Regular Board Meeting 11/25/2025

001What the heck? >> This thing's supposed to be childproof. >> All right, I'd like to call the meeting of the Seren Salem Drewood School District to order. Please stand for the pledge led by our Boy Scouts. To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. >> Thank you. >> Thanks, >> Mr. Hamilton. >> Present. >> Mrs. Gallow >> here. >> Mr. Hurst, >> present. >> Mr. Gentiel >> here. >> I am present. Open means compliance check. So try means posted. Good to go. >> Yes. Sorry. >> Uh approval of consent agenda items. I know a few of these were um prior to Luke's term. So we will go one by one um and go through it

002that way. So do I have a motion for approval for the 92325 meeting? >> Make a motion to approve annual schoolboard meeting for 923. >> Motion by Mrs. Gallich. Nope. >> I'll second. >> Second by Mr. Gentiel. >> All those in favor? >> I >> Hold on just a second. The annual meeting minutes have they never are approved because you have different people each with the annual meeting. So that's never been that's never been something that's >> Why is it on here then? >> I didn't approve that on there. >> I did. >> Okay. >> Sorry. >> We can't approve. What's the reason that we don't approve those? >> Because you could bring it to that next meeting and say, "Well, these were approved." You know, this >> But you have can't say >> I'll

003resend my motion. >> Okay. Thank you. Then the regular school board meeting for 92325. >> So moved. >> Got second by Mr. Gentiel. All those in favor? I >> I >> You have to abstain. >> Abstain. >> Yeah, you are on the board. >> Motion carries. Uh 9:30. >> I'll make a motion. >> Go ahead, Mike. >> To approve 9:30 uh special school board meeting minutes. >> Seconded. >> 9. Okay. Motion by Jentiel, second by Hurst. All those in favor? >> I >> Okay, motion carries. Now you're good to go. Uh, do I have a motion for the 920 920 2025 meeting? >> I'll make a motion for a 920 25 1020 25 school board meeting. >> First, is there a second? >> I'll second it. >> Second by Mrs. Gallich. All those in favor?

004>> I >> opposed. Motion carries the 1028. >> So moved to approve. >> Motion by Mrs. Gallow. Second. >> Second by Mr. Hurst. All those in favor? >> I I opposed. Motion carries. and the 102925 special school board meeting. >> I'll make a motion to approve. >> Mr. Gallich, >> second >> and Mr. Hamilton. All those in favor? >> Opposed? Motion carries. >> Next, the monthly financials and the vouchers. >> Um, before we approve these, I have a couple comments. Um, this time, this is the first time we've gotten the financial report where the beginning balance is the same as the ending balance of the month before, which is what I've been asking for for a while. And the other thing that I would like to see is um an accounting of our uh referendum

005dollars. Uh, so we start know where we started, what we've already spent the money on, so we know what the balance is and um I mean you can list on there like any uh future that where things have already been obligated to future purchases, but I think we should receive that monthly also unless there's no changes. >> Otherwise, I'd like to make a motion to approve the financial report. >> I'll second. >> Motion by Mrs. Gallage, second by Hurst. All those in favor? I >> I oppose. Motion carries >> and C the library technology plan. >> Hope you all had a chance to look at the slideshow. Pull it up real quick. Um so the library media plan is statemate mandated and it is something that we need to submit to DPI. I believe it's

006due on December 2nd. So, we have to get it approved through you guys before we can submit it to DPI. So I just put together some slides that DPI gave us a framework future ready framework which is part of the up and it's just a guideline on their what we should be looking at to make sure that we are preparing our students for the future. Make sure we're preparing the library to meet the needs of the students and the staff for the future. And it is just something to give us um it can bring it all together and I decided to also integrate our um strategic plan mission and vision into it as well. So when you look at the slides there's going to be two slides for each one of those wedges the pie

007pieces I call it. Um and the first slide is going to be our current practices. So you when you're looking at it, it's things that we're already doing and it's what is correlated with the future ready framework as well as our strategic plan. And then the second slide is our areas of growth. The areas of growth are what I'm looking at as our five-year plan and things that we need to start developing now so that we are future ready. So as you go through it, it has one for each one of those wedges that DPI has given us as our framework. the kind of scoop all the way back to the 12 month plan to show just some action items that we can look at as we move into year one of the five-year plan.

008And I think that it's important to note that these things are going to change as we integrate more technology into as we see more needs as they arise. So it's going to be a work in progress as we go through it. And it's not something that's written in stone. So if next year we decide that we want to add something to it, we can just resubmit it to DPI. But it's something that we have to give them so that they know that this is what we're working on so that we're we're making sure that we're future ready for our students. Then month one through three is what I kind of want to focus on. Few things that we really want to implement is getting we want to rename the technology committee into an innovation committee

009because it's going to encompass everything. We're moving into with AI, we're moving into more digital citizenship, more digital literacy, more digital resources, and all those things are going to be integrated in with our technology. So, it's it's kind of all going to flow together. And having our school have a team that can guide that is is instrumental into making sure that we're future ready for all students. um our texts, they've been doing a fantastic job, but I would like to really expand on them. I think that there's uh there there's hidden talent there that we can tap into and use them to not only better what we have going on in school, but in the idea lab. Right now, I have a couple students who are the ones teaching the 3D printing to some of

010our our younger students because they're experts at it already. So, I want to keep using them to to build their interest and other students as well. um want to we we have some materials that we need to go through to make sure that we are reading that we are our curriculum audit is going well. These bookshelves some of them haven't been touched in years. So we really have to go through that. Uh want to continue to highlight our new material as it comes in. do those kind of things to make sure that we're stirring interest with students and make sure that we're working on a good fit strategy instead of just having kids find books. We want to make sure it's something that that works well for them that is a good fit in their

011reading. And then as we move on, you guys, I'm not going to read every single slide in the 12-month plan, but there's just little things that we need to, you know, implement more PD. Um we I plan on going to the slate conference this year and hope to go to Wima and I don't want to bring that back in like a lot of little chunks. I want to try to dedicate time so that in like in May and June I can give these techniques, these tools to teachers and then they have a summer to plan to use them that you know if I'm teaching them something with AI it's not in August or in December when they're in the middle of teaching. I want them to have time to play with those tools to learn

012how they can use them in in their lesson planning. Um same thing with some of the resources that we've implemented. you have swing and click share things that they don't have time to look at now they'll have time to look at over the summer more training closer to summertime gives them more opportunity to use it um community involvement I would like to be able to open up the school library during the summer so that our community can come in here and use be able to check out books kids we don't have a local library they have to go to Salem, they have to go to Twin Lakes. If they have a day or two that they can come in here during the summer, during a week, so that they can check out books, I think

013it would be a great thing for our our local kids. Um, just a lot of little little wins in our first year that we can start implementing so that we can begin to build on that. And the other big thing is growing our digital resources, our ebooks, our audio books. I want to start giving more of our common school funds to those because that's what kids are going to be using. So, >> and and just Julie and I talked about this. There's some integral things that I'm familiar with that I've seen really have a lot of success in other districts and I think a couple things just to highlight. I think making that pivot from a tech team to an innovation team th those really those individuals really become champions for tech integration, innovation and

014iteration and and creating a culture where trying new things is just ingrained in what we do. So that was a conversation we had. Um and then obviously utilizing common school funds to expand on the idea lab and maker space is a DPI has been very flexible in those dollars being able to invest in tech integration even maker spaces. So I think those are those 21st century authentic future ready skills that we want all our kids to have. Um and then I think finally we just talked about it today you know opening up the library in summer. I'm currently having conversations with um our business manager, consultant about how from a budgetary standpoint, we can expand our summer school experience, which then gets us additional dollars on a revenue limit through FTE, which would be full-time

015equivalent teacher reimbursement. So, these are some ideas that I think there's I appreciate I really appreciate Julie's putting this together because it's it's not just done in like a kind of a vacuum. You know, we're really having conversations about how to move the district forward from a tech integration and innovation standpoint. >> There any questions that you have? >> I do have a few questions. Um so uh especially regarding e ebooks and digital platform and kind of our um our move towards technology based instruction um I'm a little concerned about an overuse of Chromebooks and gamified digital platforms. Um there's a lot of research and cognitive studies that have been done that strongly uh find that high interactivity digital learning reduces working memory performance and impairs the brain's default mode functionality which are brain systems

016that encourage imagination and sustained reasoning. It's kind of an old school um perspective but but you know I think we've all heard this growing up. TV rots your brain, right? Um and and digital instruction is not a far offshoot of of TV rotting your brain. Um and and and just kind of speaking further more on that um you know there's $190 billion in federal relief funds from the previous uh administration federal administration. um one-third of that uh was in technology purchase purchases. Much of it was to onetoone device programs which we did here at Riverview um with Chromebooks and touchboards. Um yet we're still seeing a drop in literacy rates. So, I'm a little concerned about the correlation between the drop in literacy rates and the increased digital uh applications of of some of these

017tools. Um, and I'm concerned that we may be confusing uh stimulation for engagement. Um, uh, and my other question is here, are we simply providing digital distractions which discourage the imagination and sustained reasoning? um and uh is the technology replacing books for tablets and also in that vein curiosity for distractions. So those are some of the concerns that I have about moving this direction and I'm hoping to get some clarity uh and some some understanding as to what our direction is in some of those areas. >> As far as I'm I'm concerned, I don't think that anything replaces a book in in a student's hand. As much as I am, I love technology and I know what it can do for for our students and for our staff, I don't I use paper and and

018pens and I read books. I actually have a very hard time reading on on devices. So, I understand I mean both sides kids who like doing it and I also understand kids who rather have a book in their hand. And I think that it's more about making sure that they have something that it's accessible to them more than just that it's on a device. So if students aren't able to get to a library over the summer or their parents, you know, can't take them to the public library, they're, you know, they take a bus here, so they can't get here either, at least they can go on Destiny and they can check out a digital book so they are reading over the summer. I don't think that it will in my eyes ever replace physical

019books. Um but I just think it's another avenue for our students so that they are reading so that there there is literacy happening. >> Okay. >> I don't disagree with you, Joe, but I think that um technology is here and when our kids get to college, textbooks aren't, you know, they don't even really sell textbooks anymore. So I I think it's while I encourage uh physical books, I think we also need to teach kids how to use technology responsibly. Um >> Oh, I agree 100% because you can't get away from it. It's coming. You have to be aware of it. But but my like I say, I go back to my concern about some of the some of the most recent studies that have been done >> which which indicate that >> we're actually doing

020a disservice by relying too heavily on some of these digital platforms because as I said it's shown through a ton of of uh research studies and the in in psychology that shows that >> uh engaging too heavily and relying too heavily on those platforms is reducing and impairing that brain's default mode functioning. Um, again, those are the brain systems that encourage imagination and sustained reasoning. And so, if we're relying too heavy heavily on that, again, are we are we confusing stimulation for engagement? Right. >> Right. I mean, and there's a huge difference between those two. Um, stimulating a mind doesn't necessarily mean that we're engaging the mind. And we see that um we see that in our youth who attention spans are shorter. Uh they don't have the ability to focus specifically on one area.

021Uh and again I go back to what I said before about TV rot your brain. And it is the same with the digital with the digital platforms that exist in education nowadays. um and they've been highly uh instituted in in in a lot of different areas and and now it's new here to Riverview Riverview to some extent, but there are other districts and other schools that have done it for quite a while. >> Yeah. >> And we're not seeing we're not seeing the literacy benefit because of that. In fact, over the last 10 years, we've seen a precipitous drop in literacy. Uh, and I think there's correlation that is been documented and psychological studies that have been done that back that up um pretty significantly. And so I'm concerned about us getting >> too involved

022with some of the digital engagement in in education. I think that it is I think that it is a net negative if we rely too heavily on it. That's not to say that we throw it to the wind. I think that there's definitely a bunch of positives to it. uh as an example, you know, some of our some of our uh project based learning where we, you know, engage the students with with learning and then we in move that over to technology where they can take the things that they've learned through instruction and then use that and apply it into these digital platforms to come up with, you know, the result of whatever project that they're working on. Uh, but I just don't want to see us go too far into it where that is

023the sole >> the sole place that that we're getting that that instruction from. >> Yeah, I it's important to proceed wisely. Yeah. Yeah. Which I this seems like a good plan. I I just have two things to say. I I think uh it's a great idea to under the community focus tab to coordinate with the public library, get the kids involved there. And I wonder if that if there might be an opportunity to um walk them through getting their own library card, encourage them to, you know, so even if they don't have access to our ebooks and audiobooks, they could get it through the library. I know my kids my kids like doing that. Might help save our budget a little bit, too. >> Um and then this the second thing I had a question

024on about is the uh the curriculum audit. Can you talk a little bit about that? That is it just going through what's on the shelves now and >> Yes. >> seeing where the gaps are? >> Yes. seeing where the caps are, seeing what hasn't been checked out, and you know, can we read it or is it just something that we need to kind of bring to the for like put them up on the top so that kids have access to it if they see it and it's in in their sight so they can pick it up. >> Okay. um just to just you know see where our gaps are like I immediately noticed that we had some gaps in our non-fiction in regards to technology or you know coding where we need to start filling

025in but until we do an audit and figure out figure out where those gaps are kind of stuck and >> I think the other thing I like one aspect of and it doesn't and Mr. Hopkins. I'm sure this is this is happening at Bulmont, but by creating those accessible digital tools, they don't always necessarily have to be for all. Sometimes they're actually creating more accessibility for our students with disabilities through assisted technology. So, I think that could also be um I'm sure that's being used in your space at Wilmont. Well, I was happy to see that you mentioned on the AI stuff because I think that is something leaning in how to use it appropriately and you know organizing your thoughts compared to taking thoughts. So, I think that's >> but I think to your

026point Joe like a book should never go away. >> Right. Well, and not not not so much just the book, but but the instruction from the educator as opposed to from a digital board or, you know, say because obviously with the kids, >> they're naturally drawn to the to the digital platforms. But again, my concern is is that >> we're confusing >> that um uh the we're discouraging the imagination and the sustained reasoning by going too far into that. um and replacing curiosity for distraction. Uh and and so like again like like I said if if if we're relying too heavily on that are are we actually encouraging engagement in the students or are we just >> placating to the to the lizard brain for lack of a better term of oh look at this

027oh look at this and then it moves on so fastly because and now now there's not actually engagement or retention. we're just uh nail we're just we're hitting we're hitting on stimulation of the kids um from a digital standpoint and >> I think expansion of some of those as as Julia talked about those those spaces that really get to the creator and designer >> and like the idea lab and moving that even towards a maker space continue to move resources we just had a conversation today about how DPI's really open up those dollars for um that piece of tech integration so I you I I think I think that those are things that we also want to continue to include too. >> Well, and and my only my only issue there is is that DPI

028opens up those funds for some of those digital platforms. But do we have enough data to say that those digital platforms are actually beneficial in the long term or are they actually just creating um the situation where we're creating distractions as opposed to curiosity? >> Yeah, I think we're talking about like the maker space. So like we're talking 3D printers, we're talking things that are hands-on, >> right? So there's >> that is a tech, you know, that has a platform. We were just talking about devices and to support those. >> So you're talking about instruction and then based on that instruction taking that and applying it to some of this digital >> making. Yeah. Which aligns with the pro the strategic plans goal of project based learning. So >> yeah, good question. So >> the

029innovation committee could could help guide that focus too because as the teachers get involved in that we get to see how those things in the maker space could you know fit into the classroom curriculum and then they're using it to be creative. They're using it in their instruction and it's not just another thing. >> Yeah. >> Good question though. >> Can I just add one more point on the on the audit? I want to be careful that we're not removing books simply because people haven't checked them out because I'm sure there are some classics out there that are important that kids may not have read. >> Absolutely. Yes. No, I will not. >> Have a motion to approve the library and technology plan. >> So moved. >> Motion by Mrs. Gallich. Is there a second?

030>> Second by Mr. Hamilton. All those in favor? >> I opposed. Motion carries. Public. Thank you, Julie. >> Thank you, Julie. Well put together. >> Any public comment? public comment. No reports. >> That's me. All right. Well, first of all, thanks for I mean, I'm It's been a whirlwind. So, thank you for everybody, especially our staff, for being so welcoming and empathetic and understanding and um reminding me who you are as I try and process all of this. So, I appreciate everything you guys have done. I really enjoyed myself at sale. Learned a lot. It was great to see teacher leaders leading the building. So, thank you. Um just some kind of some updates. Uh referendum. Um just uh we turned the we they literally PSI calls it turning the page and we so we

031finished the uh first phase and then started having conversations uh the second phase. No real changes there other than just finding a space for an SRO and making sure that position is as close to the main entrance as possible. So that's been really the only changes. Um uh they're looking at bids hopefully in the next week or so. So we should be uh really moving forward. So we're excited to keep going going forward. >> Bids for >> for phase two. >> Okay. >> For phase two just that would be the office primarily the office and and the uh and the entrance. >> Okay. And those are things that like um you know we were hoping as much things we can keep local to Wisconsin as possible that we can think of if there you guys

032looking for carpet or whatever might be bring ideas >> to the board so we can say we know a painter or we know so and so people have that >> sounds good. >> And Kyle was pretty explicit about being local. >> Yeah. >> The head of PS BSI he's a local guy so he he was pretty explicit about that. But yeah >> the only thing I want to throw in there is I'm all for local. Um, I I'd like to do it as much as possible, but we have to be pretty diligent about that. We can't we can't acquies to a local contractor. >> I think I'm just repeating what Kim like what we discussed previous Yeah, I agree. I'm just I'm just pointing out another thing here where is if a local person as

033much as we want to go local is is not on par with somebody who's not local we have to be fiscally responsible and go with >> yeah that's certainly >> more common sense probably for me >> uh insurance update just so get the let the board know I think you know you saw my update via email um day one as I introduced myself to the staff they said that the open enrollment period was open and it wasn't open. So that was um required required some timely response. Um but we're moving forward. The icker model is in place. Um due to some outside outside market issues in the economy. Uh we we did uh we did um lose the current savings we were hoping for moving forward. So but we are moving forward with the gold

034plan for the next as promised for the next 18 months. So that'll be a discussion in the future. We continue to work with uh U USI and our consultants to make sure that we're you know not only providing a good service and insurance for our staff but also you know being good stewards of the taxpayer dollars. So um >> and just to clarify that is like the Cadillac plan that they're offering. Correct. >> Um I I I know it's called the gold plan. Um yeah and I know yeah that's what I'm aware of. >> Yeah. >> I didn't ask if there was another plan above that. I apologize but um because it was >> do you guys remember wasn't >> there was not >> was the Cadillac option of the last >> yeah um retirement

035benefits obviously that's something that's been in discussion at least in the building and you know I just as um I had a conversation with one of our consultants as we move forward with that I you know um one of our strategic plan um goals is uh re you know recruiting and retaining quality staff and I think based on the years of service that we've seen from many of our staff. That's been a been a strength area here. Um you uh I when I talked to Michael uh our consultant, one of the things I asked him to do was to look at different models to bring to the board for review. Um, and as we move forward, just to kind of give us, you know, from a conversation standpoint, this has been discussed and shared with

036the board and others at the same in uh previous discussions because it was shared with me by Kim and our consultant. uh looking at our our groups of um staff, we have um really three distinct categories of um longevity on looking at how that how those uh retirement benefits could be could be um addressed and and how we could move forward with that. I think one thing that I we could consider too is um instead of having three, maybe we look at four because there are there are about five or six people that are are are at 55 at least 55 and 30 years and just to continue to you know affirm their service to the district and uh make sure that they are you know uh we are uh supporting their benefit that they

037assumed moving forward. Um and and I think that's a great message to send to our staff on just uh their dedication to our district. But at the same time also just looking at all those other groups to make sure that you know as we go through this that you know we're we're continuing to retain our staff but also as we look at our low our group that has longer towards retirement that we're using this as a tool to attract talent to our district which is difficult in public education. So, I mean, I remember the days 20 years ago of posting a position and getting 125 applicants. That's those days are gone. So, if we can use this tool as a way to attract staff, I think we should. Um, but I think one of the

038things that we're you're I would really like to see us have this decision finalized by the end of February. And that's a pretty quick turnaround, but I think that gives our staff who are at that point to make some decisions plenty of time to look at it. I think it allows us to budget appropriately as we go through our process for future budgeting. And it also gives us the opportunity to um you know, post and start attracting some talent early on versus waiting. So um I just wanted to just get in front of that. So the next step will be Michael and I will be having a conversation. Sent him an email today. uh he he was tasked with coming back with various plans throughout. Um obviously this is a discussion in the state that

039happened years ago and it's been delayed here in our district. So I think you know moving swiftly would be the right thing but I think we just have to hold on to the values that this board has and our community has to make sure that we continue to celebrate those with service and their dedication but also at the same time you know attract other talent. So, no real other than that, just uh we're on we're having those discussions and making sure that that process is moving forward on behalf of our staff, our taxpayers, and our our district. I I would um I mean I I appreciate the fact that you're looking out for the staff in that, but I also think that we need to be good stewards of our funds and we have had

040some major expenses come up lately and um benefits come and go. >> Sorry to say it that way, but they do. And so I think that as a board we have to be frugal when it comes to this. And so I would hope that the plan that comes through we have different options to pick from and not just a Cadillac retirement benefit plan. Um because I don't think that as uh residents of the village that um we should have to carry on retirement benefits on their backs. >> Yeah. And I and I I agree that we have to be I I hope I included that. If I didn't, I apologize to be good stewards of the taxpayer dollars. think I think the the the we have the ability to do hopefully all of that and

041and move move forward on this item. >> Thank you. >> You know, Vicki, I would actually second that. Um the reality of the situation is is that Riverview Elementary has some of the most robust benefits uh in the entire state. And uh for a district that is one of the uh lowest income districts in the state, they are not sustainable in their current model. It's just not something that as stewards of the taxpayers, we have the ability to maintain. Uh, and there certainly has got to be some changes made as far as that goes because we we just I mean, as a district who just went through with a referendum, we're not being good stewards if we continue down this path of benefits that you can't get anywhere else in the state in a district

042that is such a lowend financial district. And we we already did a lot of the work with um Michael >> on like looking at tiers and we had a committee y >> made up of stakeholders. Are we looking at like that model again? >> That's one of them. Yeah. >> I mean the model of getting like a committee to have that feedback. >> I I think Yep. I think we should do that. We can talk about what that looks like with the board moving forward. But yes, definitely. >> I mean yeah now would be that time to talk about it. So, what did you guys think >> as far as benefits >> having a committee? >> Yeah. >> Oh, about about the committee >> because we we paused committee work and we I we were

043kind of through that process a little bit. Um but I certainly think that we would need to garner feedback from all stakeholders including community members of what it looks like. >> Yeah, I agree. Chris, in your conversations with Mike or Michael, um, does does he do you have an idea of when you would have, you know, I think obviously you talked about three, four groupings and >> possibly having multiple options to look at. Did he give you any time frame? So, >> no, we the last time we talked was a couple weeks ago. Um, and I I told him that we I wanted to circle back right after this board meeting. >> Okay. So, >> and the only other thing I want to say too is, you know, looking at retirement benefits, obviously, as we

044look at like the different tiers and things. Um, as we look at the tiers that are closer to the bottom, not closer to retirement, you know, if we're removing something in the area of benefit, looking at increasing, like you said, retracting and retaining talent of are we going to increase salaries on people who aren't near retirement, right? So that we have like kind of that give and take of, you know, I have the pay the option then to put money into an IRA or into an HSA or different things because I have a little more money in my paycheck if I don't have the X number of years that >> aren't sustainable at this point for the district. >> Yeah. And I think most districts addressed this issue in 20 >> 2010 and 11 and

04512. But I think there were great lessons learned in 2013 from districts who raced into decisions that um harm their ability to attract and retain talent. And I think that's something that, you know, as we look at our strategic plan, we want to make sure that, you know, this is a a tool for a variety of a variety of it addresses a lot of strategies, but there's also a lot of interconnected parts. And I think as you move forward, there's going to be implied cost savings just based on, as you said, the current plan and what's been happening. >> Like we we don't have a salary schedule. We don't have a step-in lane movement for things. >> That's correct. >> Right. So it's weird. I would agree with Brian. I would just assume see like

046money's being put into salaries and it should be on the employee, the staff to be able to do whatever they need to do to save for their for their whatever they need during their retirement. I don't think that we should be the bankers for them to have money after their retirement. I think they should be good stewards of their own money. And the other thing having to do with the committee that I will say is I also sat on that committee and the only thing that put a bad taste in my mouth is um one of the meetings there was um a comment made about uh being entitled to the retirement benefit. I that that to me is um that's a hard thing to take. There's a lot of people think that they're entitled to

047things, but I think you what you're entitled to is your salary for teaching. Your um postemployment benefits is an advantage. It's not an entitlement. And so there's a difference. And I think um that mindset somehow has to get changed. >> Well, I would second that. And not only would I second that, I I would implore people to understand that that is something that is completely unique to the public sector. It doesn't exist in the private sector. >> Great. >> It's not something that anybody can depend on. It is exactly as you said, it is not an entitlement. It is a benefit. And those benefits can be altered at any time because they're not entitlements, they're benefits. >> Right. >> Yeah. I second that entirely. >> The and I agree. The trickiest part of that is

048you know the people who are who I won't use the word entitled but who have been expecting like the benefit right if they had the opinion the option back in 2010 to go to Brookfield right or Elbrook to teach because they made more money then when things shifted our board and the administrations at those times chose not to act here at Riverview for whatever reasons and so for the last x amount of years you know they're close to retirement I don't think it's you know we had to understand that um that that population of people who have been good and faithful servants to our district, we have to look at them differently than we do everyone else who still has time. >> I agree to an extent, but only to the extent that we have

049a bigger obligation to be stewards of the tax dollars that come in into the taxpayers and the community. So, that would be the only addition I have for it. >> Yeah, I mean, I agree with what Brian just said. Um, it's, you know, certainly a tough conversation. Um, I'm interested to see what you you bring back, Chris, but I do think we have to look at it, you know, top to bottom and see where it lands, right? >> And quite frankly, I'm pissed. I'm pissed that for 15 years this district didn't look at it when that came up. I mean, I think that's >> very frustrating from the administration then to the school boards then, >> and it created the it created the environment for these things to become expectation as opposed to >> appreciative

050benefit. So, it's a hard conversation that we'll get through, but I said I do think it's just important that people who don't have the option at this point in their lives to go elsewhere and make more money or do more things or invest in different ways, I think need to be looked at differently than the whole scope of it. Well, and the only argument that I would make there is is that for some of these long tenored staff, they're not their compensation has been quite well. So, it's not like they're it's not like they were taking less money because they were expecting the benefits at the end. They're well compensated. It's tricky if we're looking to attract the next generation of teachers. Um I think we have to handle this carefully. But I'm hopeful that

051the options will we'll be able to find an option that'll allow us to >> um >> find a happy medium. >> Yeah. Yeah. >> To to acknowledge the fiscal realities while still doing the best to take care of um teachers that we can. The only argument I have to that, Luke, is again, like I said, that you're right, they could have gone somewhere else and potentially had higher salaries, but the salaries here are relatively high for some of these teacher, some of these staff that we're talking about that are long tenored. And if they had gone somewhere else, they would not have had the benefits. >> Yeah. >> Because they don't exist. >> I do think if we're going to get a committee together, which seems like a good idea to me, that we should

052move quickly. >> We do have a committee. Oh, it's already in place. >> Yeah, there's a committee in place. >> I was going to clarify like when we would start this and if the same people would sit on it. That's what I'm asking. >> Yeah, I certainly wouldn't think we need to reinvent the wheel. Okay. We have >> future stakeholders who put their name in the hat already. >> Maybe somebody would want to >> because February will be here before we know what they eat. That's >> um do you guys mind just I I I don't want to go back too far, but I did have one thing that I wanted to um talk about with the library thing. I know we've already approved it, but just some clarification real quick before we move forward.

053As far as the summertime library, do we have an idea of who would be staffing that, Julie? >> Oh, there she is. We don't have an idea. >> No. And and and I don't think we have an idea on what summertime's going to look like yet. There's conversations in a referendum about what spaces are available. >> Okay. >> So, >> I think I think piggyback on that conversation and this none of this is none of this is easy, >> right? And it's all integrated and decisions that are made now affect so many groups. And the other side to it is it it's also and and just you know I think I think there's a I feel confident in the people in this room to make a really good decision that benefits all the stakeholder groups

054taxpayers sets our district moving forward addresses our strategic plan invests in all the groups that could benefit from this and at the same time puts Riverview at a continues to put Riverview on a map as a destination district for kids staff and students or that's I did say that twice, didn't I? >> I needed help. Staff and students and and families because we we want we want parents to choose here. We want people to move here and they do that because of their educational system and they do that when staff want to be here and that's important and that's important. So, I just want to make sure that we can address all of that if we work collaboratively, really, you know, invest in um, you know, listen and and make a good decision moving forward.

055And to Brian's point, I'll I'll choose different language, but I am surprised that we're sitting in this position in 2025. So, but >> here we go. >> Passing the buck. >> Yep. Not anymore. Um, all right. Any other discussion on that? Uh we'll circle back and maybe we should start identifying a date. We can we can pick a date to get that committee together. >> First week or two of December. >> Oh yeah. Yeah. I think we'll get Michael involved and then whoever was on that committee will get it moving forward. And again the end of February is a goal. I I you know if things go over to March, I think we have to focus on having a good product. >> Yeah. >> Versus the timeliness of it. I just want the board and

056everybody to be mindful of the staff and the budget and and attracting talent. So, um 2627 budget development. Um all you need to know is it's in progress. So, um we uh Sue and I along with our um our consultant Tim who's a great dude, great guy, enjoy him. Um he's uh very informative. He's well connected. We enjoy having him around. Um and uh we've already started that process as we put closure to the last budget and start start those discussions. Um so we're we're already looking forward and we went to the bar conference which is they do a forecast model. So we'll have that in front of the board at some point in the near future so you can see what the next couple years look like. >> School resourcer resourcer resource officer. >>

057We want to go back. You mentioned you mentioned the um business manager who is a contract employee and >> um we had discussion uh previous to this to try to um >> share costs with Wilmont when they were trying to hire a business manager there and for us it kind of fell by the wayside. Right. >> Yeah. >> Right. So, what that was what Brian's effort was so that um because not every school needs a business manager, right? I mean, it's not something that has to be a full-time job. And when you have one business manager in one school to come to another school and put together the same type of reports, the same type of thing would be beneficial. Plus, um I think working with the Wilmont High School business manager, knowing what they

058require there, it would have been beneficial for our school to have that uh consolidation with them. But for now, it just didn't work out. it, you know, we we did have that Brian had that discussion with them trying to bring that forward, but I think >> um it was published somewhere on u social media or something like you know why do we need another administrator, but there really wasn't an administrator. It was an administrative staff person that would be the cont uh the cost of it would be shared with Wilmont, which is, you know, a lot better than maybe even paying a contractor to come in and doing it. And >> well, I think the good news is this board is really good at recruiting and attracting talent. >> Here we go. >> So, so

059you hired somebody who's a a business certified as a business manager. >> Right on. >> So, we're not moving in that direction anymore. So, so I think >> I think from that aspect we can look at what the model looks forward. >> I didn't get any any other reaction to that comment which I was hoping for a little bit more on attracting talent. Thank you. >> Yeah. I mean um >> for what it's worth that was one of my uh one of my big points with you is is that you had the ability to >> Yeah. And I I mean I've never been a business manager, but I've been at the table for a long time. And I think my we're very fortunate to have Sue >> who is so committed to this district and

060this community and this staff probably almost to her own detriment. I'm stressing um and it'll all work out. Um that uh you know we'll we I think we will have a plan for the board and what it looks like moving forward. We have numerous consultants involved with our business manager services besides Tim. So I think what Sue and I have been talking about is how to unwind some of those besides that contracted service additional services and how to move forward in a fiscally responsible way, but also make sure that we're being good stewards of our taxpayer dollars by making sure everything adds up. So >> can someone correct me here? I'm Was Tim Was Tim a paid contractor or was he was he donating his >> Tim is a paid contract contractor. Okay. >> Yeah.

061Right now we have Tim and then we have which is we it's very common. We paid BD. So throw something at me if I misspe please. We have Baird which is very common um to to have that service which I would never and then we also have a contract with CISA 2 who's doing some other consulting work around school finance. So, >> SRO update. Um, uh, we Monday we get back from next Monday. I'm sorry. Next Monday, we have, uh, I got a notific I got an email from, um, >> Gilly. >> Yeah, Captain Lieutenant. >> Lieutenant, sorry, you didn't mean to demote him. um Lieutenant Gilly who um they have identified a uh a candidate and we are going to interview that candidate and make sure they're a good fit. So I think Mr.

062Hopkins can be a part of it. Myself uh Andrea, Mrs. Zachary Zachary will be here and then I think we'll uh hopefully have a someone hired. It'll be good opportunity for our district. No, we just got to find him office space. So, um, and then, uh, school lockdown drill, we'll have that this, uh, per, uh, we have to have that approved at the next board meeting. Um, but I wanted to give you feedback. Just thank you, Andrea, and the staff for leading this. We, uh, had, um, the SRO from Wilmont come over, and I just want to share a message he shared. Um, this was to, uh, Andrea said, "Thank you so much for allowing me to opportunity to observe today. It was a pleasure to be there. You should be incredibly proud of how

063smooth everything went. The performance of your staff and students speaks volume about the time, effort, and care we've you've dedicated to preparing them. You've done a great job leading them through everything and families would be comforted to see how serious and committed you are to keeping their loved ones safe. Looking forward to our continued partnership and as always, please reach out anytime. So, I just wanted to share those are exact words from the S SRO woman. Okay, I was I I got feedback from my nieces as I was with them last night in their bunk beds and um they were showing me how to put a fake magnet behind their door in case someone tries to come into their bedroom. So um and they were able to talk through the rope on the handle and

064all the things and not in a scary way but in a way of like can you believe we have this and we ship this for home so Uncle Happy Hoppy can't come through the door whenever he wants. >> Yeah. To piggyback on that, my kids had a we had a conversation around the dinner table that night and they told me all about it and I think it it's such an important thing to go through, but it could be tough for them. And so the staff did a great job of >> in my mind immediately went to like a first grader being able to say that, >> yeah, >> if their teacher isn't capacitated in any way, being able to put the rope on the door, put a magnet in front because they see it done

065and they're not scared of it. I think it's really >> Yeah. >> moving. So it's a really good job. Well done. It's well done. >> Well, all of my kids uh said that that they felt very comfortable and they felt it was informative and none of them >> felt any fear in any of that uh instruction and going through all that. It was I would say it was very positive overall. >> I think it's important that all of us recognize that a no nobody wants to do those drills. >> We wish it wasn't a thing. >> Um I'm sure people said that too when they were going under desk to hide hide from nuclear fallout. Um, right. Which was real. >> I had no fear at that. >> Did I date myself on that one?

066Um, the uh but I think I think when when we look at how we you know there's a lot education public education is a complex space with a lot of moving parts and a lot of challenges and stressors. And I think when we work together to minimally, if we can send the message, as this staff did and Andrea did, that your kids are as safe as we can make them, we should all be really proud of that. >> Yep. >> Great. Mrs. Zachary, >> just to echo on that, um I think the teachers have we implemented I know we're going to talk next month when I do the write up, but we um started actually a crisis handbook which is like lesson plans on certain things to try to like really build up to the

067lockdown so that they were it was very like knowledgeable things and don't be scared like for exactly that reason if something happens to your teacher I feel like our kids will bear barricade that door in like two seconds flat. Um it's by the time I got down to junior high, the junior high doors were all barricaded and that was kids. So, um kudos to the staff going through those lesson plans, too. So, that's something that um we implemented this year. So, I I think it it made just hearing what you said with kids going home that obviously has helped in that way. So, um I just wanted to to add that that was something that we've started this year too. So, um, the sorry, >> well, I appreciate you being flexible with all that, too.

068I know when I got on the board, I asked a lot of weird tough questions around it, but I think maybe it was me being an educator and being paranoid at times of like what can happen inside schools. So, >> yeah, >> I think we've came a long way in the last two and a half, three years of just having a plan and doing it. >> Well, kudos to the board for investing in an SRO. >> Yeah. Um so the school report card it was in um in the board packet. Um the this this slide just shows that the ranges so like the ranges as of what made significantly exceeds were changed this year. So that's what like the plus one plus two or whatever like just that's the categories. Um, just remember when we

069talked about forward, like back when we got forward exam, that was when I talked about the cut scores for math had changed. So, I know it gets a little bit like the school report card is on the forward exam, but like the the only things score-wise that changed on here were these levels right here. But keep in mind when they did the forward in 2024, they changed cut scores. So I just wanted because it gets confusing when we talk about what score ranges have changed. So um this was the one of the new things. So um as far as the categories >> and Andrew just one quick point um when uh Governor Ivers was the superintendent of schools we set the cut scarfs around NA >> or NAPE I'm sorry I apologize. Um, and when

070there were concerns uh around uh Wisconsin's uh reading and math scores, understand that our cut scores were in about the top 10% in the country based on those cut scores. >> So, so just and and also just remember one thing and it says it right on the front and nobody does this. Um just something to reiterate that uh these It's interesting, but school report cards are not expected to be compared to other districts. It's right on the front. And that's always nobody does that, but I'm just passing that along that that's that that's what is intended from this. Nobody does it and the public nor does any school district. But go ahead. Sorry. >> Um I wanted to just go over some of the updates before we go into the school report card. Um they

071did change uh achievement scores on the 2425 report card. So last year if you remember we went over the score report card. We couldn't compare it to the past year because they changed the the scores. So this year we're taking two years of data. Prior to the last year it's always on a three-year trend. Um so obviously when we test this year and we share the report card next year it'll be on a a back to a three-year trend. Um, so that this year it is we're just using the two years of data. So you can really only look at 23 24 if if you want you know as far as comparison and any of this like what we're going on to now like proficiency and growth keep in mind it's just that exact the

07223 24 um and so the three-year approach will return again next year. Um other change I made that it's really like really hard to explain but to make scoring fair um across districts they take the achievement the the achievement growth and the target group growth has now been normed to um the growth scores. So all it really is talking about is a bell curve. So I didn't really put that up there. Um, but just that's just one other change that DPI um has put in there like things that have changed this year. And then what I did is I just like took parts of the if you want to see the whole report card um that is on the the school website, but what I did is I just took parts of it and then

073tried to explain a little bit. So this is the the front part of the school report card. Um and sorry that it's really small you guys. Um so our overall score is 73 which is exceeds expectations. So you can um that's right above that it breaks down like our race factor. Um and we don't have a high enough race in some of those categories. So, it's not truly figured into um our scores. More like the Hispanic and white are really the only two because we don't have enough in each category. Um and then you'll also see our percentage of students with disability, economically disadvantaged, and English language learners, which all of those um went down as far as percentile rate. The one that makes the biggest difference is economically disadvantaged. So if you look in

074priority areas, growth, in order for growth to have a greater weight, it is dependent on your economically disadvantaged. So our economically disadvantage went down. So our growth, which we've always had a higher growth percentile than we've ever had our achievement, but now it's swaying the other way. So our achievement is weighted more into our overall score is pretty much what that's saying than our growth. The um target group and the on track for graduation will always stay the 25%. >> So sorry just I don't want to cut you off there. So essentially the reason it went down per se is not because we went to a co-plan co-serve coaching model more because of >> Okay. >> No that's that's students with disabilities. Okay. >> Yeah. No, economically disadvantaged is purely rated on um our students

075that fill out like green and reduced. So that's how we record it and that's how they pull that data through Skyward. >> Okay. >> So um it went down. So now our growth as you see our the pie chart our growth is getting weighted less and typically our growth is better than our achievement. So that obviously hurts us. So we need to look at achievement. Um and then the priority areas are broken down. On the next couple pages I'm going to talk like you'll see just achievement just growth just targeted but that's where it's coming from is that front part. So um our achievement is are both above in ELA and math about the state scores. Um and our growth in ELA is still above state and then our growth in math went down. And

076then I'm gonna talk about our target group and our on track to graduation on the next. >> But our scores in each of those categories went down >> which correct lends So what would >> what would lend those scores to go down? >> Um well obviously that's things that we have to look at like we want to look at like like well obviously we're doing some coaching. We also are doing a lot with our data with >> So are you saying the coaching is making it going down? >> No, no, no. >> Okay. >> No. Like looking so like >> moving forward like we're looking at all that to say so for instance which you'll see on our last slide like we um broke it's called a heat map. So you take all your forward

077every forward question is linked to a standard right. And so we're looking at, okay, where did we fall on, let's say, like English language standard number one, where did our students, like what did we not do well on? Same thing with math. So we can look and say, okay, if our students overall scored really bad with math um percentiles like or some like adding or subtracting or whatever. So we're trying to look at like where is it that we declined or we're not doing very well with what it also will say how many times on a forward score a standard is measured. So like there might be and like ELA is the most ELA there's some Wisconsin state standards that aren't even measured on the forward where math almost everything is measured but some questions

078might be like it's measured five times and some are it's measured only one. So like we've already started to look at that so we can say okay where where are we missing the boat? then look at, okay, does our math curriculum hit all of those standards? >> Are we are we looking because I know we put an emphasis on the coaching side of it, 50/50 with intervention and coaching. Yep. >> Are we looking at a tier one >> like from a tier one perspective or like a >> tier three, tier two? >> Yeah. So, coaching is really ba is based around tier one, right? Because it's your universal instruction. Um, so coaching was always more I would say more of the tier one like what's going on in the classroom. Um, and then your intervention

079is look and it could be tier two also because some like your tier 2 kids the tier three are like kids that are getting maybe pulled for more intervention or double dose or something like that. So yeah, coaching will always be like your tier one universal. >> So the instruction >> Oh, sorry. I'm sorry. So the two staff members that we have that are with the coaching, they're 50% coaching, 50% whatever that term is intervention. Okay. So do those two staff members look at this to see where we're lacking so that they that's the areas that they coach in or they >> the classrooms or teachers they coach. >> Yeah. I I think one of the challenges with this data is and I I at sale I use this analogy I read in the book

080and it's not a pleasant one but when you get this data in October or November it's like doing CPR in a cadaavver. >> It's how you learn. >> Yes. But it's not giving us immediate da d d d d d d d d d d d d d d d d d d d da pivot right away on instructional strategies to see where we're we're able to >> Oh yeah, I'm not looking at it to be an immediate thing. I'm just in my I'm just trying to learn myself. >> Yep. I understand >> on how that's working with the two staff members that have >> Yep. So I think what's challenging for districts is when this data not only is it embargoed until when? >> When November, what was it? So DPI says you can't

081release it. >> Yeah. >> Right. So So you you can't use this data in where I would traditionally whether I was principal Wilmont or Elhorn and but most districts that I'm well aware of they do their data dives and really dig into their data in strategic point times. One it's leading into summer. >> Okay. And then they have a universal screener where they're looking at data in fall, winter, and spring and mon progress monitoring that data for all groups of kids whether it's students with disabilities are our high-f flyers how we're stretching them and we look at it. The challenge the challenge here is we can we can pull over and look at that data and we should to identify some of the standards and gaps which we've already had those conversations. it it's just

082we're in the middle of the the next year with a different group of kids which makes it really hard. >> I understand we're still doing 5050 interventional coaching with this with the >> as far as I'm aware. Yes. And we're we're adding structures to that. That's conversations. Yeah. >> That we've had also at sale on how best to leverage their talents and two of our sale members are here now >> and leverage their talents to be coaches not just interventionists >> as you said they're 5050. Yes. >> Yeah. Because like Marlene is a reading specialist. So >> four. Oh yeah, I do have four. Sorry. I apologize. >> I watched them. I watched four. Good lord. >> Over on that side go >> look at them. Listen, I'll pay for this one. I owe you.

083I'm sorry. >> Sorry. I just looked this way and I >> coaching obviously like Marlene is that's her specialty. Paul is math. And then I mean we also have Sam who we've talked about who I mean she's a school psychic and she's a counselor. So there's like obviously things that she needs to work on too >> um with with coaching um that she's an expert on that also like is on her. So yes, your answer was like that's their expertise. Yes, because Marlene is our >> reading specialist. So, um, obviously like >> she's coaching our content teachers on how to reach all kids, not >> Yeah. Not just our Yeah. Yeah. Um, and then we're also Sam also does our advanced learners. So, I mean, we don't want to forget about the other end of

084the spectrum, too. So, looking into kids that because we we if you move kids >> even from meeting to advanced, you you get more points on your report card. Y. So we also have to look at the upper echelons. So Sam is also our expert in that too. Like what are we doing in class for the kids that are already at grade level? How are we going to push them ahead? >> So um so yeah, >> and I know we had a goal in the strategic plan to increase the value added for all kids to a four. >> Yeah. So that's going to come up on here too. Y I think it's the next >> one question here is is obviously we see a decline here a little bit but but isn't that kind of

085expected? I mean um wouldn't we traditionally and in other districts have have experienced the same thing see a temporary decline in these assessment um with a significant change in our instructional paradigms which over the course of the last three years we have seen a significant change in the instructional paradigms. >> Yeah. And when I talked about the forward and we talked about math pretty much across the state people were seeing that because they changed the math test actually and then they changed the cut scores. So yeah. Um so yeah, you would expect to see this on like especially because we're only comparing from last year which the scores were changed. Yeah. Yep. Sorry. Um >> okay. So achievement um as I kind of already said what you're going to So your achievement is um it's

086something called proficiency based. So points proficiency based. So you get certain points that's what where you get that 75.5. Um so you'll get partial credit for approaching but you get extra credit for advance. So like we said if you move more kids up to that advanced and if you see from year to year like our advance went down so that's going to hurt our achievement because you get more points and more kids that are in advance. So >> it's a weighted measurement. Yes, it is weighted and it's a really interesting read if you want me to give that. Um, and again, it's just it's next year you'll see three years of graphs on here. Um, this year obviously you're only seeing two. Um the one thing that there was um what they did do on

087the report card not not forward is in 23 24 they had made these high higher proficiency rates because they were trying to take into account that math dip um and it ended up bringing people down. So what they said is we're no longer doing that. So that was another change but since they're no longer doing it I didn't really I didn't really want to hit that. Um so that's the achievement just the comparison. um from last the year before to last year. So I know we're getting it now, but it was it's really last year's score. So um and again really with if you look at math the the dip from the advanced is again what's what you're going to see by that score is a lot lower. >> Well, actually that does lead me

088into one more question regarding um >> regarding math. Uh well, not just math but middle school. Did Did middle school go back to IXH for interventions? >> Did what? I'm sorry. >> Did middle school go back to ISH for interventions? >> L. >> I'm sorry. Can't my handwriting is scr is chicken scratch so forgive me. >> So we have So the whole school has that you can use. And a lot of people I know Katie um I can speak for sixth grade. They don't use it as an intervention. They might use it as um we're doing fractions and so they'll assign kids some to practice at home. So not really using it as like intervention. They don't play. >> So it's not the main component intervention. >> It's not being it's not being utilized in

089classroom setting. >> So yeah, anybody can use because every every grade has how it's being used. It's not like it's comment time so everybody is on. No. Is that what you mean? Well, I I like I say, I mean, because I know that we had developed some other some other uh avenues to go outside of EXL. And the reason that I bring it up is because during our strategic planning, both the community and our students explicitly said that they did not like or want that type of intervention. Uh so, I guess my question would be is why are we continuing with it and who's responsible for making the change back? because as a board we had I'm pretty sure gone through this and decided based on our strategic planning >> we we adopted the strategic

090plan and that strategic plan it was indicated by the stakeholders that was not >> something we wanted >> something that we not something that we wanted that necessary went away but it wasn't going to be the main component towards intervention >> was my understanding of it like it wasn't going out the door but it wasn't going to be the main component to intervention. >> Yeah, because we we had bought it probably like when the strategic plan went on we had ISL but it's not being used as like and I mean you can I don't want to speak for you guys but um yeah what we're really trying to do like we talked about with the strategic plan is doing more grouping based on data. So, like for instance, like um you could go into Jenny's

091class and there'll be a group working with Jenny who might be like um kids struggling with letter sounds, whatever, and she's working with them. And then an EA might be working with a group that's like databased on something else. And then there might be another group that's on like a computer program practicing letter. So like do so we're we're trying to like group so it's not like a whole a whole like everybody's doing like the teachers and then we've tried to like put in EA so that there's always like or um I know like Marlene it goes in at some of those times too during interventions at different grade levels. So it's like not all kids are on computer like we're trying to group saying like this group is all like low in this standard

092we're going to work on this or low in this that we just taught or there might be like a group that needs to be advanced so they're doing some advanced but not just sitting on >> I see some staff out here that would like to contribute. Can we allow that? >> Absolutely. Yeah. Well, I just want to be careful because I don't want to get to a point where we're uncomfortable if there's back and forth because we've been there and I don't want to get in that spot. So, >> I don't I'm not talking about back and forth. I just would be interested to hear their perspective on this specific topic. Not so much back and forth, just >> Yeah. Yeah. I I think it'd be it's it's pertaining to an agenda item. >> Yeah.

093>> And I I think it's applicable since we have people here. >> Yeah. I'd like to hear from them. >> Okay. So in regards to as far as Il being used in classrooms, I would say that it might be different. It's going to be different for each teacher, but like when Andrea was speaking about me, I use it very intentionally to um solidify a a skill that we are honing in on at the time. So, for example, if I'm doing a mini lesson on um something with a part of speech advancing that, I will do what's called a live jam where the kids go on for a few minutes. We do it together. The kids come up. It's interactive. They show how many kids anonymously uh get it correct or incorrect. And then when I

094and then when the kids feel confident, they go finish that strand on their own while I keep a small group and do that. Um, >> so you're doing the intervention for the kids that aren't as successful. I'm not that it's sometimes used that way in the classroom during my block time, but as far as intervention, um, we haven't had a comment time built in, right? So, they're doing inter like in her ELA block, she's doing intervention in the ELA block. I know before they used to have like kind of what the primary grades have is they our common time was our intervention time. Um but working that into study hall and um your block time. So but like what she was saying it's more like intentional like we're working on this because in working on

095like a standard you can assign those standards to so like it's intentional of what you're working on right now. And you can also differentiate, you can group students and also when you do the diagnostic component of it, it gives for each um branch per se of a subject, it will uh after the diagnosis or diagnostic, it will shoot stars to show what their score is and then it will create an individual pathway for each student. So it's far more differentiation that like for example as a sixth grade teacher I you know my Chris and I are not going to necessarily be addressing money or time time to the half an hour or reading a clock to the quarter hour. And I'm having kiddos that in diagnostics, they're coming up with kindergarten, first grade skills that

096I we would have had absolutely no clue that these kids had these opportunities for growth because I mean that's not some we differentiate this much and these levels, but we don't differentiate this much and we wouldn't even So, it's fantastic for filling in those gaps and really hitting students exactly where they are and filling in those gaps so that that foundation can be solidified for us to build on that and have more understanding on concepts as we grow. Does that make sense? >> Yeah, it does make sense. And and and I guess the reason I bring it up is because I I go back to the strategic plan strategic planning where um both the community and students and you know other stakeholders had identified that as as a system that they did not like or

097want and so my concern is that we are falling back to that because that is something that is comfortable and familiar for the staff. My question is is is that comfort if that is that level of comfort and familiarity for the staff a benefit to the students or a benefit to the staff? Um when we put all the effort into strategic planning and and take the time to hear the stakeholders out and they explicitly point that out as something that they don't want as part of the curriculum. It concerns me that we're ignoring that and continuing to use LL to that degree. >> I sorry I don't I don't remember us saying we were getting rid of. I remember us saying it wasn't going to be used as the main vehicle for intervention. >> Yeah.

098Well, it was my recollection was is that it was a reduction in it with the idea of implementing it out phasing it out over the course of a period of set period of time to a new model. >> I think those discussions are you're going to see that hopefully in the next slide one of the future slides, right? like looking at a universal screener and trying to get into some of those things >> because my perspective on it is is and again and this is no disrespect to any of the staff but >> it's not about what's comfortable for the staff it's about what's most beneficial for the students >> so can I add one thing >> um because I do I do tier three interventions as my job um and I've been in Katie's

099class and I've been in junior high and fifth grade. Um, and I see that the way they they use EXL. Um, and I think that the way they used to use EXL before the strategic planning meetings is a lot different than it looks now. They did rely a lot more on it then for more of like the tier 2 tier one interventions. Um, but like since the strategic planning, a lot of us were there at those. Um, they have scaled back a lot and like Katie has done. um it's more like intentional and she like assigns lessons specific to things she's teaching in class. So it's not just go on I excel for 30 minutes. It's like we're learning parts of speech or we're learning about um figurative language and it's just more practice for

100those kids who need a little bit extra. Um and the kids who got it, they get it done right away and kids who struggle it keeps going and that she can see that on there that oh they don't get this so I need to work with them a little more on that skill if that makes sense. Go ahead, Andrea. >> Okay, so um the next slide shows the value added. Um so value added is the um so growth. So what growth is is it takes uh a student here and it compares their growth to a similar student all across Wisconsin. So they look at like similarities like economically disadvantaged, disability, ELA, gender, um race. So that's how growth is measured. It's how are our are particular students doing with particular students exactly the same across

101the state. Um and so then what they do is the value added. So the the line going down is a three. So a three is your state average which they consider like typical growth. So if a student is growing faster than a similar student across the state then you're going to see that go above the line of a three and that's like you see ELA there. So if you're growing slower than the same type of student across the state then that's where the value added goes down. So that's what those like it's a zero to a six scale. So um going above a three would be the most important. So I it's I just want you to know what is what like what is a 3.3 mean? So that's what they're it's it's pretty much

102like the the rate of growth that a kid is showing compared what our kids are showing to all the kids that are similar to that student across the state. So that's what your your growth and again your growth is weighted more if you have more economically disadvantaged. It's just how they they do that. Um so our our ELA is showing growth patterns above um your typical growth pattern and then our math again because it makes sense like our math is not showing that growth bless you. Um, so >> when would you attribute that to the what we spoke about before the temporary change of Okay. >> Yep. So that's all like tied into that. Yep. Yep. Because you're going to look at um you know over time did they grow? Well, we don't have a

103lot to show over time because they can only year, >> right? >> So yeah. >> So in coming years we should expect to see a a larger data set a broader >> Yeah. because you don't really have it's kind of like last year we had no data set really you had one year and so now this year we really only have last year to this year to show so then like next year it'll be nice you have that that three years and then you from here on out till they decide to change things again you'll have the three years >> it's encouraging to see on both um tracks that our students with disabilities are growing >> yeah that's And then our target group. So your target group is go is is going to be your

104lowest 25 percentile. Um and it's it's not like lowest percentile of like disability, your lowest percentile. It's like overall your lowest percentile. And um they like target those kids. and I'm able to go on and actually print out here are our target group which I did print out shared with teachers shared with our coaches um these are our kids that are in our target group we need and we really looked at okay where are they falling behind um because again you if you grow your target group you get more points so um no I don't want to always focus on all of our efforts in 25 percentile kids. It should be focused everywhere. What unfortunate is the forward test kind of makes you like focused on that? >> When you say grow that's hard to

105group, you mean see progress, not making it bigger. >> Yes. Yeah. Yeah. I'm sorry. Yeah. Yeah. Growth for them to grow. Yes. >> Right. Growth within that 25%. >> Yeah. No, you don't. Yeah. No. Right. Um and so what they do is they they break down and they compare the target to the non-target group. So you can obviously see like um you know the math the achievement score is a lot larger than our growth which we're happy about that but we also have to bring that achieve like the more you can pull push that achievement score up obviously the better it's going to go. So I'm glad that our growth rate if you see like our growth rate in the math of our target group actually outweigh the growth rate of our non-target group which

106when you look at our math scores it's like you think how does that statistically work but um obviously it did. So it's good that we're still growing them but we also have to bring their achievement up. Like if we can move them from the bottom quartile to even the next it'll help us. Um, and then it it talks about ab absenteeism and attendance because when it they look at the target group, they want to look at things outside of just academic things that could be hurting. Um, so if you see our target groups, absenteeism is a little bit lower. Um, but overall attendance is pretty good. So, just another thing that you can look at to say, okay, what are things that are hindering that lowest 25 percentile? Um, and then the last part of

107the report card is on track to graduation. Um, which typically doesn't show for us um any major red flags. Chronic at they take chronic absenteeism as if you miss more than 10% of the school day. doesn't matter if it's truency or parents calling in or you went on vacation. Um they just look at attendance. So typically we're we're above um in both of our our schoolwide attendance and our absenteeism. We haven't you know noticed too much of that. It does get difficult in elementary school because compared to a high school because, you know, you go on vacation or things like that or, you know, you get the the grunge at the beginning of the year and the kids start to miss a lot. And um but we always stay above the state average. And then

108it just takes our third grade ELA and our eighth grade math scores are what they use for our pointsbased um proficiency there. Also, >> so I have a question about absenteeism. Yep. Um, as far as this is goes, obviously we want to do our most to encourage kids to be here as much as possible. >> Um, with this, do we have do we have anything in place where we have a rewardsbased system for kids who are who are in attendance for all days or not late or anything like that? So that's fine because we just had an assembly today um that we so we did a um a contest about classroom that had the highest attendance where it's going to get a party. So like they get to choose a ice cream party, a pizza

109party. So we every month we have an assembly to talk about like um just our values and and we talk about attendance and PBIS kids and everything. So we actually have started that. So, >> and that's at the school level, >> right? The entire school. Yeah. In individual classrooms, do we have and maybe some of you can answer this in individual classrooms, do we have any rewards >> based in um motivation for students to >> keep attendance? I'm sorry. I do not want to open it up to the teachers or to the public. It's just not It's going to be good when it's good, but if it goes south, it's not appropriate. They have ways to contact us and talk to us through Chris. I think we should do it that way. All right. Well,

110just because I just don't want to be another position of >> what I would say is is I would I would appreciate some input as to >> um if that exists. >> Yeah, we and here's the reason for it because frankly, I don't think it's positive. I think it's detrimental because you're going to have students that for medical reasons or for personal reasons or for family reasons are not going to have that attendance. And so we're creating a situation where we're punishing students that to no fault of their own. And we're rewarding students that again to because of nothing that they did individually. And it creates a situation for me as far as I'm concerned where we're we're creating separations in our students about about uh achievement that is there's not a lot of weight

111behind it. >> So, and we agree we went away. So there are always like the Milwaukee Bucks, the Milwaukee Brews, they do that attendance thing where you can get like if you have 100% attendance and we went away from that for that reason because we do have med medically fragile children and it's >> not okay. So like when we try to do like these incentives, we try to do like school like or um classroom based, we'll do schoolwide things because we were sensitive to that. So we don't do those. They there's so many that send us all the time like attendance awards and everything and I I agree and I think there's also family situations and that's why I was saying like elementary level I feel attendance is you know not something that I'm going

112to punish or >> I mean you you would agree that we're yeah detrimental. >> Yeah. We don't do that because it is it's yeah we I don't we try not to do a lot of those. Yeah, because it's an award for one but a punishment for others. So, yeah. >> Yeah. >> Um, so what what I want to look at is what are what's what now? Um, what are we working on? So, I um put some things up here of things that we have been working on. Now, obviously, we received forward scores um at the end of the summer. So, we were able to already start work even though we don't have the score report card until November 11th. I remember now when it was released. So we knew what our what our math scores

113were and what we needed to look at. So we had started obviously we hired a math coach and then we started with a small group of students working with CISA 6. So there's an individual on CISA 6 and this is what he does like his whole job is breaking apart forward and for all the the districts in C and CISA 6 has a lot of high performing schools. Um, and so we've contracted with him to work with us on like taking our Ford, breaking it apart, doing the heat maps. So we had started that in the spring with a small group and now um during inservice in August we did it with all of our um third through 8th grade working on that with him and he's also coming back December 5th. So when we

114come back he's continuing that work with the teachers and I just put some things that he's working on. So he'll do the item analysis that I was explaining like you can look and say um you know test question number one in math corresponds with this standard and that's kind of what the the blueprint is. The heat maps tells how many times something scored and then looking at practice items because also especially with our third grade >> it really has a lot to do with taking that test on the computer for the first time. Um, and I do a small group, so I sit next to kids and I see and it's sad to me that they also I feel they trick kids because they like have to pull down like so like working with them

115on how to take a test. Like if you're if you have to pull down and you have to toggle between the answers and sometimes they embed like you have to do two questions in one problem but if you only answer one the test will let you go on and now it's marked wrong. So doing a lot of that like just test taking skills. Um and then like I said December we're work we're continuing work with um looking at here's our standards. What have you taught thus far? What do you have left to do? What's coming up? And he's going to come back in February too. So it's right before um we always do I always try to do forward testing the last possible moment that we can so we get as much teaching in as

116possible. So like to look at okay what standards have you hit going forward? What do we need to hit big time before and not trying to teach to the test because I also don't want to do that but being cognizant of the fact of you know what do we need to get to because sometimes like I know in math you might not get to probability before the forward test and now we're finding out there's like five questions on the forward test around probability. So also looking at how are we teaching and our scope and sequence and if we need to to move that. Um and then um I don't want to just say we're going to focus on math, but like definitely look monitoring large groups and you know implementing looking at a diagnostic tool

117um to help us out with you know where are we at? um and being able to measure and again like making sure we're hit like hitting those kids that are struggling but also advancing kids not just like not doing anything with our advanced kids too. So I don't Chris I don't know if you want to add anything. Well, I just think I think there's some key like you know, we were at sale all four of the teachers. Um, and you know, there there were definite examples showed on that compared like some of our highest performing school districts to others. And there are some real like key ingredients to that. I mean, it's it's and they're they're ultimately I mean, I would say they're non-negotiables, you know. I mean they obviously they use Elbrook but they

118use other districts that wouldn't be suburban schools and having a diagnostic assessment that is given three times a year so you can measure growth is one of those non-negotiables an essential tool and um and then that feeds data that that data is then utilized to not only support our tier two and tier three interventions to make sure all kids are learning but gives us timely response to how to intentionally target and and and uh enhance the skills of those kids, but also on the other side of it as we I had meeting with Andrea and Sam for advanced learners, how to scale up those kids that we need to stretch and you know and that was one key ingredient of those school of those um of those districts. I mean, the other one was just

119a really structured, intentional, collaborative system known as a PLC, but just getting away from some of the education jargon, but just getting teachers collaborating, having conversations around kid, which is already happening in our district. Um and uh but those those are things that as someone new um I would really like to ensure that we're seeing those things moving forward to stretch our high level learners target our kids with growth and not spend as much time you know looking at data after the fact versus in a timely fashion to say okay we can respond quickly and make decisions and we can give reports to the after fall, after winter, after spring and then we can do a direct correlation to how th our performance and those uh strategies resulted in our performance on the the forward.

120Uh I think that's just I think I've been asking that question for since I got here. Tell me about this and learning more and I think that's an essential piece that we have to have if we're going to really grow our kids. >> So we've had some updates on sale. Um, has there been any changes to sale from its initial goals at all or are we still >> I think we're working through that. I think one of the things that I I'll just speak personally um sale recommends I think one goal, one to two goals. We have six. Um, so changes to that, we didn't make any changes other than dig deeper into one goal to really get good at that. Um, and that was the focus of our conversation. I think when we met

121with I I I was I I'm fortunate enough to know the two people who are leading sale and so I historically as we had conversations about really making sure that we can get it really good at one of those goals. Um, and we did learn some things that maybe our sale goals were ahead of what they would recommend. So, we're we're we're working through how to um maintain those goals, but also just dig deeper into like the goal that will really move the the performance data on the forward, but also move kids and and grow them. So, it' be safe to say that we haven't changed our goals for sale. We're just >> I don't we didn't edit any goals. >> Prioritizing one. >> Just prioritize one. Yeah. I mean, >> and then moving forward

122as we >> Yeah. And there was no conversation about that the any of the goals didn't have value. >> It was more of looking at comparison comparative districts on what they do versus what our current sale model looks like. And some of those highest performing school districts really get good at one or two goals um versus trying to have six. >> Yeah. Which is lofty. I would acknowledge it's lofty, but I also think that there's a benefit to having lofty expectations as far as that goes. >> Yeah. I I I I think from an expectation standpoint, I think that's that's I agree with you. And the overall sale goals what are our strategic >> correct from the okay >> and I know I shared with you like that like and I because I did a

123presentation for the whole staff to show how where our sale goals are from and all of like how everything kind of ties together under those two big goals >> and and our coaches who are there. I mean, Joe Schrader was the superintendent of the year at Mosquo, Norway. And then, um, uh, oh my god, I'm having a brain currently. >> Thank you, Laura Love. Um, she was the principal of the year at Hudson and then a district leader at Middleton Cross Plains. So, they come from high performing, high expectations district. So when they have conversations, um I think those are really strong recommendations we should consider. >> Quick question, the diagnostic tool, is that something that CISA provides as part of our um engagement with them or is that something we'd need to find and

124develop? >> Yeah. No, they don't. >> It's a p it's a purchase >> tool. Because the state hasn't they like with act 20 they said oh you know this is what you have to do but they didn't say you have to do this diagnostic tool so they didn't provide that or >> state is good at unfunded mandates. >> Yeah. Yeah. >> Um just just kind of in line with um with the uh report card and some of the things that we were looking at. Um, where are we with PBL implementation, COP plan, co-serve and ML MLSS? >> Well, PBL is ongoing. Um, I still meet with the consultant and we're doing actually um this year we'll do two museum um displays. So, we're going to do an internal one in January. I don't remember the

125exact date. And then we're going to do an external so that and it's going to be the kids like they're going to display their PBL like so every kid is going to pick which PBL unit or what they want to display and just demonstrate to um we're going to do an internal one so that we can bring like the third and fourth grade kids to come and see because they're just starting implementation. Um and then also the grades can see each other like fifth grade can come up and see seventh and eth. And then the external one, April. It's April, right? >> Yeah, >> I think it's >> I know. I I have the dates. I'll I'll let you know. So, that's going to be, you know, invite community in. Um, same same type of

126thing. So, the kids will be displaying their, you know, what they've done throughout the year. Um, so that's ongoing. Um, what what else did you ask me? Co-plan co-serve. Um, >> co-plan co. um co-plan co- serve I mean definitely up and running like our whole entire kindergarten special ed is all in their IEPs that it's um we have three like all day she co- co-serves with Lori and with Shel um so I definitely have to have because it's illegal legal I think we've expanded it this year so that it's actually including u more groups and our 7:30 Um the staff come in at 7:30 every Tuesday and that's time that they can co-plan because obviously it gets a little tricky because like Karen just told you she's working with three grade levels. So it's hard

127during the day to find like a common plan time. So that's why we do 7:30 so that the co-planning is happening at that time. >> Okay. That's a much better strategy too. >> Yeah. I mean it's Yeah. to find it a common time. >> Yeah. Um Yep. But I don't I mean I think I can't I don't want to speak for Courtney obviously heads that up with people services. Um but like I said it's nice that it's expanded out to more groups this year. >> Sure. >> Yeah. >> And then I just had a couple more questions on this. Is are we still following the strategic goals the board approved um or have these been changed? And these are ref referencing the student learning outcomes and the professional practice goals. Nothing has been changed because

128I mean >> I don't know if this is related to the score. Is that related to the score report? >> Well, in the event that in in the relation that it would impact some of this stuff. Yeah. Yeah. I believe it is. >> Nothing is ch I mean I mean we're running by strategic plan was made and that's why I said like I did a presentation to kind of because it got like super confusing. I think like I heard from staff like okay how does this relate how does this relate so that's why I did the matrix to say okay this is our goal here's all the things that we're doing that go underneath this goal like our SLO goals and our PPG like where does that fall under which strategic so yeah all of

129the SLOs's and PPGs are all related to they either had to be related to data the use of data um or the use because not everybody's doing PBL our younger grades so um our third and up Their goal has to be based around PBL and then younger was based around data because they're >> not officially like being trained with PBL at this time. >> So nothing is >> I mean something can change because >> professional practice goals. >> Yeah. Sorry >> I said it instead of using the acronym just to make it clear. >> Sorry. Yeah. Um and then um right now how many tests slashcreeners, however you want to refer to them, are we giving to kids? >> We only have the ones that at 20 mandates that we do. Um and fast bridge,

130so it's fast bridge and as >> Okay. >> Yeah. Um >> and yeah >> and and another reason that I that I find this all relative is again is just to reiterate the fact that obviously we saw a decline a little bit but that would be to be expected based on the fact that we have had a significant change in what our instructional paradigms are over the course of the last two years. So >> well and even more so than that of like the percentage changed on you know the achievement and the growth so that >> that that to me is the key indicator >> of why we would have went down. Correct. Andrea Chris am I speaking correct? >> Well I think that's similar to the to what I was talking about. Yeah. I

131mean that's basically that's basically what I was saying. So um >> thank you for putting this together. >> Yeah. The only thing I would say is obviously not where anybody wants to see the scores. Um, but confident in the leadership team and the staff we have. >> What do you mean by that? What do you mean by not where we want? >> So So when I see scores decline compared to other districts that we used to be ahead of, I for me that's bothersome. >> Well, that's what I that's why that's >> bothersome. I think that's understanding the school report card also too, right? Again, what I was saying is that I'm confident in the group that's here that we're going to analyze the data and make a plan to move forward, >> but I

132think we create a false sense of like >> fight or flight because of >> because of this like we're we don't have as many black and brown kids in Silver Lake as what Genanoa City does. So, we're not going to get the growth or the achievement from those numbers to jump like those things matter >> and it's and it's a sliding scale. It is not a it is not an end all beall. It does not tell the whole story. Um and again like I said you would expect to see a decline in these based on the paradigm shift in the educational protocols. >> Well, you're right. We would expect that. Right. Unfortunately, the community and people that we're trying to recruit to come here don't aren't familiar with the school report card and don't understand

133the difference. Well, that's one of the diff services as far as I'm concerned that we've done within the community in putting the school report card on a pedestal and making it be the the the number one. >> So, as an AC >> metric as to how well we perform. >> Is an ACT score the end all be all at high school? No, >> it's not comparable because it's not the same. >> No, it's a marker. >> Yeah, but it's not comparable. And again, and again, I go back to what I said before with with the comfort level of staff as opposed to the development of students. At the end of the day, if the community doesn't agree, the community is not informed to the same level that the stakeholders are, that the board is, that

134the staff is. And if they don't agree with something that is actually not a decent metric as to our advancements with student education, then it's kind of irrelevant what their perspective is on it. And we created that situation ourselves in the fact that we for a lot of years put a lot of value publicly on this school report card when it's not a reflective it's not a very good metric to show growth within the school. >> It's not the only metric and I don't think it's the best metric. My only point Mike was saying that I just don't want to I Andrew told us back in July or August that it was going to go down just based on how the quantifiers were indicating, right? So I just don't want us to leave the meeting

135thinking that our staff, our administr anyone did something poorly because we went down. We went down because of the nature of the school report card and because of bureaucrats in Madison, not because of people in the building. Well, and and because it changes because we all have to us ourselves, the staff has to ac acclimate themselves to the paradigm shift in the instruction in order to see a positive impact with those test scores. And so, it's it's an expectation that they would fall in implementing these new paradigms. >> Well, and myself, I think I would be doing the community a disservice if they came to ask me why the score decreased. I would be directing them on to professionals here that can actually give them >> question. >> Right. Exactly. >> Agreed. >> For me,

136I mean, that's just how I look at it. Um, >> I'm not a wordssmith, so I don't know how to explain it in in uh terms that they would relate to. >> And again, I would go back to the fact that all of these systems and adjustments that we've discussed here tonight were all collaborative collaboratively developed between all stakeholders and the board. And the board approved uh these these changes and so we have an obligation to to stand behind them and see them out and see what the long-term changes are because of them. We can't jump ship just because we see an expected drop in scores the first year. We've all acknowledged that we knew that that was going to happen. >> Well, it's not a bad thing to want to see the scores. >>

137No, no, I don't I don't disagree. I I just again I think that we've maybe weighted the results of those a little a little too heavily as as to their realistic impact. >> True. >> I think we've beat the piss out of the dead horse with all this as a board tonight. So, >> um >> No, I think these are very important topics to go through. I don't think we beat dead horse out of all of them and I think they should all be meticulously talked about. >> And again, it's a it's a transparency thing. Some of this stuff was stuff that was being done in close session before and this is an opportunity for us to be as transparent as possible because there's been some accusations of lack of transparency and I want to

138do my utmost to make sure that those accusations can't be leveled. >> Yep. >> Schoolboard celebrations. >> I have one I attended along with Mike and probably Luke and Joe the um >> what was that called? Concert. Yeah. with the lower gra >> for Halloween. It was awesome. I mean, I like Christmas. >> I really do. But I loved the Halloween theme. That was just so much fun. And I I um dragged my daughter to or my granddaughter to it. She's like, "Grandma, why didn't we do this when I was in school?" It's like, "Hey, circumstances were different, but kudos to >> everyone." >> To everyone that performed. It was awesome. Yeah, >> agreed. Very much enjoyed it. >> Me, too. >> It was very organized, too. I think this this year went off without

139a hitch, basically, compared to some of the last few years where there's been a couple of couple of hitches in the giddy up. I think the only time that we had an issue is the the lighting at the end. Yeah. So, yeah, I would second that. >> It was very very well attended. I know. Thank you. very well attended. >> Started pulling them out of classroom more chairs. I mean, we had put >> I told you, Mike, we had all the chairs that we had in front of it. Mike said, "Why don't we have more chairs?" I'm pretty sure >> Neil would be really mad at me if I took >> and I witnessed the parking out on >> School Street >> Evergreen. >> And you could have fit you could have fit a fire

140truck through there. I just want to say if anybody had a comment, >> you could have, but that's because this year that's because this year people were parking in the median instead of on the street off of the med. >> But there were cars on both sides, but you could you could have fit a fire truck to that road. I just wanted to say that publicly. >> Try to alert the So, I always will call the non-emergency whenever we have a big event because I know community members get upset. So, I always like alert them. Hopefully starting January 1, you don't have to do that and the SRO can do that piece for you. >> Yeah. But just because we know the parking problem, we just decided courtesy of I know especially is that evergreen

141that I mean there's nowhere to Yeah. side of the road. So I do alert them right away just in case. And also whenever we have a big event, I like them to be around anyway. So in case we >> have issues. >> So I did have a few celebrations myself. Obviously Vicki stole the concert one. Um, >> but I did have a couple others. Um, obviously wanted to thank the PTO for the trunk or treat event. Um, obviously well attended again. Always fun to see. >> Um, the girls Comet Classic. Um, always interesting to see, you know, how many staff members come out and help. Um, you know, working from from working a scores table to helping in concessions or um admissions. um you know, so that's always cool to see how many staff are

142willing to volunteer and make that event possible. Um and then lastly, um obviously I had the opportunity and I'd like to celebrate our new district administrator. Uh we had a lunchon last week. Uh he was given an award by the Walworth County Economic Development Alliance um for his community outreach and the things that he accomplished while he was at the Alhorn School District. And uh it was a very cool event. Um, and uh, we we had the opportunity to listen to Mr. Craig Culver give a speech. He was the keynote speaker. Um, and Chris had to deliver a speech and I' I'd give him an A considering he uh, went up there and winged it. So, uh, certainly good to good to see and congratulations on your award. >> Thank you. >> I would also

143like to echo Mr. Troutier um, coming. Um, so thank you, Mike. Also, we haven't met since last time, but I did want to just celebrate just increase in transparency. Uh, Vicki and I met with the staff um in November, and we had um discussed meeting with the union each month with Mr. Troutier just to kind of increase communication and transparency. And so, we'll do that again in December >> um to vet out anything we need to to do and have conversation around that. Um and then the last thing is um thank you to Mrs. Zachary, several staff members, Mr. Troutier um who reached out in the last month what my grandpa passing. So I appreciate you guys and the board members who did. So thank you guys for doing that. Um new business. Um I

144will go to I'll be the delegate again. >> I will be the alternate delegate if that's okay. >> I'll make a motion that I'll be the delegate. Mike the alternate. >> I'll second. >> Second by Hurst. All those in favor? >> I motion carries opposed. Motion carries. Uh our next board meeting is December 16th which is a change because of uh winter break. So December 16th, 2025. Um make a motion to adjourn to executive session as pursuant as follows and we will not reconvene. We we'll end out of there. >> Second. I make a motion. Second by Hurst. All those in favor? I I oppose. Motion carries. We are done. >> Thank you staff. Have a great Thanksgiving. >> Yeah. >> Thank you.