001All right. Well, you're live. All right. It is 7:00. So I will call the May meeting of the board of education it to order. Um roll call please. And Gerson here. Matt Keith the meeting. Mike Kulac here. Caitlyn Mason here. Brent Perry here. Jordan Stanley here. Brian Spiva here. Okay. Uh stand for the pledge of allegiance to the flag. I aliance 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. Hello. Please silence your cell phones if you haven't done so. Uh, amendments to the amendments to the agenda. We have to pull 17A in the action items. 17A and I had a request to pull uh out of the consent agenda D 1-9. D1 through9. So we
002will we will address it after the close session. So those are being moved to after close session. 17A and action through consent one through nine. All right, good news items. Uh first of all, I thought yesterday graduation was a great success. Uh ran through 139 kids in a little bit less than an hour. Um, I think Spoon River College does a tremendous job of hosting and uh, my hats off to everybody involved in putting that together, especially we had a couple of heroes that I didn't know. Mrs. Zada, Mrs. Zada, we had a student get sick and uh, they kind of taken care of that and got her out of there without a lot of people even knowing it. So, my hats off for their help. Also, has anybody else got any good news items
003they'd like to share? Yeah, I I do. Great. Um, we hosted the sectional we hosted the section IASA track sectional on Saturday and our eighth grade boys um won that sectional which is awesome. Um, we did have a few kids qualify for state as well. Derek Sale and at 200 and 100 he won the sectional. Luke Aller in the shot put place second and our 4x1 team with Dominic Dominic Melatello Derek Sale Kaden Ray Bentley Jenkins will also be advancing to state. So great was a great day. That's super. Anyone else? Yeah. Our fifth grade just finished their St. Jude fundraiser and they raised $4,470 during their laps for life which is just six days. So they that's the most they've raised. I think double most that they've raised in the three years that I've
004been there. So, that was really terrific. Fantastic. Good deal. Anyone else? Yes. East View had a family resource night uh last week. It was spearheaded by Sarah Flanigan, who's a kindergarten teacher at East View, and also Christine Four, who's our librarian. Um and our SEAL team. We had over a 100 families attend, and we had 42 representatives from 22 local organizations show up. Um, and they offered just information and about local supports in the community to help the families. Um, and we had a book fair, too. So, it was great turnout and they did an amazing job. Great job. Good deal. Anyone else? All right. Hearing num recognition of Jaden Martin for earning best in show in 2D design at the middlei art show. Got to come up here and show you everybody. Okay. Great
005job. Good job. Thank you. Would you want to comment on it at all? Yes. I don't know if we were supposed to. So, Middleland Art Show, this is the first time that we have placed on the plaque here. This is for 2D design. They have 2D, 3D, and photography. And I just have to say Jaden is really one of the best students I have ever been lucky enough to teach. It has been an amazing four years with her. I just this is why I wanted to be a teacher. Okay. She's she's amazing. She's so talented. And you need to tell them where you're going. Um I will be attending SCAD in Savannah, Georgia. It's an art college and I'll be majoring in book illustration there. In front of him. Stand in front of you. I'd
006be in that. Oh, am I holding? Yeah, you are. Congratulations. Exciting. Thank you. Can I get one, too, please? Sorry. I'm so sorry. Thank you. Okay. Thanks. Well done. [Applause] Recognition of Canton High School state math team. The coach here. Have him come in. There's a lot of people. This is front and center, please. Yeah. Come on up here. I don't have a whole lot of the kids here, but um so the math team this year, in the past we've had one, two, maybe three teams make it to state. This year we had four teams make it to state out of eight, which is the most we've ever had. Um so it was quite a few students. Um it unfortunately state was the same day as prom. So, uh, prom one, but we did have
007two two of them that did go ahead and go and compete at state, but we did we couldn't compete as teams just individually. But, um, let me go ahead and tell you who we got here. So, I'll read off some of the names. Sunshine Bowen, um, I can't I don't remember exactly which teams are which, but, we had the pre-calculus team qualified, um, and Ella Renick was one of the ones that got the the highest first place score, tied with Lucas Williams for that. We had the algebra 2 team and then we had the junior senior eight person and all of them were on that and then we had the two person which was Sunshine and Andy. Uh Mia Bowers was also one of them. Christenine, here's Ryan Fontana. Uh Simeon Lutkkey, he did go
008to state with um with Andy. He he subbed in for uh Sunshine since Sunshine was going to prom. Uh Cindy knee, Kevin knee, Ella Renick, Ellie Sawyer, Andy Wong right here, and Lucas Williams who isn't with us tonight. That's everybody. Thank you. All right. Good job, guys. Next we have the rec recognition of Special Olympic State Tournament qualifiers. Have we got a coach and qualifiers here? Yeah, we got a bunch of qualifiers. Good. And Mary's coming too. [Music] Mr. Kenzel. Hi. You can start the line. You want to just bring one at a time? How are you? What event were you in? What event did you do? You know what? Are you talking? Yes. Um, so our Special Olympics track and field team recently competed at their regionals in Monmouth. We had six USD athletes
009make it. Um, I'll go ahead and call who we had we have here and then who also made it, who is not in attendance. Uh, we have William Kinsel at Lincoln. He qualified in the softball throw. And we have we have Sequoia Robertson who qualified in the softball throw, the standing long jump, and the 4x100 relay. We have Isaac Olsen who qualified in the standing long jump in the 4x100 relay. And then Emma Asendorf for Maverick who qualified in the softball throw. My lord. We also had Zayn Baker from Lincoln who qualified for softball throw. And then we also had Hunter Campman at the high school who qualified for 4x100 relay um softball throw and 400 meter. Look at that. Um but yeah, so we are going to state for the weekend of June 20th
010to the 22nd at Illinois State University. So we're excited. Every year it's a bunch of fun. Isaac, will you turn around so I can turn it around? I need to go potty over here. Emma, you ready? What else are you learning? Thank you, Mr. [Applause] Well, I just want What is your name? Okay, next we have the recognition of Katherine Daly for earning a fourth place finish in air trae trajectory at the Illinois's Individual Science Olympiad in state tournament. Glad to be back there. So, this is my uh second year ever with Science Olympia. I didn't have it at my little Toddunk High School. Um, but uh each year I've done it, Catherine has won the regional at Western and qualified for state both times. And this year she placed fourth place in air trajectory.
011You want to tell them what air trajectory is? Um, it's basically like an air cannon that you have to aim at specified targets at the event that they will place. And based on how close you get to the center of the target is how many points you score. Okay. Recognition of student representative Owen Spawn. Owen has done an unbelievable job this year. Uh kept us alert on point. That's right. Owen's done a wonderful job. Comes in every month, gives a magnificent report to the board. Always well done. Always well written. We appreciate all your service. Congratulations. Thanks. Wait, come on. Can we tell her now? I don't know about that. Thank you. Keep your dad out of trouble now that he's retired. Yeah. Been too many crimes though. Okay, that brings us to F. Building
012reports. Nothing on building reports to G. CHA, CHS student report. Okay, this is my last one. Um, so first one I'll be covering the Kitten High School graduation ceremony. So this was the 158th. Um it was commenced on Sunday, May 18th at the Spoon River College Gymnasium, allpurpose gymnasium. Um and thank you and thanks for the to the hard work and dedication of the Canon High School staff and students. The K High School graduation was be um able to um be held at this area. Um went very well, very smoothly, only lasted about an hour to take place at 2 o'clock. Uh ran through many students in that many in that short time. So it went very well for that um just the short amount of time that it went through. But before I finalize
013this, I would like to um just say thank you. So I hereby conclude my final report and with that my my appointed position as student representative of the Canon High School Board of Education. However, before I say my final goodbyes, I want to express my immense appreciation for being appointed to this role. It has truly been an honor to represent the district at the student level. Following my graduation from Kent High School, I will be attending Spoon River College where I plan to embark on a new journey of my life. A journey that will help a journey that will embark or define a new chapter in my life and help shape the foundation of my future endeavors at Spiner College. I will be pursuing um associate degree in applied science and small business manage man
014management by taking classes and related to that field. Serving as student representative has helped solidify these opportunities by equipping me with valuable skills in time management, public speaking and writing. These skills will help pave the way for my future success. I'd like to thank the staff of CHS for their support throughout my four years of high school. I have truly enjoyed my time here and I'm thankful for the skills that I've gained that will benefit me moving forward. While we may not know the exact path of every se senior, every graduate or every student, it is important to recognize the advancements and the successes made possible by this board and those who came before this one. The board of education has made Canton High School a beacon of success, ensuring that all schools in this
015district continue to prosper under academic leadership of their students. For this reason, I want to reiterate my gratitude. Many students across the district join me in thanking you for your hard work and dedication and commitment to leading our schools and for helping guide the next generation. Thank you. Good job. We'll move on to the additional good news recognition of band director Bethany her rank and Canton High School band for both groups earning division one ratings at IHSA organization organizational contest. a band PNO meeting, but Mr. Maltello will be here for band and court for She's She's on her way. She's She had a booster meeting. Okay. Okay. Recognition of chorus director Tony Noatello and Canton High School Concert Choir and Wind Ensemble for earning first division ratings. Congratulations. That's awesome. Um, band and chorus uh
016compete at the IHSA contest every year. Um, but it's a rare feat for both groups to get a first division rating from every single judge. Um Oh, there you are. You appear. We we just we just started. um band actually got a perfect score from one judge and uh chorus had a 39.9 out of 40 from one judge. So we they did excellent we did very well and chorus also received best of day out of all the choirs that competed at that. Super glad you made it Bethany. Thank you. That's a lot of meetings all in an hour or so. Well that's great job you guys. Great job. Okay, next we have the recognition of school res resource officer Candy Bule for receiving the Illinois school resource officer of the year for 2025. So very
017excited to have Officer Bule as a school resource officer of the year. There's I believe about 650 school resource officers across the state. Um she was nominated by several staff members in our district and received the award. In June there is the SRO convention in Bloomington. So she will get honored at that and several of us are going to go down as she receives that award. So looking forward to it and welld deserved. Good job. Okay. Recognition of audience request to address the board of education. Before we do move on, I just I want to recognize our local scholarships that our students earned to the senior class. It was $846,000. Um that was almost $250,000 more than the previous record of a class. So pretty outstanding group of of students representing that high school community.
018So I want to make sure I recognize those students. Fantastic. Okay. Number seven, consent agenda, which now is 7 through 10 B number three since D was pulled through C1. Is there any discussion? 11D 11D. 11D. Any discussion on the consent agenda? Hearing none. Can I get a motion? So move. Second. Move and second. That takes us to Oh, yeah. Roll call, please. Mike Krule. Yes. Caitlyn Mason, yes. Brent Perry, yes. Jordan Stanley, yes. Brian Spiva, yes. And Gersnich, yes. I don't think Matt has joined, has he? He's not. Okay. Okay. 11E. Resolution for attendance at the IASB ISA I A SBO joint annual conference November 21st through 23rd 2025. Yeah. So this is just a resolutions for the board to attend that. Um, if you would like to go, I please let myself or
019Denise know by the end of this month, June 2nd, registration and including hotel rooms open up. So, um, June 2nd, that morning, we will be doing that as quickly as possible to try to get accommodations to the board first. Yeah. Yeah. I might be able to go this year. Motion. Yes. Can I get a motion, please? So move second. I'll second. Okay. F. Consider approval of home students participating in athletics extracurricular. We need a roll call. Oh, roll call, please. I'm sorry. That's okay. Caitlyn Mason, yes. Perry, yes. Jordan Stanley, yes. Bren, yes. Gerson. Yes. Matt Keith. No. Mike Krule. Yes. Okay. Consider approval of homeschool students participating in athletic extracurricular activities. Is there any discussion? Nothing really changed from uh the last meeting when we met. Um, a couple people had questions on how
020it worked and the proposal that we had. There was no changes to it whatsoever. So, can I get a motion to approve? Did the proposed plan meet the the parents and the family's needs, obligations? They're good. It's going to be work on both ends, but I think it's doable 100%. Okay. Motion to approve. So moved. Second. Roll call, please. Grant Perry. Yes. Jordan Stanley. Yes. Brian Spiva. Yep. And Gersnich. Yes. Mike Krillac. Yes. Caitlyn Mason. Yes. G. Consider approval of district literacy plan. So this year the state of Illinois asked school districts to submit their literacy plans to ensure that it aligned with the framework that the state produced last year. So we had a committee uh with members of administration, teacher, coaches um and we met three times so about six to eight hours
021in total audited our literacy curriculum that we use and came up with this plan. And so now we just need to get approved. Um, it aligns very well with everything that you're going to hear tonight with the school improvement plans. The curricular tools that we're utilizing are the same that we have been using. Um, so no changes really to anything that's happening, just putting it on paper into a plan. Any questions? Motion, please. So moved. Second. Roll call. Jordan Stanley. Yes. Brian Spiva, yes. Ann Gersnich. Yes. Mike Krillac. Yes. Caitlyn Mason. Yes. Brent Perry. Yes. 12 reports. District 66 metrics report. Any questions on metric? CHS FFA annual report. I know this is probably a board packet, I presume. Like, did they get a copy? Either way, I've got copies for you guys. Uh, first
022off, thank you for allowing us to come speak to you today. Uh, for those that don't know me, I'm Mr. Colton DS. I'm the A teacher and FFA adviser here at CHS. Um, this is my seventh year. Um, I've had a lot of success and I'm very proud of my student success. um over the past seven years had a state officer who've had um success at different state competitions. I've had a second, third, fourth, fifth, sixth, seventh, eighth, ninth, 10th place team at different state contests. Um just trying to get over that hump. But um thank you again for letting us be here. I brought a couple of my best and brightest students um and and plus one. Um but no um just this report highlights I'll let you guys decide which one is which.
023Um this just highlights um some of our program um some numbers and stuff. So I'll let them speak after a second. Uh on the class side we did institute two new classes um horiculture and animal science. Um we have that new greenhouse out there and we tried some new things this year. Teacher learned a lot and is really uh looking forward to next year. Um numbers of the program, they eb and flow. It's 77 FFA members. Um that includes not all students in a so you can be an FFA member for one year outside of um an A class. But uh stay steady and that es and flows as big senior classes leave, small ones, you know, come in. I'm going to let these three talk and uh if you have any questions, be happy
024to answer. Yeah. So I'll start. Um I'm going to talk a little bit about the contest. So, our section 12 contest, it has uh 13 different schools from across Fulton County, Mason County, all over. Um, and in the packet, you see we won first place seam at section 12 amech, first place in forestry, and first place in poultry. And then we also had the first place creed speaker. Um, we'll talk a little bit more about that later. And then all of the other contests um placed on the as shown on the paper, we placed at least top five in those. So, we did really good in that um viewpoint right there. And then moving on to districts and state contest, our state a mechanics uh team placed fifth overall in state, which is awesome. We've
025haven't placed that high ever. Um and then and then individual placings are under there. Uh second in a power, eighth in welding, ninth in carpentry, and 10th in surveying. And then we won a we actually got a blue rating in state poultry as well as a blue rating in state land use. And then we did we actually sent a person to district 3 public speaking. Um Miley actually went to that and placed well. And then I went to job interview. Um and then I placed well in that too. So and then for our proficiencies that's our record books that we have and it's a part of the AD class and of FFA as a whole. We had four people actually advance to districts and then two actually advanced to state after that. So that is
026very good for that as well. Um so some other activities that the FFA chapter has um participated in was the ground zero conference and the WIU greenhand conference. This was for freshman and sophomores and it was really like an introduction for FFA members to see kind of what FFA is about. Um our we attended state FFA convention um last June where we got to see Cooper Nelson, our brother um present on stage and kind of run the convention. We plan to do that again this June. Um national convention we our officers went last October where they got to see um Illinois's president run for national office and he got national president. Um, section 12 leadership training school was held at Cuba where we um had a lot of people go and they said that they
027had a lot of fun. Um, we helped set up and tear down for Art on Maine. Um, we helped during June and we plan to do that again this year. Um, our section 12 fair was um, pretty good. We had a lot of people come up and show livestock. District three star conference was for section officers. So Brier got to attend that. And we had a plant sale. So in the fall we sold poinsettas. And this spring we sold a bunch of other flowers. So I'm going to talk a little bit about our state degree and our American degree recipients and candidates this year. Last year we had a total of five recipients. We had Jake Kousner, McKenna Plunk, Ariana Putman, and Morgan Wagner. This year, our numbers went all the way up to seven.
028We have Danica Gizmann, Kaylee Grumner, Mackenzie Hand, Olivia Mloud, Brier Nelson, East Orwig, and Ashley Robleski. And then for our American degree recipients, last year we had Cooper Nelson and Isaiah Perkins. And this year we had Jason Kner. And then so I'm going to talk a little bit about my section president actually. So this year I was elected as section 12's president. So that was again 13 schools across um the section actually and then I was elected president. I have to have my state degree and have a lot of stuff done with my record book. So it was a big job to get all of that stuff done but it worked out and I was elected this year's president. So that was an accomplishment too. So I was our district 3 FFA creed speaking winner.
029Um so the FFA creed is basically like a five paragraph speech which kind of goes over the beliefs and values of what it's like to be an FFA member and the traits that you should possess in order to um better the A industry. So, at first I spoke at our section 12 contest and I placed first, which let me um advanced to district 3 speaking and I won there. So, now I'm going to um go compete at the state contest in June. And just to wrap up here, uh thank you again for allowing us to speak. Again, I'm really proud of of the program we have uh and the administration for allowing us to have a good program and working with us and you guys as well. Um it's a every year is something new,
030some first. So most state degrees the program has ever had in in 90 98 years or 90 95 years. Uh this year had three district stars uh as part of their state degree apps. Uh first uh state qualifier for me for public speaking and um you know best placing in in achanics. So I if you have any questions um I'd happy to entertain them, but thank you again for allowing us to speak. All right, that brings us to 13A. Discuss revisions to board policies. First reading. Yeah. So, first reading on press plus 118. Uh, the majority of changes in here deal with title 9. uh we did not adopt the updates earlier this year for to change the 2024 title 9 policy. Uh the changes revert back to the 2020 guidelines which we were still
031following. So that's the that's the biggest piece to it there. Um there is one small section on AI that's optional and having a a policy on AI. I've spoken with our school district attorney about it. Um, we believe that the policy that we have currently in our student handbooks is good for right now. Um, also the Illinois legislature is potentially working on AI policy for schools across the state. So, uh, other than that, pretty uneventful board policy, mostly footnotes, endotes or pieces that need to be changed to apply with new laws. Questions? All right. Information items, district financial profile. Okay, we received our financial profile. It rates how well we do with our finances with five different criteria. Uh we actually scored in the highest possible recognition of all districts in Illinois. So there's five
032areas. Number one, what is our fund balance of the nine funds? Uh and the ratio to uh our revenue. We got a perfect expenditures to revenue ratio, perfect days cash on hand. Um, be good is 180 days you can survive. If we have no money coming in, we got 458 days we could survive. So, that's great. We got a perfect there. Uh, percent of short-term borrowing. Um, we got perfect score. Percent of long-term borrowing, we got the highest level there. Uh, because we have $8.4 million in bond payments, but we can we can borrow up to almost a little bit over 32 million. So, we got the highest level rating and this is for last fiscal year and uh that's great news. Any questions? Keep it up. Okay. the school improvement plan. You're going to
033pull it off, Jeff. All ready to go. All right. So, just really quick before everybody gives their presentation, I just wanted to give a brief overview. Um, especially for some of you since this is the first time you've heard a report like this before. Uh so our school improvement plans have some things in common. You're going to hear each building presenting on how students are doing in the areas of English, math, and social and emotional learning. Uh all of the goals and targets that are created on the plans that they're going to be talking about are built with our collaborative teams. And those teams are the teams that meet Wednesday mornings from 8 to 9. And this is the work that they work on during that time. So everything that you're going to be hearing
034them present about is tied to the use of that time. Throughout the year, there's going to be different times when we present this information to you. So in the beginning of the year, we'll give the initial um planned all the buildings will give their plan, give their goals, give their baseline data. Then there'll be a midyear report and then they'll have an end of the year summary. So that's kind of the consistent calendar of events that you'll see going through this. And then the other bullet points, I'm not going to read through each one because you have it in the enclosure, but just overall wanted you to understand that these plans are built from the teacher up. Uh Eleanor meets with the principal and their leadership teams weekly, bi-weekly for months and hours and hours,
035and they all work very, very hard to create these plans and then implement them, track the data, make sure they're making adjustments where necessary. It's an ongoing process that goes on from the beginning of school until now. So a lot of hard work um has gone into them and now they're going to yield the results of that. Okay. I think it is important to say this process was started what Julie probably six seven years 2019 was the first year prior to that our school improvement plans were created in the buildings with teams and then quite frankly there wasn't much teeth to them and they were pretty much put on a shelf. Um, so this process was implemented that directly ties to student achievement and tracking student data. Um, so we can identify what we're doing
036is working for our kids. So very we're very proud of these changes and the information that's being that's being collected. It's a lot of work for our people. Um, but they do a phenomenal job at. If I could ask before we start uh for this meeting only when we use our acronyms, could you tell us what those Absolutely. We're on it, mayor. So, some of them are laid out here on this slide on the next one, and then some others as we go through. What I'm going to do is kind of give some comparisons with secondary, so middle school, high school, and then uh those principles will present, and then we'll go through some comparisons for elementary just so you have an idea of what they're talking about in case they throw out an acronym.
037We'll try to cover it ahead of time. So, um this first slide, like I said, I'm not going to read through all of it because you have it, but this is the these are the indicators we use to know whether or not we're meeting the goals and targets in the school improvement plan. Um essentially, they are our assessment. So, reading assessments, math assessments at all three levels. Um, and then I do want to point out on the right, so um checking to make sure there's no. So, on the left side there's one that says BAS, Fontis, and Panel in um elementary and middle school. Um the BASS is the assessment that goes along with our ELA curriculum at the elementary level. So they they administer that three times a year and it lets teachers know
038the reading level where students are at, gives them information on um supporting students with their reading. Um on the far right we have a new addition um sabers. It stands for social academic emotional behavior rating scale. So that is new this year. Um it was a goal. You'll see it on uh the elementary plans. um that is it's through the star suite that we have that we give the reading assessment in and math at the high school. Um but it is intended to give us an idea of how students are doing social socially and emotionally. Um there's a version that is called my sabers and there's a version that is just sabers. Um one is administered by the teacher. The teacher fills it out for our youngest kiddos that wouldn't be able to go through
039and answer all the questions. And then there's a version My Sabers is for our older kiddos first or second grade and up and they're able to fill it out themselves. The information we get from that it tell it puts students in a groups of low risk, medium risk, and high risk. Our goal would be to have all of our students in the low risk. That's not realistic. But the goal eventually is our our goal next year is to use that data to support those students that are in the medium or high-risisk area. Um and you'll see some data as we go through as you go through the slides in each of the schools. elementaryaries have um graphs on there and the numbers go up which is a good thing because it's showing you the students
040that are low low risk. So we started with lower numbers and ended with higher numbers percentages. Any questions about that? Or what is the sabers? Um how often is it assessed throughout the um it can be up to three times this year because our goal was let's give it and see what kind of data we get. We only gave it twice. We didn't want to over overassess the students. So we gave it in the fall and in the winter and that is K12. So all the way through high school. So then this one um just gives you some terminology that you'll hear quite a bit. Uh two indicators we look at are proficiency and growth. So proficiency has to do with students being at or above grade level. So are they at the level they
041need to be at um that we would expect for whatever grade level they're at. Student growth has to do with how much they've grown in a year. um STAR which is what we use for ELA um K through 12 and math at the high school they measure STAR measures in what is called student growth percentile so you'll see the acronym SGP um STAR says that the typical SGP is 50% we in our district district however have decided that we want to push a little further and our goal is for 65% of our students to meet their growth potential um that helps to fill learning gaps and catch them up to where they we need them to be. Um and then in I Ready, which is our math curriculum, that measures there's two student growth measures
042in there. One is typical and one is stretch. So typical growth is it says there average growth it the uh I already says the minimum is 50% and then stretch growth similar to the SGP is trying to fill the gaps stretches students a little bit further and pushes them a little further. Um the goal would be for students to be at 20 or for to us to have 25% of our students meet their stretch growth. So, I'm going to share a little bit more about secondary. Hopefully, that works. So, this is a kind of a comparison between the two. Um, middle school and high school. Sorry. We go. So, with ELA, um, over there on the left side, you'll see the top graphs show the percent of students who are at or above grade level
043on the STAR assessment. So this is star measures ELA um measures reading specifically. So that those top two graphs show proficiency. The bottom two show that growth um and I mentioned that the goal um we have our district goal set at 65. So as you can see both CHS and IMS have um exceeded that IMS greatly so which is really exciting to see. Um there's a positive trend in that proficiency. So the 39% for IMS and 42% we're seeing that over time it's increasing. Um kind of our next steps for secondary as a whole is looking at looking for areas that are doing really well. Um so you can see the second bullet point up top says 7th grade um showed the highest percent of students making typical or better growth at 82%. So looking
044at what's happening there and can we replicate that in other grade levels. um continuing to to really push uh supporting resources for grit and giant time. So those are our at the middle and high school. Those are the tier 2 intervention time. So students that are maybe struggling with meeting essential standards will get support. Our next goal with that is to support the extension of those essential standards. And then something that's come up this year that you'll hear a couple of principles um maybe both of them, I don't know, talk about it is what we call will versus skill. And that has to do with whether or not a student is struggling because they don't have the will to do what they need to be doing or they don't have the skill. So getting to
045the bottom of that and figuring out how to intervene and support students with that. And then with math for secondary um again positive trend line happening the growth you'll notice there in the center uh center graph at CHS we had phenomenal growth with the math um overall which is amazing. So again, it's set at 65%. So to be at 78% SGP is amazing. Um measured the same way as the other one. I do want to point out at the bottom, um the red those numbers, we do want them to go down. Those numbers identify students who are two or more grade levels below. And so we want that number to get smaller by the end of the year. It's measuring, it's bigger at the beginning of the year because it's measuring the students where they
046are at the beginning of the year versus where they finished the year before. So if it's a fifth grader, it's measuring where should they be as a fifth grader starting the year, not where did they end as a fourth grader. Um so again, really trying to push and help support those teams in um implementing more interventions and extensions during their grit and giant times. So I'm going to have Mr. Valencia come up and share about a little more about the high school goals. Okay, just our overall year review. Uh, we want to continue our PLC process and the the four questions of the PLC process, which what do we what do we want our students to learn? How will we respond if if what with what they've learned? What are we going to do if
047they don't get it? What are we going to do if they if they do get it? So part of our accomplishments is that we've identified our essential standards of that what we want our students to learn to have that instructional consistency. Um now part of that process is having focus on the growth opportunities. Now that we've identified what we want students to learn and we've assessed with our common form of assessments what students are learning. We want to now use our resources in a teaming approach where, you know, I'm a science teacher. Maybe I'm I'm better at lab reports than the physics teacher. So, we want to share students share that workload to work smarter, not not harder. Okay. Um, another accomplishment is our 51% of our juniors are at or above proficiency on the
048ACT. This is the first uh year of the ACT. There was a six-year contract the state signed uh that we now have the ACT rather than the SAT. Um the the at or above proficiency was a 19 score on the on the ACT. We also had a student that had a 35 as well. So I mean there's there's that range, but we had over half the class at or above proficiency. We also have just anecdotal data. We have notable growth within that collaborative team time working the teachers are working to identify students that are in high need that ski will versus skill which I'll get to it here in a second. Um but teachers that are identifying specifically by student by standard. Little Jimmy doesn't does not understand standard 1A. Why don't they understand 1A?
049and who in our team can best teach that standard to that student until they've mastered that standard by the essential standards that our teachers have identified. Um, another accomplishment also is our STAR math proficiency. Um, it's the highest in the district, 8% overall uh increase in the proficiency rate, 78% overall, which is f fantastic and a testament to our teachers and the amount of work and time that they put in. Um, we also had 104 CHS students complete a total of 1,661 credit hours of dual credit classes. 35 35% of our juniors and seniors took a dual credit class and had that opportunity. We had 24 students in a running start program which means they are a full-time college students taking at least 12 college hours. Um, we had some students take up to 22.
050uh lofty goal but they did it and they are fantastic and they got their associates uh this past weekend too but out of those 24 start students they completed 882 credit hours of dual credit overall with our entire goals that we have set as Mr. Drenzy said this is not uh this is a working document. It's the SIP plan is a working plan that we as a leadership team and as a as a group monitor and reflect upon that plan do study act that you know we're going to continue to reflect upon how can we get better as we implement the plan what's working and how can we be better at that. We meet twice monthly uh to go over that data specifically to go over our goals and we met 11 of our 12
051goals. This is also our second full year of grit interventions. Um, I've used this phrasing before, but part of this grit intervention time is to meet the student where they're at. So, it's not the autopsy, it's the checkup. Getting that student um, you know, they don't understand that standard 1A. We want to make sure we're getting them in real time, not when they take the test and we see, oh, they didn't understand 1A after the fact. We want to get them in real time and make sure that we provide that intervention as soon as possible and make sure it's very targeted to that student. Um, and once again, continue to grow on. We want to streamline and address that those teachers within the team that maybe this teacher rocks this specific standard better than this
052teacher. We want to share that workload among the among the staff. Um, focus for growth opportunities would be to continue to continue to streamline our data collection. um to continue to fine-tune that. Once again, plan, do, study, act, make sure that we are continuing to reflect upon what's working, what's not working. And right now, it's just how how are we best uh tracking students by student, by standard of who's getting it, who's not getting it. Um continuing to share students that share that workload. And then how do we address students that do get it? You know, I said that student that got a 35 on his ACT. We also had a student that got a perfect in two areas on the ACT in STEM and science. Well, that kid can probably teach STEM and science.
053What are we going to teach him in a class at high school level that, you know, he might be bored in and zoning out? How can we get to that kid? You know, that kid that does get it that, like I said, could probably teach us something. Um, so we continue needing to work on that and then develop a more specific plan for those will versus skill kids. Those kids that a may show up and just they're just there, they're hanging out, maybe there for socialization, um, but not really doing anything or those kids that aren't showing up. How how do we reach those kids? and then reaching those kids that they do lack some of the skill skills that we're talking about across the board with our essential standard work. Once again, I want
054to give a shout out to my leadership team. They they have all really rocked this and really adapted and grown over the past few years. Um each one of them each part each one of them in the leadership team has gone to the PLC conference at Stevenson High School and I mean they've you know spent countless hours um working with their teams and continuing to grow and get better for our students. Any questions? Thank you. Still going with size 12 font, huh? All right. I printed mine out. Yeah. All right. Um, first of all, um, we had a we had a really good year at Anger. Really long year in January. I didn't think we'd make it to this point, but here we are. Um, so first, I'd like to u acknowledge just like Jade
055did the hard work of our teachers. um middle school can be tough and they come in every day smiling um work on this plan together and then see it through during the day in the classrooms with our kids. So when you look at all this data I mean it is day in and day out we say we have a guaranteed and viable curriculum. So when we talk about our essential standards what that means is every single kid in the fifth grade regardless of who their teacher is will learn the exact same five to six essential standards. So we know when they leave they've gotten the same content regardless of who their teacher is. So when we talk about our essential standards tracking that using CFAs that's for our new guys I remember what it was
056like when I was new and I'm like what are you guys saying? That's what that means. We can guarantee every kid has gotten the same thing. Um, some of our biggest accomplish accomplishments this year is we have really streamlined our giant time, which is our tier 2 time where we take kids who either need rettaught, pre-taught, or extension if they're really nailing the topics. We have really streamlined that process to where it really flows efficiently with our students. They know where they're going. they get a lot out of those classes and we see the benefits when they go back into the classroom and they're relearning the stuff or they're moving on to the next target. Um, and we've really seen it be streamlined during our team times where our teams are starting to collect the
057data and identify where students need to move, which we do a lot in team time grade level wise, but we also talk about Wednesday mornings, which is really important when we're doing our collaborative team time. Um 65% of IMS math students met their typical growth. 26% though achieved stretch growth. So our typical growth is what we expect. But then we saw 26% of our students move even further beyond that filling that gap. Our I Ready incentive which is in our third year um we've had the highest number of students meet that incentive. We had 191 students. So they had to complete 70 or more all the way up to 110 plus depending on their level. I ready lessons over the year at 80% accuracy. And what gets hard about that is the further they move
058along grade-wise, the longer it takes to complete a lesson because it meets them where they're at. So if they come in as a fifth grader and they test at a second grade, that I already builds from second grade up as they start to progress. If they come in as an eighth grader and they're at an eighth grade level, that takes significantly longer. So to get to that 70 lessons at 80% accuracy gets really tough as they move along. We keep it the same for our fifth graders because they don't take their Chromebooks home, so they don't have as much time at home and on weekends to do those. Um, 38% of our ELA students met their moderately ambitious goal. This is really impressive because it's their moderately ambitious goal. It's not just the goal that
059this the program sets for them that we want them to achieve. We took that and we raised the bar and we added an incentive to it. And if they met that moderately ambitious goal, then um we took them where did we take them? To the Y. We took them to the Y. They got to have a really fun day, swam, did gymnastics, but it was really impressive to see how many students qualified at their moderately ambitious goal. Um, which is tough. Uh, like I said, our giant time has really streamlined. Another thing that we started is our little giant powerpoints, which is part of our SEAL. It's not on there because we just started collecting data on that this week, but I did want to mention how hard that group and committee worked to do
060our little giant powerpoints, which is when students receive discipline for behaviors. They have the ability to earn points back based on just helping out around the school or doing stuff, doing, you know, maybe helping wipe tables or anything that they want. Um, helping a teacher in their classroom. We have a classified board where teachers can post different assignments around the school. Kids can look to see what they want to help with and earn some of those points back. And there's different things that we do throughout the semester. So, that is really going to take flight next year. This was just kind of a a soft roll out of that plan. Some areas for focus of growth for us. Um, we want to continue improving on how we collect data and just make it more efficient
061for grouping. Um, our ELA we've noticed has a really good process that they just started this year. Um, and math has started to implement that. So, that's something that we want to start pushing in both content areas. And then another area which we're excited about is our PE curriculum is looking to update um and add in kind of a this sounds weird but a modified unified PE where it will work with more peer students helping out with a lot of our special ed students and even moving into the Sparks program to work with some of our severe and profound that come in from our co-op. Um, in addition to adding that component, they're also looking to add a lot more uh educational points on lifetime fitness, which is one of the big moves for the
062state, which we think is critical. Just getting kids up, moving, and learning the basics about movement, their body, and then seeing how that kind of progresses into the classroom with sciences, but also just moving and getting their brain and blood flowing. Um, also shown improvements with academics. So, we're excited about that. Um, the rest is on the slide and I can answer any questions that you might have. All right. So, I'm going to share a few things between uh that are common between the elementarymentaries. Um, so very similar to uh secondary for ELA, we use the STAR assessment. One thing that is different at elementary though is this year we started using what's called STAR early literacy and it's exactly what it sounds like. It's um assessing the students pre-ereading skills. So the foundational skills
063that they would need in order to be ready to read. So that is administered to kindergarten and first grade, some second graders if they need it. Um, and then they flow really nicely together because they're all part of the same continuum. So if a student's taking star early literacy and they receive a certain score, then the teacher would give the student star reading because that that specific score says that they're ready for that next or could be ready for that next um step for their reading assessment. So that's the difference between those when you'll you'll see both of those. Um, one of our steps moving forward because it's our first year is to learn more as an admin team and teacher teams, how to use that data and how it compares early literacy versus um,
064star reading. So again, we're looking at for growth SGP um, our district bar is 65%. Um, some areas met that. If you look at the bottom on the left side, um, where we didn't hit that 65, we still at least hit 50, which again is that typical growth that star says we would see. Um over in the not notable accomplishments on the right we have um there's an acronym up there that's UFly and it's University of Florida Literacy Institute and they have a foundational phonics curriculum. Um some of our teachers were noticing big gaps in phonics with students and so last year we had a teacher um couple of teachers at Westview pilot this program together. It went really really well. We saw amazing results. So this year it's kind of spread like wildfire and
065there's pockets of teachers all over kindergarten, first and second grade that are using it. So our goal for next year is it's going to be the tier one phonics curriculum for K12. Um we've seen really exciting results from it. So that's exciting. Um and then under next steps um we've also our second, third, and fourth grade teams are working on finalizing reading assessments. So we've talked quite a bit about essential standards tonight. Um we're right now lacking the assessments to know if students are meeting those essential standards and re in reading. So teachers are working on what those look like so that we're ready to go for next year. Um the district literacy committee that Julie mentioned earlier will also be choosing a new writing curriculum for next year because that's an area that we've
066been missing. Um it's kind of been a patchwork situation for teachers. So trying to, you know, support the teachers in that so they've got that um curriculum to use. For math at elementary, um they use I Ready, uh just like the middle school does. Um again with I Ready, typical growth, um is that center one with the bars. So the top row of the bar graphs is the typical growth, which a minimum of 50 is what we'd be looking for and hoping to see. And then stretch growth at the bottom. We're looking for a minimum of 25. So that's really exciting. Um we had quite a, you know, all three schools were over 30, which is exciting. Uh similar to the middle school down on the bottom, you see a big jump in the number
067of students who are two or more grade levels below. Um again, that is, you know, even more than we would hope to see. So that's exciting. Um that is largely based on those intervention times um where we're working to support student skills um where they need to be. Uh and then the last one I'll share is with social emotional. There are some consistencies with elementary level. Um all three elementaryaries had their overlying goal um their overarching goal was to work with Kate Mallalerie who is anal coach from the regional office of education. So the teams met with her for various reasons and they'll share about that tonight. Um all three schools accomplished what they needed. Um but she comes with a lot of resources and supports for schools. Um the resource fair that Mrs. McGee
068mentioned earlier I think came from those conversations as well. Um so that's really exciting. I do also want to give a shout out on there that we had um so last year one of our next steps in this presentation that Julie had included was to work with um a company called teach train thrive. They have the acronym is BCBA but it's board certified behavioral analysts. So, it's a specialist, someone who can come in and support teachers with individual students and their behavior or whole class um classroom management and supporting students with reinforcing positive behaviors. And there were a variety of um situations like that. We had Megan Owens at Westview was recognized by that company as being one of their all-star teachers. Um so, she received an award for them because she was willing to
069take the advice that they were giving and immediately put it into action. um and saw immediate results from it. Um really it it's really changed our classroom. Um so that's exciting. And then next steps for everyone across the district elementary wise is to use those resources um and the data we have from Sabers um a program called Everyday Speech um to really look at that data and make sure that we're supporting students to meet those social emotional um competencies. So they're going to share more specifics for each building and I'll let Mrs. Harris go first. So, this year, not on the teacher side, on the admin side, and I want to say that um I'm super proud of my staff uh working together as a team. It's really heartwarming that they work together to make
070sure that they're meeting student needs. And it's not just their students, it's our students at Westview. So, some notable year accomplishments. We had tier three support in second grade. The number of students receiving tier three interventions decreased from 18 in the winter to nine in the spring, highlighting strong growth. Um, math proficiency, grades K through four, students who were performing two or more grade levels below in math dropped from 55 students in the fall to 14 in the spring. And that shows academic gains across all grade levels. Um we did have one kindergarten teacher um she had 100% of her students were at grade level for I Ready um for math. All classes K through 4 implemented student self-reporting systems for essential standards which helped with reinforcing um that accountability when doing our diagnostic in
071the winter. We did a um goal setting incentive that encouraged the students to work hard and show their progress on I Ready Star and Star Early Literacy. Um it was called sipping on sweet success. So they um earned hot chocolate with me. Um similar to the crush award that we did in the spring where they um earn a grape crush soda, a bracelet. Um just that little incentive to keep working hard. Uh, our PBIS tier team 2 collaborated with Kate Mallalerie from the ROE to create a behavior framework for tier 2 and tier three interventions. Um, we worked with her, created the framework, and then sent it to her to kind of review. Um, the day that we actually sent it to her, she was at a PBIS training with um, some PBIS coaches in
072the PIIA area and she had them look at it. she had they had gave great um feedback for us and said that it was um one of the good better ones that they had seen. Um they did have some suggestions for different changes and things but we worked as a team and that will be implemented in the fall and we've seen significant improvement in student behavior with office referrals decreasing by 64.7% since last year. Um, our focus of growth opportunities K through two will implement UFly foundations beginning in the fall. Tier two and tier three adjustments will be made to improve on th those processes. Um, tier 2 and tier three are in our schedule. So, we're kind of making some adjust adjustments within that to get more support um from our aids and support
073staff. um intensive phonics interventions for third grade will be implemented uh to kind of help out with that second grade. We had that high number of 18 decreased to nine. But if we feel like if we start the year um with the uh intensive phonics with third grade that it will help um those students that need those tier three interventions and then we're going to implement our behavior framework starting in the fall. So any questions? Thank you. All right. Okay. Um I'm going to start out with a couple of really amazing um gains that we made on our testing. Um our star reading proficiency rate is the highest that it's been since 2019, which is super exciting. Um, we also started the year with our I Ready benchmark at 25 or 27% of um, and
074this one's not up there. This is I added afterwards because this is a big deal. Um, we had 27% of our students were two or more grade levels behind in math. Um, at the end of the year they're at 6%. So, um, huge huge gains uh, for that. The teachers, like everybody said, has worked very, very hard um using their collaborative time to really hone in on what we can do, how we can target those kids and create fluid groups, intervention times um to meet them where they're where they're at. Um this year, another notable accomplishment, we did tier two and three behavior strategies with Kate Mallalerie. She came in and worked with our social emotional learning team um and provided PD for our staff and talking about deescalation and trauma informed practices, restorative practices
075for behavior um which all of our staff participated in because everybody from our pair professionals to our reading aids to our certified staff um you know benefit from that and and it takes a village and our building sure recognizes that. Um something that our leadership team also um pointed out as a success this year was just the collaborative success between grade levels. Uh fourth grade does a really awesome um biography project that they do at the end of the year where they walk across the street to IMS. They use the green screen. Um they do these big biography speeches and the parents come in, they present them um for the parents, but it starts in second grade. The second grade does a little piece of it. Third grade then expands on it and then fourth
076grade does a really big um culminating project. So uh they really were uh proud of that uh as well. We had our second grade so uh kind of following on that technology integration. We had second grade making their own games um and doing coding um regularly. They had our uh interventionists come in and help run those activities with the kids. They do a phenomenal job. um our kindergarten and second grade, they do the little robots, little ozobots they get to make. Um I'm amazed when I go in and look at it because they know how to do it and they make fun of me because I like I don't know. They sit me down and and um I don't know what I'm doing, but they do. Um the kindergarters sure show me, too. So, uh
077it's really really cool to watch them engage in that technology. And we also do breakout boxes. So um again with the help of our interventions coming in and and doing those enrichment activities with the kids and getting them exposed to that technology. Um as Eleanor mentioned we also uh K through2 saw a need for um more specific reading intervention. They jumped on the UFly uh bandwagon which you know is a is a program for struggling readers. focuses on that phmic awareness and also uh spelling patterns to help those struggling readers. Um before UFly, they were really tossing around the idea of getting more Orton Gillingham in place, but they found really what they what they loved with UFly. So, we're excited for next year having them uh having it be implemented K through two um
078for that intervention because they're seeing the the gains from that. Um focusing some growth opportunities for us. We talked about looking at the lowest areas of growth on the essential standards that they're tracking and then finding more engaging ways to deliver and extend instruction in those areas. So honing in on even though across the board we're seeing gains on where that low is and then targeting that. Um they've expressed the need for more rigorous assessments for ELA and using also the rigor um assessments from I Ready to support their standards mastery. And then in the realm of SEAL, we're looking at our referral data and existing tier one PBIS structures. So basically our behavior, right? Our behavior celebrations, how we teach the expected behavior, how we re reinforce that expected behavior and making that taking
079our tier 2, tier three strategies we learned this year and then honing in on that that um whole building implementation um and creating that in the culture and climate of this school. And that is our next steps. Are there any questions? Thanks. All right, I'm the last one. So, um I'm going to share some notable year accomplishments and then our focus of growth opportunities. Um, first thing I want to celebrate is 40.5 41% round up of our students are at or above grade level according to the star diagnostic and 56.4% of our students are at or above grade level grade level according to the early literacy diagnostic. So, um, that's a really great number. It's not where we want to be, but we've shown amazing growth and I'm very excited about that 40.5%. So, um,
08062% of our students demonstrated typical growth on the I Ready and 34% demonstrated stretch growth on the I Ready Diagnostic. That number is huge. That's a really impressive number. As um, Eleanor mentioned, our goal at each level is 25% and so we um, surpassed that greatly. Um we started with 28% of our students two grade levels or more below in math and now we have 8%. Um this ties to our SEAL. Um in fourth grade we implemented an SEAL um service learning program this year where every single fourth grade student um provided service to the school. We had different teams. We had like the vet team, the recycle team, the custodian team, um the kindergarten team, the star cart crew. um students got to sign up for the jobs that they wanted and then we
081rotated twice during the school year and every student participated, every student learned something and they gave back and they took great pride in it. So that was um it's just kind of one of those ideas. I'm like, "Yeah, I think that I think that would be great." And the kids were really pumped about it and uh we made it work. So I'm excited to see how that grows next year. Some focus of growth opportunities, ELA and math intervention and enrichment. Um, like Julie said, uh, we have developed a literacy plan. And so we just want to look at that and make sure that we're meeting those expectations, make sure that we're implementing those, um, research-based interventions and providing the enrichment that our students deserve. We're doing it, but but we can do better. Implementation of
082everyday speech. Um, we were given that opportunity this year to explore everyday speech. It's an amazing program. includes videos, resources for staff um to address social emotional needs of our students. Um I've utilized it numerous times, but um we just need more time so we can um better implement it. Consistent implementation of UFly K through 2 grade. Everybody already spoke on that. Um I am excited about where we're at as a building with that implementation. Our kindergarten team has rocked it. They've been able to actually co-e the UFly this year due to the class size. Um we've had lowest income observe. We'd have we've had other buildings in the district observe. I'm really um proud of the progress that they've made with their dedication. And then the last thing on the list is create a
083system for developing vocabulary K through four. We feel as though our students since there's such a variety of life experiences that it's really important for us to expose our students to um some higher level vocabulary that will help them excel with the testing that we give and just in life. So that's a ongoing conversation that we've been having is what does that look like? What does that sound like? And um how do we help our students excel? Because if they don't have the vocabulary, they don't know what we're asking and um it's really important. So, any questions? Yes. Can you give me the cliffnotes version of what Everyday Speech is? Yeah, Everyday Speech is it's a computer-based program. The name's kind of weird, actually, I think. Um, but it's a program where um so I
084had a student that was struggling with um cleanliness. And so I got on everyday speech and there's a body of resources that I explored that included videos um social stories like that I could read to the student about why it's important to be clean and so forth. Um how it affects other students. It also there's been activities uh the most recent one that I utilized was I went into the fourth grade classrooms and it's called a circle of trust activity. And so what we did was we looked at community, school, family, and one other circle and we talked about the people that are our circle of support within that group. So the people at school um we filled up half that circle, the community, um we filled that circle and then we cut them out
085and we put them all together. And for fourth grade, it was really interesting. They're like, "Why did we only do half?" And so I said, "Well, why did we only do half?" Somebody raised their hand and said because we're going to fill the other half when we get to IMS. I said absolutely. I said but those people that you already wrote, we're still here. And so it just gives you those resources to have that facilitate those conversations with kids. So it also has like a full curriculum that's aligned with the Cassell standards. All of our teams have gone through and looked at for each grade level what are the social and emotional standards that each grade level needs to have. And this program has the entire curriculum for them to be able to give like
086in their morning meeting a lesson on self-awareness that's appropriate for a kindergartener, but then also for like a 12th grader. And then it has that arsenal of tools when you're in a pinch and somebody's demonstrating uh behavior that you're just like, "Ah, how do I approach this?" You can look into this resource bank and it gives you different things. So, yep. Yep. Thanks a lot. And shout out to my staff. They're amazing as well. And really um this PLC allowing us to do the PLC process is what makes this all possible. So thank you. I just want to say one more thing. I know it's not on there um but I know you guys can see probably from there. So when we started this process, this dot right here was back in 2019 when we
087started this process. This is a proficiency trend line to show you. So springs from 2019 till now. So 41% of our students across the district are currently showing proficiency at grade level at the end of the year, which is amazing when we started back at 28 back in 2019. So our goal is obviously to get 80% of our students at proficiency and we're we're on that trajectory. So it's very exciting. Good job everybody. Yeah. Yeah. Is our late start paying dividend field? Yes. We would not be able to do this work without that time every week. Is it negotiable about when it takes place maybe, but like in the afternoon or the morning, but the hour itself is sacred and it's a hill I absolutely would love to spend hours defending because I think the
088work is absolutely valuable. the PLC process cannot work without at that time right lose it then we lose all the work that's been done very very good uh brings us to staff institute Friday May 23rd 2025 if anybody's interested come on out we'll have our final staff institute day breakfast from 7:30 to 8:30 run by Don Ny's do a fantastic job Um, our staff recognition and awards starts at 8:30 in the auditorium. It'll be maybe with the shortest awards ceremony I've been to because we only have one retiree this year is uh Bobby Barnes. So, yeah, we we'll also give out some other awards, but usually in the past we've had several retirees. Oh, Bobby. Future agenda items. All right. You get a motion to go to close session. Second. Third. Roll call, please. Brian
089Spiva, yes. And Gers, yes. Mike Kle, yes. Caitlyn Mason, yes. Brent Perry, yes. Stanley, yep. All right, we are live. Okay. Can I get a motion to approve the consent agenda? So, we're going to care if I take this. Oh, what are we doing? One by one. So, this is now going to be um 10 D1 approval. Read that part. All right. There we go. Consider approval of additional volunteer athletic coaches for 2025 2026 uh season pending background check and required paperwork board and closure. Motion made. Do we have a motion? Two. So moved. Second. Second. Roll call, please. Mike Kruak, yes. Caitlyn Mason, yes. Brennon Prairie, yes. Jordan Stanley, yes. Brian Spa, yes. And Gersnich, yes. All right. Employment of Cassidy Miller, sixth grade volleyball coach, Middle School, effective beginning 202526 season, pending background
090check and required paperwork. Motion two. So moved. Second. Roll call. Kea Mason, yes. Brennon Prairie, yes. Jordan Stanley, yes. Brian Spila, yes. And Gersnich, yes. And Mike Kulac, yes. Employment of Cody Kalpel, assistant football coaching middle school, effective beginning 202526 season. Pending background check. required paperwork. Motion to approve. I'll move. Second. Give it to her. I'll take I'll take the second. Roll call. Bren Perry. Yes. Jordan Stanley. Yes. Brian Spiva. Yes. And Gersnich. Yes. Kruac. Yes. Kayla Mason. Yes. Motion carries. Motion carries. Employment of Jill Otto, sixth grade girls basketball coaching middle school effective 202526 season. Pending background check and required paperwork. Motion to approve. So move. Second. Okay. Roll call, please. Jordan Stanley, yes. Ryan Span, yes. Anne Gnes, yes. Mike Kruc, yes. Kayla Mason, yes. Bren Prairie, yes. Motion carries. Employment of Josh
091Yokams, varsity football head coach, Ingresol Middle School effective, beginning 20 25 2026 season pending background check and required paperwork. Board enclosure. Motion made to approve. So move second. and second. Okay. Roll call. Brian, yes. And Gersznich, yes. Mike Krewac, yes. Kean Mason, yes. Ren Prairie, yes. Jordan Stanley, yes. Motion carries. Employment of Michael Halby, JV, football head coach, Middle School, effective 202526 season, pending background check and required paperwork. Motion to approve. So Gordon second second. Roll call, please. And Gerszich, yes. Mike Kruak, yes. Kayla Mason, yes. Brent Prairie, yes. Jordan Stanley, yes. Brian Sava, no. Motion carries. Employment of Savannah, fifth grade volleyball coach, Ingresol Middle School. Effective beginning 202526 season pending background check required paperwork. Motion made to approve. So move second Brian. Roll call, please. Mike Kulac, yes. Kayen Mason, yes. Brennan Perry,
092yes. Jordan Stanley, yes. Brian Spa, yes. And an Gich, yes. Motion carries. Employment of Trina Jens fifth grade girls basketball coaching middle school effective beginning 202526 season pending background check require paperwork motion to approve. So moved second [Music] roll call please. Kayla Mason yes. Brenn Perry yes. Jordan Stanley yes. Brian Spiva yes. Gersnich. Yes. Mike Kruak. Yes. Employment of Tyler Ledlum, assistant football coach, Chingaw Middle School, effective 202526 season. Pending background check required paperwork. Motion made to approve. Second. Jordy Brian. Roll call, please. Uh Bren Prey. Yes. Jordan Stanley, yes. Brian Spa, no. And Gersznich, yes. Uh, Mike Kulac, yes. Kayla Mason, yes. Okay. Motion carried. All right. Don't suppose I can get a motion to adjurnn. So move a second. Nobody wants a second. Second. Second by hand. I was thinking blight for they
093like you haven't and roll call please and Gich yes Matt Keys Matt Kulak yes Mason yes Brennon Curry yes Jordan Stanley yes Brian Spiva yes thank you everybody