001I'll let you know. >> All right, I will call the meeting to order. It's agenda date, time, and location were properly announced. Thank you all for coming out tonight. Uh we will start off with the approval of the minutes of July 28, 2025 of the regular meeting. Is there a motion to approve? Katie, is there a second? >> Amy, any questions or discussion, corrections? All those in favor, please say I. >> I. >> Opposed. Motion carries. Next, we have a payment of bills. Is there a motion to approve for the month of July the amount of 463 9748. So move >> rainy. Is there a second? >> A second. Brian. >> Brian. Any questions, discussion? I actually have a couple. Okay. Sorry I didn't get these out earlier. It's really just a funding thing to
002to um for some larger items like the fitness center equipment for 25,000. Um just wondering if that was grant or end that would be in their budget and then um there's a couple of items for the the wall of fame and was that all covered by the fundraising efforts for the scout project? >> Not all of it. We had some things the district um required of it that um wasn't taken care of. So we have started I have started 21 >> and then the WX for 30,000 I was wondering again was that or referendum >> that would have been either grant or referendum yeah was a grant for that one yeah >> and then the crees for 10,000 the entertainment okay and that was donated Uh, nope. The first one was donated. The second one
003we're paying. Um, but that'll come out of the sales of the tickets. And all said and done, we're sold out. I believe we're going to make something north of $10,000. And that'll be for the playground. >> Okay. Um, and then last one was the Aurora Medical Group. It was 5,000 Anyone else? >> All those in favor, please say I. >> I. >> Opposed? Motion carries. Next, we have the cash summary. >> I had no questions. And um as you can see, we're just got through our first what? Second month of the the new budget. So everything is going well as we would hope at this time. >> Any questions? >> All right, donations. >> Okay. Oh, no donations. No, nothing at this time. >> I got ahead of myself. I wait a little. >> Yeah,
004exactly. >> Uh, nothing for comments from the public. Did anybody sign up? All right, then that takes us down to uh a presentation for the STEM lab. >> Awesome. Well, um some of you know uh Mr. Seer here, Brian was a former board member and um these are the kind of really cool things that happen when you just stay connected to former alumni and uh friends of our districts. Uh this conversation, Brian, was what about six, nine months ago maybe? Yeah. And as we're going through all that you're surrounding us in right now, he's like, I'm excited. He's like, how can I help? And uh at the time I said to Brian, I'm like, I think I have an idea, but let's wait until we can take how you can help and double it. So,
005you want to talk a little bit about the process and how we got here. And then from here, we're going to do something a little different is I want you to hear the history of it. and I want you to come down and see the new STEM lab and and see what this is going to look like from there. But I wanted to kind of start off with a little bit of what brought us here. So Brian, anything you wanted to share? >> Um well, many of you know, but you sorry Brian, but um I'm a 2002 graduate from Random Lake. I've kind of always kept in touch here. Was on the board for six nine years. um moved away doing some family stuff. But uh during that time I founded, created and grew uh
006a tech organization called Valley Technologies. Uh we actually provide some of your EDRs, cyber security services and backup uh into disaster recovery services. And uh over the time, Mike and I have just kept in touch. I love what you guys have always kind of paid a little attention to what you guys are doing. Um I was just on the very front end of this referendum, so I was very when I transitioned out um kind of really through the tw the 2020s and we kind of really grew and as a as a board and you know I was I got really attached to Random Lake as I always have been and I wanted to come back later on um when I got my company to a a place where I felt we could make a bigger
007impact in in areas. Um I love STEM. I am a science geek through and through. I love technology. I love math. I love what I love all of it. Um and uh I want to be able to see that and help influence younger minds and not just for cyber security cyber security or it but to help foster that STEM oriented that STEM oriented uh uh thought process. I believe that's the way of the future. It has been for decades. Um, and so yeah, just Mike and I were talking and there's an opportunity for me to help fund, you know, uh provide a donation and help uh double it through uh some connections that we've used before and uh that I should say Mike has used before and lo and behold we were able to double.
008So um I you know I don't foresee this being long time. >> Okay. So, long story with with that is Brian and his company donated $60,000. We used that to double it and you're going to see how beautiful these labs were. But we didn't have $120,000 for all the high tech cool curriculum that's going to be coming. So, if we can push pause on this or just let everyone at home know, we'll be back in about 15 minutes while we go check out the new STEM lab and see what it looks like because uh it's looking pretty fantastic. Okay, we'll just go down here. If you don't remember, it's the old middle school Moment. Awesome. Thank you for that. >> Okay, it's very exciting stuff back there. All right. Thank you, Brian. >> We appreciate
009it. Now, let's move on to the referendum discussion. And we're gonna have uh Mr. Frius, Jake's going to come up talk a little bit about the fitness center uh because it's opening up tomorrow, right? Yes. Here we go. It's getting real. >> All righty. So, our fitness center so I call it a soft opening tomorrow. Um obviously we want the kids to use it. There's no kids in the building right now just yet. Um, and with community members, we are going the process of FOB systems. Um, so it's going to be a $75 a year charge. So for the entire year, it's $75, which is pretty cheap compared to any other fitness facility in the area. Um, and that's for in people who live in our district. If you're out of our district, it'll be
010150. First responders and any alumni that are still in school after high school will be free. Um, and really it's going to be an easy sign up. Kim's getting it set up online. You just pay online. You can pay your yearly dues online there on Infinite Campus. And Lee's been doing a great job with the FOBs. I gave him a list today and he had them done in about half hour, 45 minutes. Um, so I connect with Lee or Terry even. Get your FOB ready and then we can connect oneonone uh community members and I give you your FOB and you have access to it. The hours are going to be 5:00 a.m. to 7:45 in the morning and then in the evening 3:30 to 8:00 at night Monday through Friday. Um, so we have
011all state-of-the-art equipment. Uh, like the new story said last week, 70 70% of the card equipment is brand new. We went with Matrix. Matrix was a company that I used when I was at the sports corps. They helped me outfit three different deliveries, installations for the RDER Cup, all that fun stuff. Um, so we are very happy with the product. Uh if you walk in, it's a it's probably one of the nicest weight rooms. And I know I'm biased, but uh one of the nicest fitness facilities I've been a part of. Um so um that's kind of the whole kitten kaboodleoodle, as they say. Any questions at all? >> And just if you haven't been in there, I'd be happy to to take anyone in there after our meeting today. Jake's done a wonderful job
012of putting the right amount of equipment in the space. It doesn't feel crowded. It is wonderfully branded. Um it's just It it just looks to have that in front of our district as one of the things we walk by as you come by. Those are the type of things we want out there. So, fantastic job. Thank you. His crew um and all the supervisors that work in there couldn't do without. >> And we're we're kind of still working out the kinks on the TVs and the Wi-Fi. Wi-Fi is going to be up, but uh for the time being, I would say bring your own, you know, tablets or uh phones. I'm working with Lee tomorrow to finalize the TVs. We got TVs up on the by the treadmills, couple TVs by the free weights. Um,
013so just give us a little bit of time on that stuff. But overall, everything is ready to go. Big thanks to our maintenance department. Um, Russ, Mike, Ian, they really did a great job helping me move stuff. You know, I gave them some instructions and within an hour they had stuff moved from the old equipment, old weight room as well. So, big props to those guys as well. >> The $75 fee, is that per? >> Per person. Per per person. Yep. Per person. So every individual can >> Yep. It's it's helping from a liability standpoint as well u and security. Uh so you have two doors you walk into and that fob is only going to give you access to the auditorium entrance doors and then to the wait room. You cannot get access to
014the school when you walk in with your fob. So your fob is going to be specifically assigned to you. And then after 4:30, the doors that when you came in for the it used to be the library, when you used to walk in from the hallway, those doors will be locked. Um so no community members can walk in through the hallways. Um there is a bathroom and a changing room in the facility. So um you have access to that there as well. >> Do we have people sign a waiver? >> Yep. So when when when people sign up, they they can email me. There's a waiver that we went through fine tooth comb um rules and regulations but also from a liability standpoint what you agreeing um when you walk into that facility um there
015are cameras there as well like I said it's the old library so there's I want to say four cameras in there three cameras in there that's that are videotaping at all times um I don't know that I'll get access to the camera maybe but um but overall we've got cameras we got the fob system we've got the waivers so we really got ourselves covered from an insurance standpoint That's great. >> Thank you. >> I was talking to another community member about it and they were saying that you know they were interested in signing up um you know in the future. They're excited about it, right? People are excited about this. But um one of you know somebody had said well is there times where it's going to be open where it's like more for community
016members and then because you know something kind of can be daunting maybe you know next to the high school students or you know whatever is there is there a time where it's you know it's more community members versus students >> more often than not I would say and we just I had a discussion with a few of our um fitness uh center supervisors after 4:30 um there are really minimal students in there unless they're in there with a team um but even then you don't see that too often um really it's 3:30 to 4:30 4:45 is when most the students are there and then um after that it's mostly community members and that's why we actually extended our hours a little bit longer to 8:00 at night as well. Um that way you can go
017home after work, grab a quick bite and come out come back out for a workout if you wanted to. >> I think it's clear make sure we're clear too. One of the limitations of the previous fitness center I want to say was in the middle of it right you had to walk through school to get to it >> and then we could only have it open supervised. Now, with the cameras, with the FOB system, you can come in and students won't have FOB. So, anytime they leave, once they leave, let's say 4:45, 5:00, that's going to be that'll be the time uh they can come in and get a workout um and do really on their own. So, it'll be interesting. I mean, we're going to be very curious to see how many people use
018it, how does it work? Um but this was one of the promises of this referendum was to open those hours, make it easier because we knew that you know, closing it at 5:00 wasn't conducive to most. So, >> correct. That's what we've done this way out. >> Yeah, >> we've had quite a few. I mean, I think we had 25 regular community members before in the old fitness center. I think we've had double that already reach out and just say, "How do we sign up and how do we get involved?" So, I foresee quite a bit of traffic coming up here in the next few weeks for sure. >> Do you foresee opening on the weekend? >> That's something we could talk about. um definitely consider um kind of the old saying less is more.
019Start off with what we have now and then if there's a demand for I know we had one one gentleman reach out ask about that already. Um so definitely something we could talk about down the line >> and even later like if there's if there's a a scenario to go maybe 9 or 10. I don't think we wanted a 24h hour. I think we decided >> what's happening at after midnight isn't something we really want to open ourselves to but if there's a market and there's a place but it's easier to add Correct. >> Okay. >> There's no supervisor >> there. Uh there is a supervisor in the mornings every morning uh because that's when uh some kids do come in and then we have supervisors from 3:30 until 6:00 Monday through Friday. Um and
020then that's 6:00 to 8. Uh again, it's going to be more more often than not community members that are over the age of 18. Um and that's where that blaver and that fob and the camera system has us covered from a mature standpoint. >> And you know, Jake said his experience running the sports court. I think we are how lucky can we be to have somebody that's to run a fitness center at that level. So, >> thank you. Anyone else? >> Actually, you could probably give that to Susan right away if you want. >> I'll stick around. So, I'm not going to hold you to that. >> Oh, okay. >> All right. So, building reports want to start out with strong culture. Um, we have our Luxembourg friends. Um, in June, um, Mike as well
021as Mrs. Walters and Mrs. Hendris were able to head over to Luxembourg with a few of our students, um, to visit over there and see Luxembourg schools. And so, now we have them coming at the beginning of September, um, that we'll have some teachers and students visiting us. So, we're really excited to continue that partnership and have them uh, visiting with us. >> Awesome. And then moving on to strong communities. Um the last weekend in September on Friday night is the color run and then the following day is fall fest and four kids has really partnered with the community to kind of take over that event and and they're just doing a great job of of communicating and collaborating. The color run will actually start in the um entertainment district um and then I believe
022it ends there as well. So, that's really fun. Um, moving on to strong classrooms. Ames Web is our official screener for um 4K through 8th grade. Um, and 4K will start theirs in the winter, but kindergarten and through 8th grade will be this fall. >> Um, and then we had a really great um new teacher orientation day. Um, lots of people helped coordinate that. Debbie and Darren um kind of led the charge in that. And then we had lots of information shared. They had some work time. Just a lot of really great collaboration with the mentors. >> Uh Thursday, August 28th, 9 to 9:00 a.m. to 7:00 p.m. will be our locker setup day as well as drop off uh supplies. We're going to have bins located throughout the elementary middle school for any Kleenexes
023and and wipes and things like that. Um, but we'll have schedules on hand uh during the open office, front office hours for any student that needs to get a copy of their schedule because the locker number is found on the schedule um for high school and middle school students. Um, so all are welcome during that time frame to go ahead and uh set up their locker. If anyone is unable to come on that day because maybe they're already getting prepared for the fair or they're out on vacation, we build in time on the first day of school to allow kids to uh again bring in their supplies, get their locker set up and get those where they need to be. And then um last but not least, we wanted to do a presentation um regarding
024our year and review because we had a lot of new stuff that happened um with our bell schedule and other things there. So I have Travis Olsen and Jake Frios that are going to join me on that presentation. Here we go. >> All right. Go ahead. All right. So the highlights that we wanted to touch on, we had a new bell schedule that we put into play. staggered wind time, our ramway time that we built uh in for more culture building activities as well as really a strong focus and emp emphasis on our youth apprenticeship and work experience and then our student incentive system that we put into play. So we wanted to go over all those highlights for you as we said at our earlier meeting at the beginning of last school year. All
025right. So, the positives, these were things that our staff after the end of the school year, they're saying, you know what, this is what is coming out as a positives from this year. So, the amount of class time, 60 minutes, and overall more instructional time. All of our staff are saying that, you know what, they were able to get deeper with the curriculum with the increased amount of instructional minutes with the 60 minutes every day. Even with the one-day drop, they felt that they were able to get far deeper with that instruction. We had a decrease in amount of failed core classes. So, the decrease in amount of students requiring credit recovery because the teachers were able to with all of that additional instructional time catch kids sooner um before that they failed anything. So,
026we were really proud to see those numbers going down. And then our RAMway time, we were building in monthly student check-ins each month. We had brought the entire high school student body together giving a foreshadow of what was coming up and getting input from them on different things and monthly student activities. We were doing grade level competitions as well as providing more extra time where students then were requesting to see other teachers during that time to get additional help above and beyond the wind time. And that was each month that they were getting all of that extra time. We did a targeted support group with our students that were really struggling, our students that we were looking at with all of our data that, you know, they were in that DF range and we just
027zeroed in on them with the targeted support group that was led by Mr. Olsen and Miss Westonberger. Then we built in that incentive system for students and the cell phone policy was a very big assistant and help. It changed the dynamic of how the kids interacted with each other. It really did. It changed the dynamic for a very positive better. So these were the positives that were given back from by the staff oh schedule. So then we did survey the kids just like we had said at the beginning of the last school year we said we wanted to survey the kids. One of the questions on the survey was on a scale 1 to four how do you like the 60-minute class period? So three was agree four was strongly agree. 85% of the students
028uh indicated they liked the bell schedule in the 60-minute class periods and we had over a hundred. What was it? Because we surveyed the freshman, sophomore, juniors because we knew the seniors were already so it was all freshman, sophomore, juniors. We had 95% of the student body that filled out the survey. >> With the RAMway time Tuesdays and Thursdays, it gave us an opportunity for clubs to meet. Um, we understand that within our community, people enjoy their evenings, people enjoy their weekends. Um, so really it turned out very well. The clubs are able to meet regularly on a monthly basis, even twice a month if needed, um, to collaborate and get the stuff done they need to get done. Uh, like Susan had said, uh, monthly student culture building activities, competitions, games. Um, I know
029Natalie did a great job with a couple of those as well. um just a lot of just engagement and and collaboration with the students. Uh we had our alumni guest speakers. We're bringing that back as well. That was a great response from students. We try to just bring something new every time a new guest speaker came in to try and attract different attention from different kids um within the audience. Uh monthly student check-in meetings and then support time with teachers. Maybe that extra little bit of support that the kids needed one-on-one with those teachers um was done during RAM time as well. And if I can add one thing, we did add in even a system where the students could sign up where they were requesting the teacher that they wanted to see. So we
030had the teachers requesting students, but then we added in the layer where students could request a teacher. >> Um, our YA and work experience. Um, as you can see the numbers. Last year we had 30% of our upperassment with work-based learning. 22 of those were YAS. 12 were work experience. This year that's going to be actually closer to 38%. We were able to lock in three more youth apprentices before the earlier part of this week. Um so kids are are realizing that they can use what they learn in the classroom and apply it to real life situations. Um studies have shown that when you start to put work-based learning and you apply it to any type of curriculum, it takes less than a year for these kids to learn that curriculum versus just being in
031the classroom at all times. Um, so kids are starting to realize that even, you know, some of our kids that have taken the advanced science classes, the CAP bios, the American wilderness, they're taking some of those skills in other CNAs, they're working in hospitals, nursing homes, um, and they're loving it. They'll be able to apply what they've learned in the classroom into uh, real life based um, real workbased learning. All right, this is my 10th year here and we have never had this many students score 20 or higher on the ACT before. Uh so it's pretty incredible. Um that 20 is kind of the benchmark for college readiness. So the fact that we had 62% of our kids above that uh is pretty amazing. We've never had more than 45 or 50 before. Uh so
032that was great. And of those 29 students that scored uh 20 or higher, 15 of them were proficient in all four subject areas, math, science, English, and reading. So that's some nice data that we haven't seen for a long time. Okay. And then our AP data kind of mirrored that. We had 26% more students earn a score of three or higher compared to any of the last five years that we've been tracking this. um some of the larger courses they have, you know, double digits of students taking them had 80 to 95% of students scoring three or higher. So, it was a good year for ACT and AP. Um I think the continuity of not having every other day really helped because there wasn't um reviewing from because some days we would have class on
033Thursday, have a Monday off, not see kids till Thursday. there was a lot of time between class periods where now we were able to get through more material and dig deeper into it like Susan said earlier. So, uh and we didn't we didn't it's not like this data is good because we had fewer tests taken. We had a pretty good number of tests taken too. Our number of tests has been pretty level the last five years. >> Number exams on that one was 88, >> right? >> The highest. >> Yeah. So, >> so with our our win stats, so we wanted to keep track of what are the number of requests that teachers are making to make sure that we're getting um hitting students that we need to hit. So, this is a number of
034requests throughout the entire year, but I have it broken down by month and by grade level. And we could see the varying um core subjects and teachers and what grade level that were being requested for the students. And you can see with our ELA support lab, we had 498 student requests throughout the year. And that was teachers requesting meet with students for a variety of reasons, but it was really to improve their academic performance. And you can see that with math, science, the reassessment lab. This could be teachers assigning for a student to take a reassessment or a student requesting um to take a reassessment because they want to improve um their performance on an assessment. and the peer tutoring lab. This is the one thing that we're really proud of because we've been really
035working on trying to build this up and now we've gotten 228 um students that went through our peer tutoring lab working with our upper classmen um receiving help on their studies as well. And a lot and teachers would even request students to go to the peer tutoring lab. Let's say a student who maybe is around that 70th percentile on something. They're like, "You know what? we want you to work with this peer tutor because we know we can improve that improve your learning with that. And then the structured study hall where we're really trying to target some students that we could see struggling with homework completion or organization and things like that and that's what we're targeting there. So overall we were really um happy with the data that we're seeing because this is what
036we want. We wanted to make sure teachers were utilizing our system as well as that students were utilizing our system. And then responding to our system, which we'll see on our next page, is I've been tracking our F stats um since I started at the high school. This is our all-time low. Um so you can see semester 1, we only had 29 failures. Uh semester 2 only 26 failures. Um I only went down to 22 23 because before that we did it by quarter and so it wasn't as um but the very first year I'd say uh here at the high school we had over a hundred failures and so every year we'd been working at it working at it working at it and then when we put this new structure in along with the
037new bell schedule of 60 minutes these are the lowest failure rate that we have had. So, we're very proud of of these stats and going to keep working at it. >> Uh, along with surveying the students about the Bell schedule, we asked some other questions, too. And this was kind of interesting. We thought, is what are students proud of uh, you know, throughing through their academic uh, careers? And it was neat to hear 53% say that achieving good grades was, you know, a proud endeavor for them. Uh, and we knew sports would be high. Um, it was nice to see the 30% about tackling those challenging classes, too. So, that was good data. And then this is me. Okay. Um, and Jay kind of hit on this. Um, students really enjoyed that set time during
038the day to meet with their clubs as opposed to trying to do it after school or before school or during lunch when there's conflicts with other clubs or sports. Um, so it worked out really well to have that hour once a month to meet with their clubs or half an hour if it was a split day. >> All right. So, we we were asked by the community, please ask a question about the homecoming activities. And so, we did that. Would you prefer homecoming activities during the school day or after school? As you can see, it was about 80% of the students that said that they would prefer them during the school day. So, we took that into consideration as we were planning for this upcoming homecoming. But we also realized too that there's certain things
039that are better in the evening versus the day like the uh ladies football that is much better in the evening and we're we're coming back to that. So, there's some things we've learned as we tried it and we're like, you know what, we tried it that didn't uh go as well. Um so, we're going to be compromising and and um making some changes with that. But we did ask the students and so that way it was good feedback that we could get from them and they also gave us some additional ideas. We had an open-ended question and they gave us some additional ideas which was what we put into action as well. >> And then uh again going with the student survey results uh this was some great data too. Um we asked students teachers
040treat students with respect 80% of them agreed and strongly or strongly agreed. And then um support um want to keep the main thing the main thing student achievement is the number one goal um and teachers supporting me with my learning um 79% agree or strongly agree which is key towards student achievement and then our uh student incentive system um we did our senior open campus um 81 students earned that um and then junior open campus in May. 15 students earned that as well. Um, and then we also gave out over 100 Ramar Ram cards to students that were uh demonstrating, you know, being a good student, being a good person, being a good individual. >> Can you explain how you would get open campus for a group? >> Yep. So, for the seniors, it was
041monthly >> and at the end of each month, we ran a report. Um they couldn't have had B's or Fs, no behavior writeups. Um >> yeah, and yeah, >> No unexcused absences. And yeah, so just, you know, meeting the expectations of being a good student like Jake said. And then for the juniors, that was >> they would get our lunch, right? >> Yeah. They had about they had win, lunch, and >> so about an hour and a half that they would get >> two hours. >> They had two hours >> and they all came back. Yeah. >> Right. >> Yes. >> And they were bummed like >> when they missed it by one thing or something, they were >> Yeah. At the end of each month, students would come to me begging to like get
042rid of that one tardy that didn't allow them to get this. And I'm like, it's too late now. Like, uh, and then for the juniors, it was some similar things and their ACT, um, practice ACT data. And then the Rambo cards started at the end of the year and we did that every every week, every two weeks. Every week we were trying to >> Yeah, we're trying to get those rolling and it was no missing assignments. >> Yeah, B's are better. >> And then a teacher could give one out to a student that they were seeing growth or gain in their learning as well. So we had how many did we give out? >> Um >> it was overundred and >> and that was just the last two months of school. And so our plan
043is um to start right away second week in September based off of quarter 4 u performance and the students can redeem it for a dollar at the Ramway Cafe or the concession stand. Um here for a sporting event. So it it pays for itself. They turned it in and we did keep them. So it's like a little little credit card. And so as they're handed up and kids are always like, >> "Yeah, we would go at lunch to hand them out." And like the kids would be waiting to see if they're going to get one and and the ones who didn't made sure they did next time. So it was motivating to a section of our population that maybe doesn't have, you know, other incentives going for them. So >> that's neat. So, that's the
044the highlight that we wanted to come back with and share with you. Uh, do you have any questions for us? >> I think it's great. I think it's great that you're giving us all the information following all these changes because a lot of change. Um, you know, I think that's great that the students are seeing positives from it and the teachers. Um, and you know, as far as Jake's, you know, like I mean, my kids are in high school, so we see a lot of work apprentichips are great and so many options. I still truly don't understand it, but like so they're getting they're getting they're getting credit in high school for work >> elective credit. Yeah. >> How many how do you design how many credits they get? >> So they get because it's
045450 hours um they would get two credits per semester um fulfilling throughout the course of the year. Um, so that would be equal to them if they're gone for the morning, it would be equal to their morning classes, their morning classes. Now, they still have to >> come in and get course related work within that youth apprenticeship as well as their core classes, too. So, that's where >> more often than not, it's either a morning or afternoon, right? >> Unless they know by their sophomore year, yes, let's let's stack my schedule so that I know I could be out a little bit longer. But, it all depends on the business, too. Like, we've got some businesses that don't open until 9:00 in the morning. So it's like it's we got to be kind of flexible
046with >> I think all those options for kids figure it out to figure out what you want to do right >> they got it out >> and there are expectations that go with that like for work experience or why they do sign a contract there's evaluations by their employer and they have to be maintaining their uh good grades and performance and attendance here at school otherwise that >> and I think it's super interesting that we've had so many improvements in scores, >> but also so many kids are going into the trades as this last year, right? I mean there's still so many options that you've given them besides getting a good score. They've also gone like so many people got into the trade which is such a growing opportunity right now >> oh I'm sorry
047the ACT scores they're reflecting the junior year mandatory >> so are we having a significant number of students them again. Uh and I guess my question is uh you know during co around that time we saw a decrease in the relative importance of the ACT. Are you seeing that with higher education institutions nowadays or we we are well what else from a from a concept standpoint um it is required to go to uh four school um and we are mandated to take it as a as a school by the That being said, there are a lot of schools that are still on the wave where they they wave the ACT or they don't look at it. Uh some schools make it optional. You can include it. I wouldn't say that it's null and void per
048se. Um depending and that's where the school me students, I ask them what you want to do after high school and that's where we have the conversation. Okay, well this is your ACT score and you want to go to Madison maybe you want to consider retaking or make sure you include it or If it's the other way around where they want to go to Marine Park and they want to go into they may not need the AC um they may need some other classes maybe anor as well it's all about individualizing so on that just so I think it's very requirement I would say it's worth doing it's I always approach it with the kids that it's good to to take it and keep all your doors open. You know, at some point maybe you're
049going to come back and apply to college. So keep keep all of your doors open. >> Well, because even the military looks >> if it does matter in the long run, then it didn't matter. >> Right. It's not going to hurt you. >> May take about four hours of your time, >> right? I had a question about the cell phone policy. So I'm I'm glad the teachers found that useful like it useful. What did students did you ask them in their survey at all? Like have they just kind of accepted it or they >> we knew how they would answer. >> So there were some suggestions of bring back the but um we did have a lot of kids even like from the student leadership where they said you know what we're talking to our
050friends at lunch we're engaging. We can hear it is a difference in the hallway. It's just fun. positive and they're laughing. They're talking to each other and they're not so consumed with um seeing whatever is being posted. >> And it's just the confidence too in some of these kids that even aren't outspoken now. They can feel more comfortable talking to somebody. >> So even if they don't recognize that what we're doing, >> correct? >> Great. Thank you for doing that. Um, so they're doing club meetings during Rambling. Weren't there some club meetings during lunch? Would that >> um >> They may have had a couple pops. >> They had a couple popups, but otherwise they're all during the time. We have a rotation that we we do with them. >> So students can be involved
051in multiple. >> Okay. >> Right. And we have it spaced out so that way there more than one club that are meeting in the same ramway. They're at different times. What is so for this year, what is the lunch schedule like? >> It's going to be similar as last year the same grade level. >> Yeah. But I staggered out middle school a little differently. Um so that way it's not uh like so many all at once. And they definitely love going to the foyer. I mean, They loved having that privilege of going to the foyer and that was just the high school privilege >> and one lost one lunch lost that privilege for a while. >> Yep, we did. We did. That was a loss because they were bringing food out and and we've been
052very clear no food or beverage in the new foyer. Um or then they not clean their table off and then they go right to the but they learned after that. any like changes this year that will be significant like it was last year. I mean it was growing pains >> but it sounds like it was worth all of that. >> No, we're going to hold steady with what we got. don't know. >> I guess in the survey it was great to see everyone every stat the one stat about the students feeling respected and supported by their teacher. I'd love to see that number be able to go up and there's probably so much more behind that, you know, but it' be nice to see that. >> Yeah. And I know our student leadership that's run
053by Travis They're focused on really how do we get students uh owning their culture and and holding each other accountable for how they're respecting each other or others. So that's uh one goal of that club to keep learning. One of the survey questions we didn't publish asked kids about the RAMway activities we're doing and they said they're great but they want more kids to participate because we you know we do a sign up and 70% of kids sign up for it but that's still 30% who are just sitting on the sidelines watching the activities. So, our students recognize that they want everyone involved, which was neat that they recognize that. But to get them involved is a big next step to get 100% of kids engaged in something >> to put themselves. >> Anyone else?
054>> I just wanted to this presentation is fantastic, but I think you kind of hit on it. This is not a one year, you know, I'll give the example of the the senior lunch, right? the open campus that is a version of what did we call them during COVID when we did the >> AR remember AR Fridays and how that was had was controversial and we we started off with full days where where students just were coming in so we could help them postcoid and then we went to Friday afternoons once a month and and slowly they found a way to make that work and make it a motivator for kids because too many times we have negative ways to to track the things we don't want to see. We don't have a positive ways.
055These uh these credit cards that they have, this is a really a token economy that they created in the high school because they didn't want the little RAM bucks that elementary and middle school get. And when you combine that to our student run ramps cafe, now we have this beautiful way of reinforcing. So, um, we've all been here for some of these changes that haven't been comfortable and it's it's about listening and changing and tweaking. Um, those numbers are, um, a product of a five to six year process. I don't know how many times you heard the three of them say system. They're part of the system. This is not individual teachers teaching. This is a system of practices and procedures that when you do something good, you get rewarded. If you're not meeting the
056benchmarks that you want to, we have ways to do so. Um, this is something we're going to do every year and we will have comparative data every year as we keep through this go from there and we're going to try some things that may stub our toe and then we just go and change that. But I think the big changes are behind us. Um, you're going to hear next um some of the things that we we need to keep evolving with. But hoping the big stuff that brought parents here And now we get to see the food. >> It's interesting. One of the things you said about um I think it was something you said you didn't include about students wanting to have more peer involvement. I wonder how that might be related to I
057mean I still it makes me sad that our high school together all the grade levels that were having seniors with freshman because I think that's a big age gap and I think in high school you're able to forge more friendships among students of another grade level and I wonder what that would give them about feeling more unified or connected to their peers if they were given that opportunity they have the opportunity I do want to say that four days a week they don't really >> but they do every Friday and then we build in like the first week of school we have weeks at a time where they are lunching together so I just wanted to put a caveat on >> right so it's not so the majority of time they're not but they do
058get that opportunity >> yeah because we felt that was important that they'd have to at least weekly um but like the first week of school they'll be lunching all together but that's important time for them to be I'm sorry. Why don't why don't >> Well, we it works for you for staggering with the support that we're doing that support structure of how we're trying to divide and conquer to really get deeper with responding to students who first of all are having some academic performance um or just other students too who want to learn and get a little bit higher um with with their classroom performance. And by doing it That's why we're tracking the stats and also our F data to see are we hitting more students than we were before. Um, compared to our
059previous win when we were all together, we weren't leading nearly as many kids as we are now. >> And the the group that needs the most intervention are the freshman, right? So, if you have them at the same time, that's fewer staff and more students like doing it this way. It allows you to really get in there on the And then the next >> a lot of times they're either leaving or coming right at that time. >> Well, that's great. This presentation is fantastic. Thank you for putting it together and coming and explaining I'll leave it open. >> I have one more thing for strong classrooms. >> So um as we open the school year, we have a couple opportunities to um have invite people in to be some readers. So, I I made a
060signup sheet if you're interested um of reading in some of the classrooms. So, there's some dates and times for you just to consider um and we'll kind of fill it with other community members coming in. I don't know if it depends or not, but >> pick what we're reading. >> You get to pick what you're reading. It's about a half hour slot. Um various grade levels. So, just trying to get more community members in and spread the joy of reading as we jump into the school year. And this is another way I know there's been some of us asking here's a way you can get in see what's happening be part of of this and bring your favorite book you know mine's always the places you'll go from Dr. Seuss but bring a book and
061uh and you don't if you can't commit we would have we'll have a Google sign that we can send >> Yep. Absolutely. Okay. >> Trying to find >> Yep. Thank you. I think Susan getting that next. >> Sorry. There we go. I'm gonna turn it over to uh Andrea and Travis that are going to lead us through our grading and reporting. There you go. You want me to hand those out? >> Yes. If you wanted to give everybody one of those. Um we're actually going to I know at the end of your um agenda there was a note about the standards. Um, so we kind of wanted to move that ahead because we thought this would make more sense if we talk about these things this first. So, um, according to Wisconsin state statute, um,
062we do need to post, um, what our, uh, standards are that we're covering in each class. So, I provided for you today um, a sample from three different levels of what our teachers have been working on. um we actually started this summer of 2024 um and finished it summer of 2025. So for every course um we have a list of the standards that are covered and we also have the success criteria for each one of those and these are the learning outcomes for each one of these courses. Um, these will be posted the fall of this year, 2025, so that they'll be able to be viewed by the public. >> Um, it's kind of the key pieces >> conversation last month about standards and and how are we getting out there. I think we're on
063the cusp of being as transparent as anyone can be around >> all of these and um, we're still working on the digital footprint of this to be on our Facebook or on our website soon, but wanted to at least let you see the proficiency scale for a student. If they're not proficient, >> then we know they need to work on that standard and become >> hopefully complete in that. >> But I was wondering how >> when you're doing like a GPA >> because then there >> we do need an actual number. >> So, how does that how did that trans >> That's great because that's actually kind of how we're gonna we're going to transition over to that because you have to kind of know. Yep. So that that's perfect because this is this is
064what we're expecting. This is how we are going to be giving students feedback and then from there we're going to still give a student a grade um which will translate to a GPA. So Travis and I've been working on this. Well, >> uh, so one change for this year that affects the grade scale and the percentages is we've condensed A minus and B+ down to an AB. Uh, there's several reasons for this. The biggest reason is the fewer grading categories you have, the more accurate the grade can be. Like what does a A minus kid know that a B+ kid doesn't? you know, it's just that one percentage point. So now going back to those success criteria, it's more clear to students and all stakeholders and parents about what success criteria kids are lacking and
065this causing them to get an A or a B. Um, most of the UW campuses run grade scales like this without pluses and minuses and many of the private colleges do as well. So it's becoming more and more common to get rid of the pluses and minuses. Okay. So, uh your question is um the proficiency still align to percentages um and then the fourpoint scale as well. >> So, if I make a 100 on my test, okay, if Amy makes 100 and I make a like a break this right like a 92, we're both getting >> the same grade. A 92 would be an AB. >> 93. >> Yeah. >> Okay. I get She gets 100. I get a 93. >> Yep. >> We both have an A. >> Yep. And that's how it is.
066That's how it's always been. >> And but we both earn for a GPA of four. >> Yep. >> Even though technically she did better than >> Yep. Yeah. There's always a range within any grade. Yeah. And I think if we go back to the origin of this is we're getting away from percentages and kids chasing points and actually putting an emphasis on what we want them. Right? So this makes sense in math percentages and 92.5 and 93 works really well when you have a 100 point exam and things like that. But what does that look like in writing, right? What does that look like in science? We have to do a better job of being transparent on what you know instead of the 92%. What does a four look like? So if you go to
067this, right? If you go to the grading scale on top here, what does an A look like? We should be able to describe to a student what an A looks like so they know what we're trying to achieve. What does a B look like? And then be able to break those conversations into a GPA. When standardsbased came out, there's a couple districts that went 100% into standards base. getting rid of the A's and B's and C's and we're going one two three four and you know what none of those individuals had a job after about two years because this is what parents understand and it's it's not about getting rid of A's and B's C's it's about talking to kids differently so I don't have a conversation with my daughter which I just had who
068has the percentage points like dad I only need to get a 60% on the final I got an A in the class I'm like well how about we still try hard right you know this is a different conversation and that's why this along with everything else is changing how we're talking to our students along with >> that makes so much sense and we want to make sure that they're mastering the course information. However, we still have classroom which affects scholarship and we still have a validator and so we are still paying close attention to those single digits. So, if we're still factoring all of that, it just still seems kind of wide. I don't know. That's my concern. I'm just kind of throwing that out there. I I think this is great what I'm seeing,
069but I think there's still an area where it's like it's still an area of concern about how that looks with the class rank and things like that that impact scholarship and sometimes college application. And that's not that's not changing at all. Like we still have a GPA just like we have the last 50 years. >> What do you determine rank between like two 4.0? How do you >> Jake? >> Uh well we have the weighted system. So we still have courses. Our advanced courses are weighted >> higher. There it is. Yeah, that's for your validator. But under like the caller scholarship, you have to be in the top I think 10 to be able to apply more. So, and it just seems like there might be a discrepancy if you know Amy's actually made a
070higher um score on most of her test than I have, but we end up with the same grade. >> Well, that that 92.5 that's not changing. That's how it's been as long as I've been teaching. So, there's always been that seven and a half. >> There's always >> Yeah. >> Away. >> I've never been a part of a class that has Yeah. I've never been part of a school that has like A+es because that just muddies the waters then as well. >> Yeah. So, it's not going to affect GPA or class rank at all. >> You seem skeptical. >> Just trying to process it, I think. Yeah, the only significant change is really the pluses and minuses gone replaced by the AB which still holds a value in the GPA just like a B+ would
071have question. So a 92% under the old would have been an A minus and 88% would have been a B+. I think we that's what you're looking at, right? So how so so that could that potentially up with you having a tight score for somebody. I think that's when it's, you know, you could have somebody who gets more than 88, somebody who gets more than 92s. Do we see a lot of that anymore or is that something we don't see too much? >> I don't I I see transcripts to a blue face. >> Yeah. >> Um and with as many dual credits and start college now classes and AP classes that we have, >> yes, your first two years, you might see a lot of the same class, but then kids just kind of take
072their own avenues and we don't see it Although no cause for concern is what you're >> okay thanks for. >> Anything else? >> So the biggest change we're going to see is no more A minuses and B pluses. this surface here. >> Yeah. >> Is there anything else? >> We we should also mention the not proficient. Do we want to talk about that at all per assignment or so students just just this other piece if there's questions students that don't earn an A, a B or a C on their assignment will not be considered proficient. So they have to continue to you know either revise it until they get a sufficient or higher. So a C or higher. So in the daytoday coursework, if you don't at least get a C, you're going to have
073to keep doing it, which raises the bar on what our expectations are for students. So um that is a that's kind of taking away the D. What does what does uh Gusky call the D? >> Gentleman's gentleman's F, right? Is is a way that we're saying, you know what, these aren't good enough anymore for here. You need to get to the proficient. we're calling it sufficient uh the C range and because of all those intervention systems and all those things we have in place we're able to say that to students now and say nope not quite good enough go back to the writing lab go back to the peer mentoring lab get this to at least a C if not higher and then we'll go from there so this is allowing us to ratchet up
074something that I've never been able to be part of and um I think this changes the conversations with our kids like unlike anything So, so stay tuned. >> So, let's say the student turns in and they show that they're not proficient. There's going to be an automatic request the following day. >> No, that's Well, so it's related to that and I guess I wondered when you were talking before if that's what the part of the win was, three takes or something, right? >> So, Could a student pretty much be non-sufficient in everything and repeat it and eventually pass? Like I mean, how at what point do we stop offering another option? >> Do we reassess forever? >> Two, one, >> right? And that we had that conversation today where by department they're going to kind
075of determine also by the whatever the unit or the assignment is because some it's a one and done, but others it's a spiral. And they're like, You know what? You're going to have several more opportunities to be reassessed on this. So, we're we're going to keep moving through where others it's like, you know what, this is your um opportunity to be assessed, we're going to give you two more opportunities. So, it's not going to be unlimited and it's also going to be within a time frame because we know the farther away students are from that learning, it may not be as impactful. So, we want to really get kids in the mode of turn around as well. What are you going to do for your learning opporting them and have them do that within a
076short amount of time? >> Did you say today if a student gets a not proficient, it'll also be a communication to the parents as well that that this is a >> Yeah, like the middle school we're going to do an automatic campus that score on whatever it is and so there's going to be an autoat right away. So that way parents can be looking because we know that maybe the student I'm okay with this period but you as a parent can look at go we can do a little better and it helps building I mean developmentally we need you know six seven we're teaching them that how to do this process and take that as a learner that responsibility and then moving that up but there will be just opened the entire >> are Do
077teachers have any kind of control over whether there's I mean can can a teacher give a test that doesn't have any retake opportunities? >> So we're actually um working with teachers tomorrow on their course syllabus. They are going to answer these questions in advance that all post on their syllabus. So there may be certain situations where a student would not be allowed is notable such as a lab material or there's a you know there's many things that each um particular high school department needs to consider as they develop their policy. So we have the template that will guide them through this because we've been doing reassessment for a long time with the middle and high school, but now we really want to solidify this policy so that we really focus on having students really focus
078on their learning and that we do need to reassess sometimes, but we really want to get a more formal procedure in place. >> And it would be nice as they kind of get older in high school, right? by the time they're seniors maybe there's a lot less reassessment even offer because I tell you they come to me and ask if they can do a retest and the answer is always no so so once they get to college they're not doing that you know slowly try to help students build that >> some of our upper level courses already >> and in closing I just want to go back to systems thinking Right? This is we all had a class when we were in high school that we knew where we'd go to get a new, right?
079We knew teachers uh graded differently. This is a collective and we we will have a book out um that will be our grading practices that is an agreed upon from all the adults in our organization from elementary all the way up to middle school. And this is allowing us to be systemic about it. The way students are assessed in elementary will be the same in middle school and in high school. So we continually tell them the same thing. They can see these things. The the abs that changes a little bit from elementary to middle school, right? >> It does. >> Um but it's still in that 4321 type format. So we're making this make sense to our kids. Um and and we met today in DT elementary, middle, and high school staff to keep putting
080this together. So again, another journey that we're starting to see we end up to fruition. communicate with a cheaper vendor any different. I just noticed something and maybe this isn't the the place for it. Um and we can talk about it more later, but it looks like on the American studies synt. It kind of ends semester 2. So are we looking at events more current than that other courses that >> it doesn't feel very modern. >> No. >> What's our course after that to learn? I guess it would be called current events. more. >> Yeah. >> Government What do you mean? >> So, we don't have a class for it, but all of our high school students take to learn like all the historical events that have impacted the world since >> Yeah. since the
081Cold War. I mean, I'm just It just seems like that's just >> I don't know. Just something to know. >> I'm concerned about that and I know that I mean it's just the curriculum we're given, but it just seems like a big gap that concerns me. >> What do we have for our social studies curriculum? I'm I'm trying to think where we're at. Well, I mean speech, >> but yeah, I think right now they have their sequence in a way that you know right now in order to get through those major concepts that's what we were talking at the last meeting about young people not knowing about you know >> um That would all be >> acting covered. Um, and right just like the idea that terrorism that the world is experiencing. It seems like
082all of our students should be aware of that. We talked about like the twin towers and that there was the first attack and then the second one and some of our you know young people don't even know that there was a first to throw at the PLC. think about yeah >> you are welcome to go middle school high school teacher talk about they want to teach >> so they're the ones that choose what they want to teach >> but are they given access to curriculum beyond the cold war >> the standards themselves don't >> they don't defense Thank you. Uh board committee reports. Uh administrative and support staff met tonight and so did teacher negotiation both regarding handbooks which are next. Uh so we have the student handbook. Is there a motion for the student
083handbook? Do you want a motion before we talk about things? >> Um, however you want to go. Go ahead and talk about it. You have something to say, >> right? You have something to say about all of them, right? >> Yes. Same thing. >> Okay. Well, have at it. >> Okay. >> Then we'll take a motion after you explain. >> All right. So, >> can you pull up the student handbook and then find the sexual harass >> high school middle school one? >> Yeah, the high school middle. Yeah, the sexual that one right there. >> Yes. >> Yep. >> Okay, there you go. >> So, um, so it's just that first. So, all the struck at the top kind of lists out what sex means, right? And it's got things like that >> including sexual
084orientation and gender identity. The top line, >> but it used to say like in the one that we were looking at that was the staff one, I think it said pregnancy and all sorts of other things that were listed out. And so now that's all struck and it says the board does not discriminate on the basis of sex and then it parathetically says including sexual orientation or gender identity in it educational programs. So it like calls those two things out as like this is the thing we really don't discriminate on and all these other things we don't really care that much about I think in the way that the wording changed. So I would suggest that we strike that entire parenthetical statement because it doesn't really change the meaning and the basis of sex and
085still include those things, right? It just doesn't. So that's I guess that is a motion to amend. >> And you're saying that this parenthetical is in each of these handbooks that we're going to be talking about that you would say. >> Right. Right. Okay. >> I know. And so that's when we were talking about it. We were like, well, we must have apparently decided to go ahead with this in February, right? Because when we passed the policy, I don't really I mean, we probably talked about it. I don't remember landing on it. I think we probably just were like, well, whatever. We'll accept what Nola gave us, right? Because sometimes she's getting up there. But like it doesn't I don't think it changes it so much that it's worth calling these out. So many voting
086>> and that's the recommendation. So we didn't have a student handbook committee but for the support staff and for the teacher the recommendation out of the committee was to get rid of the parthetical statement. So now the student came up first. We just thought we'll let you know what that's going to be for the other two box there. >> I think it should be consistent throughout and I noted some um things. it was inconsistent as far as that policy and I wondered if it had to do with last year we had to do that emergency mandate title n change >> and we accepted that and then that was I believe rescended and then we went back to this compares to what It would just be nice if it was the same language and all of
087them that we just have our standard statement that would be consistent policy but we we would have to update policy right we can't change policy we can change what we can change policy without policy But we can make this like this change doesn't have to be the rate of the policy. So it's not an entire policy any >> well right because it shows back up again under equal opportunity participation under the academics. Which one are we looking at? We're looking at the student handbook. students middle school right so we see it again right before academic and ACP planning there's an equal opportunity participation and it's stating our um nondiscrimination policy and it has more things there and some new things that I don't understand or haven't heard before are we still Right. So that what's
088stated here isn't consistent with what we read in another area because it talks about including But that they have to sign off on that individually, right? >> Yeah. Yeah. I was wondering that too. Um, I I get I would just like us to be considered because then it gets confusing and like this one this one actually adds including gender status and I don't know what that means. So, um, it would be nice to just have that main heading which we know includes a lot of different things. So, I would like that one to be consistent as well. >> Be cautious with this one because if this has anything to do with WIA, this isn't as much about our policies as theirs. Um, so that'll be something we'll have to check. But I I think the
089other >> Yeah. So, because it looks like this is a lot of WIA things. So, So then the motion would be to strike it down to sex and not having quantifiers to the word sex in all the handbooks and then we can for what as as we make that motion for as many of these as possible >> right so consistent >> right yeah being consistent with them right >> and then that allows us to check if that's going to be a catch with and I don't but And we're honoring protected classes. Seems like things change. It' be nice to just have consistently. >> Agree. >> So that's your motion, Katie. >> Wonderfully stated. I don't even know if I like the way I stated it, but yeah. >> You're basically removing the what you call
090>> the quantifiers. Yeah. Of the word sex. Yeah. >> Okay. Is there a second to that? Rainy. Any further discussion, questions? All those in favor, please say I. >> I. >> Opposed. Motion carries. And then we have the uh 2526 support staff handbook. >> That motion covered all of that though, right? Like so. So we'll just weed the student. So we should do them for each. So I >> move approval of this handbook with the same of the word >> Katie. Is there a second? >> Second. >> Brian. >> Any um questions or discussion regarding staff handbook. All those in favor, please say I. >> I. >> Opposed. Motion carries. And then again for the teacher handbook. I'll move your hand with those. >> Is there a second? >> Amy, any questions or discussion? >>
091I um I thought we were going to add policy 2416, which is student privacy and parental access to information in our teacher handbook this year. as a reminder of that policy. We recently reviewed it in April >> and we missed putting that one in. I'm trying to think is that I got that's my going on too. So >> this is the one We're just adding this in there into the >> second on each of those. Okay. Um, any other questions or discussion? We're taking out the quantifiers, phrase, whatever, and we're adding in the privacy that we discussed a few months ago into the handbook, the teacher handbook, >> privacy and parental notice. >> Any other questions or discussion? All those in favor, please say I. I. >> Opposed? Motion carries. Uh, substitute pay Um, we
092just added uh 2.95 on to the full day, which comes to $5 a day. Um, just keeping up uh our sub pay is right up there with the rest of them and thought we just want to find a way to just keep it moving. So, >> are we consistent with our surrounding district? I thought we were a little low. >> Um, we are lower than Shboen. Um but everyone else we are right on par with everybody. We we do a HR kind of check with everyone. So um actually I would say we're on the higher if you take Shboan out of the the mix. >> You're talking about like Shabboan >> Shabbo area school district's $200 a day but I would say that's a different job than something in Random Lake. Um, but if you
093look at all of our friends around here, we are right and I would say we're in the higher part of it when I around. And this keeps us there because we do this and all a sudden a month or two another district raises another $10 or $15. We're just going to what whatever we raise the our our teachers, we should just kind of keep putting this daily rate up that $5 a day, $3 a day, $10 a day. Um, just kind of keep that as a tradition. So, >> and we we love our subs. So, this is a way to say they get a they get a raise along with everyone else. >> I think it's really clear in the wording here. So, I don't think this is a big deal, but like in the
094individual first two lines, it said 155 and then in the long term, it just says 165. Does it say a day? I mean, nobody thinks that's 165 for the whole time. It says daily right on the top and then after that >> I'm not doing it for 165 >> where this is. >> Yeah. >> Is there a motion to approve? Make a motion >> a days. They're all a day. >> Okay. Is there a second? >> Katie, you okay? Any questions or discussion? All those in favor, please say I. >> I. >> Opposed. Motion carries. Official newspaper designation. Who would like to have the honor of designating Miss Sounder as our official? newspaper. Would like to make that motion. >> Right. >> I make a motion to make the sounder as our official notification. >>
095Thank you. Is there a second? Amy, can we uh thank Gary for all our great coverage? Always willing to help us out. Are there any uh questions or discussion? All those in favor, please say I. >> I. >> Opposed. Motion carries. Glad you'll have us again, Gary. >> Um 16. Uh staff resignation and reassignment. We just have that as a placeholder. >> Oh, no. There is one there. Yep. >> Okay. We wish Lisa luck in her new job and thank her for sticking around um and and still being our um district media specialist just on a more consult >> consulting basis. >> Yes. >> So who's taking over the job as far as >> uh that is hiring for that? >> Yep. We we have we have an offer out to someone right now. support
096staff notification. >> Uh 4K par professional this a part-time >> yes >> position. >> So now we have four there's been a lot of talk about 4K. Now we have four adults in our 4K um one full-time teacher and then three pair of professionals and and I think our 4Kers are going to get better support than they've ever had. we have more adult time in there. So, um it's coming together with our number last you said 31 students. So, so we're even higher than we were >> for some of this. So, keep them coming and uh let everybody know we got it fully staffed and we're ready to roll. >> And Mike P now bus driver >> lead teacher. Okay. uh co-curricular coaches and adviserss for 2526. Got a whole list here. Any anything really
097new? Looks like a lot of returns. Can I ask a question? Is there is it just in there twice or is there a difference between Patrick Club and Patrick Club advisor? Okay. Okay. That's I was like I don't get what she's doing differently. Travis's just cut out of one of them. And then volunteers for um high school volleyball. These are all notifications. Has Mark done this in the past? >> Okay, great. Thank you. And then we have a 66301 agreement school work opportunities grant with Ozaki County School District. Uh we've participated in this for the last uh 14 years. Is there a motion to continue this? Katie, is there a second? Amy, any questions or discussion? All those in favor, please say I. >> I. >> Opposed. Motion carries. Mike, you're up. >> Okay. So,
098it's been a long meeting already, so I'm going to go quick. First of all, October 8th, um, open house. Uh, there'll be some really fun things, as you can see walking around right now. Furniture isn't quite done. Um, when we get to October 8th, uh, it'll be everything will look great. We're still, it's going to be a year's worth of getting things in place, but we're really looking forward to how it's going to look on October 8th in service. Um, tomorrow's the first day with all our teachers back. Today was DT. We had probably a third of our staff back, getting their rooms ready. Um, we have this this year is really about making sure that they have enough time in their classrooms, getting set up. We have the building meetings. Um, but, uh, it
099it's it's really good. The nice thing is our staff have been doing professional development all summer. So we don't have to cram it in these four days. They were doing this in June. They were doing it in July. They were doing it a few weeks ago. So when they come this week, it's about let's make sure that we're set for the first day of school. And uh that is a tradition I don't think we're going to leave from because it's been fantastic. Our staff, our new teachers feel like they're already starting. I got to talk to a couple of them last week and they feel like they know their their colleagues, they know what they're doing because they've had a whole summer together. So, it's really working well there. Um, and this Friday, um, the
100planning, what's more fun than Charlie Baron's, uh, Friday fish fry and then if you're interested over at the entertainment district, oldfashioned. So, um, how cool that we have this going on. How cool that we get to do this as a community. Um, I've seen a couple tickets floating around for people that can't make it. So, if anybody doesn't have tickets and want to, uh, please let me know. We are also out there auctioning off two front row seats with a meet and greet at the entertainment district uh before we come over. So he goes on at 7:30 I think around 7 o'clock. We're going to do a live auction for anybody that doesn't have tickets. And I don't have to do that last bullet because Andrea took the course standards presentation. I put that up
101there because of the discussion last month and uh we were able to braid that into all the great things that are happening in our schools. That might be the quickest. >> Okay. Anybody have any questions? Okay. >> And we do have a closed session. So, yes. Yes. >> Any questions uh for Mike? >> Okay. Uh we do have a close session. The board would go into close session as permitted under Wisconsin state statutes chapter 19 section 19851C to discuss a personnel matter and will remain in close session under section 19851E to discuss a possible business opportunity. >> Is there a motion to >> go into close session? >> Thank you all for coming. >> Seth, are you going to hang around or call you? Y is there a second? >> It's required today vote. >>
102I can read. >> What's that? >> I can stick around about half hour. [Music] >> Well, if you I we could be done in a half hour. >> I can't promise that though. >> I'll pop. >> Okay. We'll pop in your office and go from there. >> Yes. Yes. >> No. Yeah.