this really, you know, this has been this way forever and >> have you addressed this with said or no, it's kind it's >> we've been talking to Tom through Tom Martin just expressing concern. >> I can call Jamie and find out. We will ask that next. But um yeah, that was just a change where again you look at it >> had to replace a
046lot of those kits but and the original ones were grants and they also do more and more of these grants with like three districts here, three districts there and stuff and unfortunately of we just don't tend to get into a lot of those because I don't know other than we don't do a lot with virtual center and they always seem to come up virtual center and ethical weston is out there I don't I think bless just with Benjamin and you >> Yeah, we'll follow up and check more again. I I think lots of people have some of the emails that I've seen that have gone through Ken Crany's >> ask a lot of people are asking the same questions and looking at the same element of okay why are we going to pay this or
047you know where does that end up when you've not had to pay anything to have these kids certified and now now >> the equipment that we could use is there some way that that equipment is calibrated or something so that they know >> from what I understand from the right >> equipment you know they've said that it has to be their system, their their kit of tools that they drop off. So, but we'll follow up, but I just wanted to make you aware that's one aspect of that IRC. >> There's multiple kits. You have to pay $4,500 for one or you >> I think there are different kits, but the one typically we would use I think they each have a cost. there's different different course type kids, but so we'll check in it. just,
048you know, looking at that category that's on the report card to know that um, you know, obviously if >> you got to pay that amount and you have these kids that, you know, a lot of them, most of them aren't utilizing it per se other than getting the criteria, you know, and >> you're calling it an extra fee and I never hear that or those words that extravag and some of the things don't have a set cost. they have a, you know, so much per whatever they call a 15 minute interval slot like in some of your spec things and stuff we do or special services I should say. >> Well, we'll follow up with Tom and if we don't get a we can certainly talk to Jamie and try to understand it, but right
049now that's that's the best understanding I I have of it um through the emails that have recently been sent >> just to be aware of it. >> Any other thoughts on the report card? No. >> Then we'll move on to reports. Yeah. >> Okay. So, I did um share with you um kind of that the the step of wanting to kind of uh survey the community and um get some gather some feedback from the parents, the staff, the students and community members on what they value most in Kikapoo schools. kind of identify areas of strength and opportunities for growth. Um how does our c our how can we capture our how our community defines success for our students um beyond the test scores. Um, so this feedback is kind of going to help guide like
050a strategic communication efforts and kind of future district priorities, ensuring that our story is told accurately and meaningfully. And then once I receive all of those results, we will compile them and I will share some of the highlighted themes um for the next stage of um engagement. Um so any questions on that specific feedback or the communication to the community to try to garner some information about um what do they value? What is a benefits based education to them? What do they what do they value? It's kind of I think when we I first started this role the the conversation was around values and I just really believe values are kind of a shared mission and a a good communication piece and decision making. So was that okay? Is there anything you wanted to add
051or >> are we going to see the >> Didn't I share too much? >> You did. >> It was on the email, right? Yeah. >> So, we can just talk in the next few days kind of more so about that. I guess the only thing is I did try to look at it and there's one at least one spot where you say >> and I don't want to go into any more details here but um thought there was one spot where it said check all that apply but you can only actually pick one so you might want to double check that. >> Oh that check boxes. Yeah. >> And I'm not an expert on surveys and I know we use school perceptions and did the survey before the referendum which was a totally different kind
052of survey of what we needed you know. >> Yeah. I worry, and again, I'm not an expert on survey because I know a lot about constructing surveys, but I worry that there's so many open-ended questions that I don't know how many people are going to actually sit down and type a response. And I don't know exactly who this is aimed at, but a lot of people aren't going to be comfortable sitting there writing sentences out just with an open s, you know, I'm was wondering if like we used to use like focus groups. I mean different times southwest tech heads going on and you would go out to different communities and and do I I don't know but if if you're you're working with people who designed this kind of survey and they say that'll
053be okay that's fine. I'm just not sure the >> Yeah, there well in in discussions with in um Randy Nelson has kind of really been um kind of a John Tanner advocate. We've shared a lot of conversations and I did share it with him and there's really two avenues to go really um with John Tanner's research. Typically the answers will fit into specific themes. so I could identify and there could just be a quick check on the theme. Um, I kind of wanted to be more authentic and see if I could get more of just their thoughts. Um, I could my own prejudice because I I remember thinking, yeah, I've gotten surveys like this and this is about the question where I just give up. >> You're just not going to answer. Okay. Well, that's
054good. I like >> that's good feedback. >> Who are you going to who and how are you going to distribute this? What was the plan in that? >> Um well through our thrill share like we can reach all of the families. >> Okay. >> Um I was going to check into a mailing or put posters up with a QR code. Um >> that you're mostly we're looking at the families of the students that are here. I'm not really hearing this. This is not this this is I don't know how to put it. The school community this is not the >> well QR codes isn't what >> yeah I mean to take that step to kind of do what we had done during the referendum where it went to the entire community is an investment in
055that postage here >> and and it it was totally a different kind of survey. I I get that this is >> more the open-ended and report and and I you know I don't think that kind of survey would elicit what you want at all. So I'm not saying change it to that. I'm just wondering. But I mean to your to your point, yeah, I mean I think some of the like a lot of those open ones like it'd be beneficial just to have maybe some prefilled options to maybe get some consensus and then have and you know an other and then allow people to kind of provide feedback >> just just Yeah, I like that idea, >> you know, because I feel like you could probably pre-populate those with a half dozen >> things and
056you know, maybe people then oh I didn't think about that but you know now you say that that that's valuable >> yeah that's true >> I will redesign it because then that fits both it gives people um the opportunity to to choose make a selection and make it quick so that I do get the feedback and but then additionally have that option to fill it in >> with additional thoughts yeah I can change it up for that >> that's really good idea Yeah. >> And some of these, you know, you know, I know you have like options for like how to communicate and that kind of stuff. It might even be like, you know, probably like rank and order. So, you know, just so you can kind of, you know, kind of gauge >> what
057the first the highest two or three, you know, so we know where to kind of double down on your efforts >> because obviously there's not going to be one choice, >> right? But, you know, having kind of a little bit more of a priorit priority list might help you too. >> Hey, good feedback. Anything else? >> What's the thought in terms of how these results that I use? You talked about core values. Values. Is this beyond that going to be part of a full >> strategic planning process? >> Um, it could initiate um that for sure. And I think mainly what I was what I was thinking there's all this conversation about being able to tell your story um and to be able to take that narrative and um communicate all the great things and
058what do people value and so just targeting that voice and elevating who Kikapoo is and what they represent and the quality and the success Um, and just hearing those voices from the students, from the staff, from the parents, from from everybody to just get kind of that confirmation that these are the areas, this is what we value. These are the benefits of Kikapoo and this is what we appreciate and and then that's kind of the voice that, you know, goes throughout the land. um you know, when vouchers and school choice and um even the conversations about what public schools do or or what they teach. Um it kind of helps that narrative >> and I do commend you for authentically really wanting to get what our story is rather than we're make it up here.
059I mean, we're just going to tell you what it is. >> Yeah. >> You tell us. Yeah. Well, I think there's value in people feeling like they have a voice. I matter >> and so >> Okay. I'll keep communicating. I and I'll share out those changes with you. Um the other thing that I can just report on is that we did have our CISA 3 meeting um last Friday and we had a really a brilliant speaker on AI and um I'm just going to really get more involved with him because I felt like he he really resonated with me about um and he kind of aligns perfectly with what I believe Kikapoo's next steps in approaching um AI thoughtfully and purposefully. Um the question is really not should we use AI but how can AI
060help us do what matters most for students kind of that deeper better and more equitable um approach. Um how we balance this new innovation with intention and ensure that technology enhances and not replaces that authentic learning and human connection. And then um he will just really kind of guide the the policy and teacher guidelines and student education and ethical use. Um so I really liked his presentation and I'm going to continue. um he has two more meetings with us. And so I think that will really drive a lot of how we um I've kind of really held off and waited until I got kind of this messaging really because I felt really good about how he was communicating the guidelines and the policy and um just bridging all of the the good great things about
061AI, how quickly it's all changing, but then all of the different concerns and I feel just really like understanding AI before we bring it um to staff and students. Um then we also heard from um a gentleman who spoke about the connection between schools and um economic development and community vitality. Um and um that's basically all I have to share tonight. Are we going to have a board level discussion on AI and its role in education? Because I I'm way behind the curve when it comes to this. >> First, we need education, right? >> I will. Yeah, we'll do that next month. I can I will plan a presentation. >> No, you just go in go into chat GPT and say please make >> it'll take actually do that for us here to make it.
062Yeah, it was no demonstration >> because I put state standards in I would >> to help people understand that like I will take please put the Wisconsin state standard into language that students and that is easily understandable to st to student stuff that would take us an hour and a half to break the standard down literally takes less than two seconds and then it prints it all out and then you can go and say can you please make can you please can you write me I statements and students under Eric agreed back made a they're doing rounding in the start today because she had an IEP meeting she went on the whichever AI one she's using and said please make me a worksheet with rounding to 10 to hundreds for third graders based on this
063standard and it gave it to her 2 seconds later and she ran it off and she had it and the things you can do with it you can it's amazing Do we do any training on what on with staff though? Because I remember one of the things I went through. >> We did a little on what not to do and >> to make sure staff was trained and all that stuff. >> And basically right now it's I use it I use a I use it for some stuff. >> Now are people using it to for their stories and stuff? No. But um it's a tool that can save a lot a lot of time, >> right? But even assessments and stuff that's not I didn't mean to bring I I was joking but you could
064do that actually do it right here. >> Yeah. >> And there are so many different tools you know and so many um things to be aware of about what each tool and how can fail you the need for the value of the value. So um this um can't remember >> I see you guys are getting involved. Yeah. So, training and I did I uh I was I've been seeking trying to get I have heard this WMadison speaker >> on um AI and I've been trying to get him because they do offer those events and I was hoping that in January for inservice I could bring someone. um but struggling to make connections there. But I did I mean they're all over like even using AI to help you find I did connect >> an AI
065>> I did connect with this gentleman he's kind of his master's is an AI and I could call him up. we did a Zoom meeting and so he just kind of shared his perspective too and he leads a lot of school districts and policy and guidelines and what to be aware of and kind of the purpose about how we how we need to use and he said how rapidly it's changing like in six months it changes and um so yeah just a lot of interesting conversations but with this guy through CISA too kind of offering the same things that this national guy that I had talked to so just really bringing in an understanding of AI so you feel good about it and knowing all the things to be aware of of how it can
066impact negatively you know and the hallucinations and sometimes GPT doesn't have accurate information you know but um Lisa had me on one the today a Google one and that one you bring specific documents into this Google site have used that Google LMS and so then it's more accurate because it's only using documents that you bring in. Um but yeah, it's the support that it could bring and the tutor perspective is there's a role but we just need to do it right I guess. >> So in one month we'll all be experts. >> Yes, I'll bring you more questions and answers I think. Was that it? >> Yes, that's it. >> Principal reports. >> I can go ahead. All right. >> Um, parent teacher conferences um or week two weeks ago seemed like we had a
067lot less people than normal, but we actually ended up with quite a bit more than we had the year before. So, we had conferences. That doesn't mean 281 people, but um that was up about 75 from the year before. Winter sports has started. So, which is amazing. The seasons have already gotten to that point, but we are here. So, um, girls basketball started and wrestling and boys basketball start next week. Um, Jana hit on Veterans Day, but again, thanks to the music programs. I think it's a great thing for a community. Um, and always just a great day. So, thank you to the veterans and and uh the music programs for helping that go smoothly. Uh, people had asked last month about the huddle. Um, I talked to Kant, he said those prices were really
068pretty normal. that hadn't like taken a drastic increase. Um the other one I talked to Earl about um was the bleachers wondering if that was really the middle school bleachers, the high school bleachers with Allison not being here. Um she hasn't really been able to look that up and Troyce tried but hasn't really found a great answer but so I just wanted to get back to him and let you know. I think once she gets back we can actually find that invoice and know uh next week and people have maybe seen it but um our school resource officer will erase will be coming and doing um next week and then the week in December opioid training with the seniors to really kind of go through um all of that and we'll also kind of talk
069about it's kind of a a grant a step program that Vernon County is doing right now with just the seniors but do we do that at some lower levels to start and they really go through and spend some time that kids are aware with um that element of things um they have done in a couple other schools so far. It sounds like things have done really well. It's been really positive. So that will start next week. And the last one um again kind of went along with music or the music people was just the musical. I don't know if you people got to go or not, but it was it was great. Always do a fantastic job. And it's always great to see kids that, you know, sometimes don't don't do other things in school
070or other co-curriculars and they get up on stage and it's kind of like, you know, it's not the kid you don't normally know or see during the school day. And so >> parent I asked about their son. >> He talked about choir in particular and how in the musical and that how much they appreciate and right >> it really helped to >> for sure. So that's what I have unless anybody has any questions. >> I have one and I may have fell in the somewhere. I didn't do we actually have a school resource officer. I I shouldn't say we pay them, but he's Yeah, >> he's he's the >> we make use of it. >> Yeah, he we don't pay them per se, but he's the person that goes to all the schools in M
071County. So, >> um he's kind of here as needed. He shows up. >> Yeah, that's great. the only >> the only other one and Earl and I were talking about this but was interesting and we both heard it on the radio show WRCO this morning but um Wisconsin is the only state to not recognize Veterans Day as a state holiday. >> Really? >> Federal holiday or >> it would be federal or state because it is a federal holiday there. Yeah. But recognize it as state day off so to speak. >> It's been put before a couple three times but never got past. >> Yeah. I I would have never guessed that. That was interesting. >> Be a nice day to go hunting. So, >> it would >> then they have to make it a Monday
072or something. >> Uh booster club had a Halloween party was well attended. Um a number of parents kick in for that. Our folks for breakfast is always very well attended. That was on or the first uh first Friday of the month and we have one coming up in December. Um, it's a couple of little things we do that get people in here that are very happy to be here that I think has a huge payoff for how the community sees us. Um, we've had a number of people drop off coats, snow pants, and gloves. We had one family who wants to remain anonymous drop off 250 pairs of mittens that I put in bags in everybody's room. So they she's she apologized for not being like snow mittens, but they're cloth mittens and it's somebody
073when they forgot they've got something to grab on to. And a number of people, it's hard to believe it's that time of year have um reached out for Christmas giving. So we've collected um Katie and has a spreadsheet that sent out to families who are in need and then they put their kids names and interest and sizes and stuff. and Richland Hospital has already reached out. Um I think the booster club's going to do again. We had a family call and just wanted to sp sponsor a family. Um Ron Gun Club, Ron Gun and Lesby, I'm sure we'll do it again. Um it helps that they're Katie's in-laws. Um so that started and we're starting to collect names and be here before you know. >> I should add one thing. I didn't but I'm not
074sure. Sheriff Roy King did a press conference I think this month I think. >> Yeah. >> But so I should mention that the sheriff is very supportive of our community. >> Can I admit something? >> Yes. >> As a parent, this is hard for me to admit, but I saw a picture of my son. So the topic he was discussing was the increase in students passing buses illegally. >> Oh, not just student, anybody. >> Yeah. >> And I saw my son shaking the sheriff's hand very serious like he agreed. He got ticketed for that a year ago. I wonder why did he choose our Any questions, thoughts, comments for Kim, Aaron, Andy? >> Yeah. >> All right. We'll move on then to convene to close session pursuant to Wisconsin State Statute 19.85, 85 paragraph 1
075part C considering employment promotion compensation or performance evaluation date of any public employee over which governmental body has jurisdiction or exercises responsibility the purpose is an insurance request I'll entertain a motion >> I will make a motion to convene close session a second motion second by both and we will vote Earl Wallace, >> yes. >> Janet Matthews, >> yes. >> Trader, >> yes. >> Isaac Wallace, >> yes. >> Scott Walter, >> yes. Have no motion. We have no motions coming out of close session. So the only motion >> motion to adjourn by Is second by Bo trader. Yep. >> To a journ. Thanks everybody. >> Oh wow. I have to finish it. >> Yeah.