001and the aromas. >> Good morning, everybody. >> It's the magic 7:30. Everyone's happy to be here. >> Good morning. This is uh the April 14th version of Ed Services and we're going to get started right away to Jenny. >> Perfect. I don't see anyone here for public input. Um we do have three agenda items on the on the agenda today. I was joking earlier that it doesn't look like it will be a very long meeting, but whenever I say that, it usually is. So Jason promised me that his eCampus and Endeavor update would be at least two hours this morning. So hopefully you are all ready and prepared for that. Um Jason, I'll turn it over to you and your team for the update. >> Well, we always do start with gratitude. So I want
002to thank the members of the board for really supporting this culture student driven and data informed. Uh it's appreciated. Also want to thank the members of eamph. worked really hard to identify markers that make sense for their unique learning community. And I think what you see here today reflects that work. And then as we know, Crystal Rocks and so thanks for Chris helping us make sense of data that allows students, staff, parents, and community really understand data, celebrate successes, and identify where there may be gaps. Um the literature that we we will be looking at today really represents the hard work of students, staff and parents around three areas. Uh it's engagement, academics, and life readiness. We're going to talk more about that. Um as I took a look at the data this weekend just
003preparing for today, really three things stood out. The first is the authenticity of the data. You see areas where there are celebrations and you also see areas where there are gaps that we and a team will work hard to close. The second thing is is that it really represents the work that students and staff are navigating every day to ensure positive outcomes. And then the third is u really reminds me of how unique and different each campus and endeavor are from each other but also from our brick and mort. I think it's important to note that uh the data set the template is the same as what we brought to you in trial one. Uh there was some discussion about could we revise that schedules just have not aligned for us to do that but
004I think we're scheduling for next week to to take a look at that and any changes in the template would be reflected our try three presentation there I think it's also important to just remind us how we got here uh this journey of this dashboard really started when we began to look at the ecampus contract Last year there were some ideas this dashboard brought forward ecampus and endeavor folks came together and kind of flushed out the draft draft draft of the dashboard. We certainly have feedback and direction from the governance board. Uh had services played a role earlier this feedback continue to get input and work with Chris Malloy and then the execution of it the hardest part really squarely on the work of e campus and other staff students. So that's kind of what
005brings us here today. I want to just start off by going over our descriptors. Again, this these are things that you've seen before. I want to just make sure that we're all ground in the same literature here. Then I'll turn it over to Chris to talk through some of the data. And so page one is really focused on endeavor. Again, the data sets are organized in three big categories. Engagement, academics, and life readiness. And those three are further broken down into two categories. So for example, engagement we really looked at attendance and student agency and literature there is how we define those pieces. Academics is broken down into core area credit and individual goal setting and achievement and life readiness is 21st century skills and college and career readiness. Uh if you look on page
006two, that's uh we've set the scale and the scale is uh modeled after some of the pieces that you see in our state standardized test, right? We have culturing expectations, meeting expectations, and exceeding expectations. And each of those six categories are kind of uh scaled for us of how how how one would approach get in the category of approach and expectation. that piece status. I think before I turn it over to Chris, I think it's important to note that the blue as you see blue represents try one is for ease of understanding the data and then the green is data connected tri with that I'll turn it over to Chris and she'll walk us through the data. Thank you. >> Thank you. So, starting with the on base for graduation, we have our attendance and
007our weekly advisor check-ins for trimester 1 and trimester 2. Um, and if you took look at the top, Jenny, is there any way you can have the bottom of page two and the top of page three at the same time? It's like the date is on page two, but then the graph is on page three. So, yeah, maybe just have the data there. That's fine. >> Okay. >> So, if we look at that, we're really hoping that the approaching numbers go down the number of students and the percents that we have there. So um as suggestions came I could put the graphs there just the ease of seeing it but you will see overall that if you look at the attendance data for endeavor it is very similar in trimester 1 and trimester 2. Want
008to also remind you that the goal for students is to be meeting expectations. This is a good example. The exceeding for attendance is 100% attendance. Right? So that would not be an expectation, but we do want to recognize that there's some kids that are going above and beyond in all categories and landing. So if you really look at the meeting and exceeding, those two numbers together are the students that are really including that goal or exceeding it. And the approaching are the students that we really want to do more work in that area. So attendance, we see that is very similar in trimester 1 and trimester 2. Weekly advisor check-ins, you'll notice the approaching is going down, which is what we want, right? And we have an increase of students that are really exceeding. This
009was something that Endeavor really focused on the second trimester after looking at their trimester 1 data. And you can see that they didn't focus on it and found some success with having those weekly check check-ins and they really saw value in those as well, which is why they really focused on that area. You then turn look at page three. This one is much easier to look at because we can see the table of numbers and the graph both on page three for us. We're looking at the core area credit and if we look at those you can see that there is some improvement happening there as well with the approaching going down and the median and exceeding going up. These are kids that are getting the credits in math, English and the core areas science
010and social studies that they need to be on track for graduation. Okay, in Endeavor they don't have to finish a class by the end of trimester 1, right? They can just keep working on it. they might finish and get two credits of English in their trimester or they might even get a quarter of a credit in something and continue to work on those as they go. So, it's very unique. Checking in that trimester is a time that we do check it, but it's not necessarily the time on kids are running on in that building. Um, if we look then at the um progress on the pacing guide, you'll see that that one actually did have more students than the approaching. They had fewer students really that were on track for the pacing guides that are
011set. The pacing guides are set to like be on track to have all of the credits needed to graduate. So the elective credits in that. So kids were a little bit more on track in trimester 1 than trimester 2 in that area. If we would turn to page four, we have our last readiness here. We're looking at our 21st century skills. Again, this would be one of them that the approaching did increase for them in that area. And then we have their participation in life readiness activities where you can see that those probably are most successful. They have no students in the approaching. So 100% of students are participating in life readiness activities either at the meeting or the exceeding. It's kind of a huge celebration for them to have that um students really participating
012in those different things that are going to get them ready for everything after high school. Um at this point I'm going to turn it over to Judy. She's going to kind of share their next steps and what they noticed in celebrating through the data. >> Good morning everyone. Want to thank you for inviting us to come and be a part of this conversation. Um, as Chris touched on, I listed celebrations. So, we met goals in weekly meetings and core area credit. And we also um met goals in life readiness. So, these were areas of of um importance and trying to focus on these areas and um we're excited about those results. um opportunities that we still have to work on working to grow in our 21st century skills participation. These are activities that we do
013together as a school every day. Um we call it endeavor hour and this is one of the core areas that we are concerned about in our school. Um we have a growing population of students that are considered neurode divergent and one of their most pressing areas of struggle would be uh those executive functioning skills like organization and so we are trying to work on strategies to help them get that work in because you credit if you don't get it in. So that's one of the biggest things that we're working on in 21st century skills. Um also trying to make sure that we're making the activities fresh. We don't want to be worksheet pushing and trying to come up with but keep in mind that we have four years of curriculum and so we are constantly
014recreating reinventing and we have four levels of students. So, we have to make sure we don't repeat anything, but we also have to make sure that we're getting the younger kids the uh skills they need. Um, and then work to grow on the progress on their pacing guide. Any of you who have been in education know that the middle of the year there's usually a dip and that's not an excuse. It's a reality. um students come in strong and so working to keep that middle year dip is is always a challenge. Um so we are looking at root causes. So what are some things that we can continue to work on with our students to make sure that they are um accelerating into the end of the year and this is data that helps us
015inform that helps us um have these conversations. So, we have these conversations during our PLC time during that Wednesday early release time and working on ways to help students be innovative in their goal setting. Um, a lot of times the reasons that they struggle in January, February is because they keep giving themselves the same kind of work to do. And so the idea of helping to infuse some creativity and helping them to recognize that there's lots of opportunities and then they get motivated and excited. But keeping in mind that this is personalized and individualized learning. So if they start to um if they start to lose their creativity as we all do in those dark winter months, then they they start to slow down in their progress. they're just not inspired to do what they're
016doing. So, um those are some things that we are looking at for opportunities. Um I did also I won't read them to you, but I did also list for the sake of board members. Um some of the things that are going on in our school. Um we have been I sorted it into learning and growing and then helping students find us. So, the one thing that we can always use from all of our colleagues in the district is helping students find us. Um, almost every family meeting that I have, families say, "Gosh, I wish I would have known about this sooner," or, "I wish this would have been here when I was this age," or, um, I could have really benefited from this, or my older child could have really benefited from this kind of
017learning. And so, we're always being challenged to find ways to help students find us I can take questions. >> Anybody just as a thought here since we went to the moon and rounded back, >> did that come into any of your processes or anybody excited about that during month? >> Um, I don't think that I have talked to any students about the moon. No. I did have I actually knew a lot about Artemis and what was going on because I had two students do projects on it last year. So, they were ahead of the game as far as being excited and interested. >> I was just curious and I thought that might really >> Yeah. Um, as a general rule, I would say this age group is not super excited about current events and they
018have to kind of be told about it. >> Yeah, thanks for asking. Thank you. Again, starting on page five is uh you'll see those kind of three categories of on track descriptors. Uh they're very similar to endeavor. Again, engagement is broken down to um attendance and student agencies. Academics is credit completion and individual goals met. And then life readiness is college and career. And then uh community engagement which is just slightly different than how Deborah has framed those pieces. Below that again is a very similar scale right of approaching expectations, meeting expectations and leading and how uh a student would fall into one of those categories. The chart below that uh again very similar some uh differences there. I'll turn it back over to Chris for coverage of of the data. >> Thank you. So,
019if we look then at the bottom of page six, we have the table and the top of page seven would be the graph of that. We're looking at the attendance. The attendance um at ecampus is very different than any other building in the district because the students aren't sitting in a classroom, right, from 8:00 to 5:00 having their attendance taken five times a day. So they're just looking that students are making um good progress on their courses and if they are not then they are marked as unexcused because they are not engaged in doing the curriculum. So it's slightly different when we look at it. Um and it's about that and their absences are always like excused or unexcused like it's they're truent if they're not making progress on it which is also very different.
020Um, so when we look at it, you'll see that like Endeavor, they're on pace for attendance kind of has stayed the same, trimester 1 and trimester 2 with very similar um percentages in those areas. And if we look at the weekly advisor check-ins, we see that we have a few less students that are in the meeting or exceeding category for that one. So looking at maybe that being one of the areas that went in the wrong direction for ecampus for the second trimester. If we turn the page to academic um we can see credit completion was an they had a lot of students that moved into the exceeding um the kids that aren't completing kind of stayed the same. Right? It's 33% but they had more that were exceeding meaning they were passing all of
021their classes. So the students that they were engaging were engaging at a higher level I would say during trimester 2 and then academic they're meeting their PL goal like that's getting all of their credits in all of the areas being on track being ready to graduate. You can see that they have very similar again with a little bit higher percentage in the exceeding in trimester 2 than they had in trimester 1. So if we then turn to page eight looking at the life readiness I think this was one of the areas that ecampus really wanted to work on during trimester 2 and I see that you I feel like you can see the work was done you can see that the approaching in the college and career ready has decreased quite a bit and we
022have more students meeting and exceeding that. Likewise if you look at the life readiness we can see that there's a 9% increase in male protein. So more students are meeting and exceeding. Both of these are difficult areas with the kids not being face to face getting enough to be involved with the activities and community engagement is always going to be something that is a more difficult piece to do in the environment that kids are learning. But I just truly appreciate that the work that the campus has done to try to meet those needs the students at that. So I'm not sure if it's Tracy or Bob that's next. >> Okay. So, as Chris was saying, we've had um one of our celebrations, we've had a an increase in life participation and um that that is
023that is a challenge for us. And so, we really our next thing is if we want to continue to expand that awareness um of the community and career opportunities that would take place. Um and it's one of those things that um our students once we get to know them better, we notice that they are involved in more things than we really realize. and to get them to talk about those things and to um celebrate how they do engage is has been a nice um improvement for us. Um another thing is we are really pleased to see students exceeding their personal learning plan goals and credit completion and we're just going to really continue that progress monitoring through through our advisors um our data opportunities. So yes, we do see um an increase in the approaching
024category um which kind of indicates inconsistent engagements in those and as as Judy u mentioned you we have that the reality of the winter small and so um we really want to move to increase parent communication with students miss their meetings um and to do that we are really going to start you know people check their phones more than they check their email and so we're going to be utilizing iz in some district um communication methods such as a free CX and some calendar notifications to let really let parents know, you know, hey, students miss and we need to to encourage them to attend these weekly advisories because weekly advisories make that difference and students who attend those do better. Um and so we really want to get that parent involvement piece in place. um
025in respect to attendance and engagement consistency, a slight uh decline in the exceeding category. And so we're really going to work with our learning leas get that early intervention so no student falls behind too. So not too little too late type of thing. And so we're going to work with her. Um and then we're going to also really work with WHS student through services to expand um the opportunities and connections and career pathways um that students have available and have access to talk about future companies. >> So um just real quick on the data one of the one of the challenges that campus has pretty unique is we have a very transient population. We have kids coming in all year long. Typically, when a student's not having success in another setting, they will transfer to
026ecampus. And uh one of the reasons that we created e campus was to have an opportunity for our kids to um find a place where they're willing to be consumers in an area where they previously were not. So, um Tracy mentioned that when we get to know them, that that changes a lot. When 40% of our kids that didn't start the year with us and they came in during the year with a negative attitude about school, it takes about two weeks of engagement uh upwards of two months depending on how much time they put into it before you build that relationship with them uh to to find the relevance and what what um sorry to digress there, but um student happenings um there's three things listed here. I won't go into great detail, but I
027can answer questions. The one I'm personally most excited about is the rising Phoenix dual enrollment expansion. Uh we met with the representatives from EW Green Bay last night with uh half dozen families. And u this is an opportunity where students have the ability to uh enroll as a college student. So they're they're not just taking dual credit classes, they are enrolled as a college student and as such they are afforded a significant discount in tuition. It's about onethird the cost of normal uh credit acquisition if you know after they they graduated or in a dual credit situation. But uh by the end of senior year um you'd have to enroll as in their sophomore year to participate in junior and senior year. By the end of their senior year, they would have 60 transferable college
028credits at WMA, which will are transferable to any of DW systems and potentially depending on where go. Um the the meeting last night uh was pretty successful. We had a lot of excited parents and students um at the event and um the deadline unfortunately is April 16th, which is coming very quickly. So, we didn't we didn't uh find out about this until February. So, the it's been a pretty fast turnaround. Um, one of one of the campus students who's a sophomore currently has about 18 credits, college credits as a sophomore and uh she she's looking to uh expand her opportunities and this was a great way for us to allow her to continue doing the things she's doing as much price. This is uh this does qualify for ECCP funding for the first 18 credits
029and then beyond that it's the respons financial responsibility of the parents and the parent needs to pick it up but we hope to look for other options to try to get support for scholarships and other opportunities. Um this is not just an ecampus opportunity. One of the things we've really been focusing on this year is expanding what we have into the other schools throughout the the district so that um so that WHS doesn't have to become a virtual expert for for situations where kids are sick, kids are you know struggling, we can provide the academic support for that. They can continue to wrap around the student provide that counseling and other other services. But um the other two events here um the Madison College healthcare showcase and the community building um trip to Lambo Field.
030Um we try to uh uh Tracy mentioned we're going to try to plug into some of the things that um WHS is doing, but we also want to uh find ways to bring the the community together. Uh hardest thing about virtual learning is we don't know if they're smiling and having fun and understanding it or if they're lying on the living room flooring through position sucking from physical stress health. So we have to intentionally find ways to help them to engage in the process build that community both in virtual and face settings and opportunities like field trip to Green Bay Stadium last year. um as you go to the Madison Sympho orchestra. Um those are opportunities where families will come to us, the parents will come along, kids come along, siblings come along. It's just
031a really neat experience and it's pretty excit um one was for Julie and Bob in regards to summer school. Do you find on both campuses that a number of your students take advantage of summer? >> So there are a couple of different ways that students earn credit during the summer. First of all, Endeavor students are not eligible for Watertown High School courses in summer school because they haven't failed those courses. they haven't taken the initial course and therefore they're not eligible to take the makeup course. Okay, they can participate in the financial literacy or the health courses online. So, some of our students have done that also because all of our students are on personalized learning plans. They can do online courses, they can do projects. And so that's what we spend usually the last
032couple of days in Endeavor doing is getting summer projects put together, summer projects approved. Um I would say we encourage students who maybe if you look at the data have an gap area or maybe an area that they can accelerate in. But it's very individualized. So we do have students that take advantage of the summer to earn credit. Um other students take the summer off. So for for ecampus uh much of the credit recovery at the high school is supported by ecampus. Um it's technically um summer school entity but we we put the curriculum together. It's mostly done virtual content but they they come the WHS students will come to the the building to do that. For our ecampus students most of them would rather dive in a physical setting. So we we have a
033fully virtual credit recovery opportunity for most of the classes. as Judy mentioned, they have to fail first in order to get into credit recovery, but we also um have students that continue to participate in in regular ed year round. Uh so we have some students that are trying to graduate early so they'll do extra classes and do full class uh putting the full 60 hours into um learning the material going through the process. We also have an opportunity for a lot of project based learning in the summer. That's kind of what Judy's entire world is. But for for our kids, um the ones that are interested in that involved in project and uh Tracy does a great job of working with kids to establish a a project plan that um identifies what their end goal
034is. They put together smart goals. They work towards accomplishing that. and um uh upon high completion of 50 plus hours and meeting all the other expectations they they could earn uh elective credit in just potential is there to earn core credits but uh it's a much higher bar for core credit course and most most students are not willing to put the time in to earn the core credits for a project based and uh one of the nice things about project based learning is that we can leverage the things that students are doing whether they want you know someone wants them to or not. These are things they're passionate about. They see a future in it. So, um, we don't want to suck the fun out of what they're doing by putting too much overhead on
035top of it. I tell them, we just need enough evidence to convict you of being a student and we get you credit for what you're doing. We've had students um you know write graphic novels uh start their own business um a lot of entrepreneurial opportunities that they wanted to take advantage of. Maybe have started their own businesses and they didn't know that that was had value and and so that that um that's really something that a lot of students are really starting to look at. It's incredible. >> Yeah. the students made their own guitar, did all the woodwork, all the electrical work, composition, put together. There's a lot of really cool. >> Thank you. >> So, Bob, those 60 credits will be acceptable at any UW system school. It's designed so that anything earned in
036the uh rising Phoenix program is transferable as general degree or credit general general degree requirement credits for any UW system school and um many of the the technical schools where it makes sense. tech school is not going to take a, you know, nonrelevant credit transfer, but everything is designed to be credit transferable and every class that they offer within there is crosswalk into um English, science, social studies, math electives. So that um as they're earning credits towards their associates degree, associates arts and science, they're also going to get high school credit for those. So much of the junior senior year credit acquisition is done through the Green Bay system using their teachers um our counselors and and uh support. But they all uh they really have a great wraparound system put together. There's tutors, there's
037um one-on-one counseling, all kinds of different options for the for the >> and that would save them a lot of money. Uh yeah, they that they could get their first two years of college done for um by the time the school pays for our part, they're like $6,000, something in that world. It's a little bit cheaper than what I >> The other question I had was uh how did you determine the skills for life readiness? anybody's skills >> that for both of us or >> well anybody you know we've been talking in another committee about life readiness probably going to have a professional development on it so how do you determine >> so for unless you want to start I don't want to go up over here >> um I'll start because I think it's
038the same foundation I mean we built it together >> so um when We designed together Endeavor Charter School. One of the pillars of Endeavor Charter School is that we would intentionally teach and work on 21st century skills. This was going to set us apart. This was what made us an innovative school because although many schools talk about the need for 21st century skills, it's not necessarily an intentional focused thing. And so in endeavor, we set out to do that intention. Um so we used a lot of different resources. Um but most professional literature puts 21st century skills at communication, collaboration, problem solving, um creativity, critical thinking, innovation. And so those were the things that we built in. We wrote learning targets for each of those areas. And then each month in endeavor, so this is
039where we split off in our two different schools. But in endeavor, each month we focus on a particular area of 21st century skills that we are trying to develop or help them with. Also students can work on and refine their skills in these 21st century skills through any learning activities that they do. So in project-based learning, students pick the learning targets that they're going to focus on in that particular project. Maybe they have two English targets, a science target, a social studies target, and maybe they have a 21st century skills target. One of the things that they've been working on is that they struggle with timeliness. And so they're doing research and developing strategies for how they will improve their personal timeliness, looking at organization strategies, things like that. So they can earn that timeliness
040target not only through endeavor hour, but they can also earn that timeliness target through their personalized projectbased learning. >> What would be a lesson to get critical thinking going? Um, we do a couple of different things for critical thinking. For example, we have um Monday mixers and Friday challenges. I know cheesy names, but the idea is to get students interacting. So, we don't necessarily always try to peel back and isolate the particular skills. As you know, these are pretty holistic. But yesterday we did a Monday mixer where all of the students in Endeavor picked a card that has a photo on it and then they have to take that card and then given prompts they have to find other people with a picture that they could work with that has so for example they had
041to one of the things they had to do was find someone else whose colors are similar. Okay, that's not highle critical thinking skills. But then when you get to find somebody whose card has the same shapes, well, now it's critical thinking because a picture of a baby doesn't necessarily jump out as having shapes in it. And now you have to kind of interpret that, do some more critical thinking skills to try to work through that. um doing things like find someone whose picture has the same theme as yours, right? That's much higher level. >> Okay, >> so they are different kinds of lessons just depending on what we're doing at that particular time >> and that mixes it up. That would be fun, I would think. >> Yes. You know, >> right. But like I
042said, it's also holistic because this is to get people talking with each other, to get people um building community, learning about each other. Um that's why we call them mixers. >> Okay. >> Fun is a very elusive descriptor, right? If it's okay, just a couple quick things to add. >> Sure. >> Um one was mentioning the 21st century skills. If you listen to those problem solving, communication, collaboration papers, those are really good first century skills. And so one of the things that Judy didn't mention that she does, but this is part of it. It's part of what we built built into the campus. Many of these skills are built right into the curriculum and right into the feedback that we get. Every project that they do in Endeavor involves a presentation and a paper. So
043that if if you haven't visited Endeavor, you really need to block up some time to go meet those ambassadors because one of the things that always stands out when you visit any of these based schools is the level of maturity of those those kids. You shocked at how well they communicate, how well they they take charge. campus is a little bit more of a challenge because a lot of our kids are struggling with anxiety and they they won't say boo. Um some of them it takes us three four times before we get them to turn on the camera so we can have a you know a more personal communication but um all of the feedback that that our teachers get are supposed to be designed around um you know to learn how to take it
044to that next level and develop those soft skills. We also uh try to uh focus on their future. So we get them thinking about what they want to do down the road. Most of them have no idea because future is what's for lunch. But um we we try to get them thinking about the possibilities and understanding that they would create amazing things and they have tons of potential that they don't even realize yet. And that happens uh kind of organically throughout the process in addition to the intentional items that do. >> Sounds good. You're meeting them where they are at. >> Is it? >> Yes. >> Oh, there you go. >> Uh, Julane, do you have any questions? >> No, it all sounds good. Just um it's amazing to me that how much gets done
045in those two schools and thank you to to all the personnel. Um I have I have really enjoyed being a liaison and listening to the disc the discussion with the governance board. So um I look continue to look for more wonderful reports here. >> Thanks. >> Yeah, I I too excited about what you do the endeavor program and the your online program too. I mean that that's very important. The fact that you're growing that and wanting to grow. I have a couple of questions just kind of maybe to bring some things out that you didn't mention a little bit. >> Yes. >> For Endeavor first. I think some of their students have jobs. Is that correct? >> Oh, absolutely. >> Yes. >> And as a matter of fact, >> part of the advancing the program.
046>> Absolutely. As a matter of fact, I meet with each grade level um starting junior year. I meet with each grade level once a month to talk through just what it means to be a junior in high school and and the kinds of things that they might need support with, what they might need help with. They're because of the aging stage that they're at. And we've talked a lot about if you don't have a job, you should. And so that's a a pretty normal conversation that we have. And some of these jobs are kind of an extension of what their interests were, what they've kind of prepared for, I would say. >> Right. Right. But they can also they can do um those jobs outside of school. They can do work study through Endeavor. They
047can also do youth apprenticeship through the district. So anything that is available to anyone in the other entities, we all share resources and we try not to duplicate things. So for example, we are leaning on e campus when our students want to do um do the the digital learning stuff or so we try not to duplicate what each other are doing. They can go to their job for part of the day as long as they get the other part done. >> Absolutely. As part of their virtual lines learning plan, it's a it's not legal for students to work between hours at 8 and 3:30 unless it's part of their learning plan. We actually make it part of the learning plan. It can lead to credit bearing opportunities. Uh some of the students just make it
048part of their plan as a growth goal. Um but regardless in order to continue the work their work study they have to be able to demonstrate that they take the care of all their other students. So um it helps them to set priority. We have a lot of students come to campus because they got great job opportunities and they want to keep that expand that it's what they want to do with their life but they want to get their high school diploma. Had a student two years ago that had a a job. He was working about um I won't say how many hours because I don't think it's legal, but he was working way more hours than he should have at $28 an hour as a 17 18 year old kid, but he was getting
049his work done and he was earning credits which he hadn't been doing prior to it. So it it helped again we try to leverage their their interests and try to make it authentic and relevant. And um I always tell them any this is stolen from Jason. Anything is possible. We can do anything. We can't do everything. And so if they can if they can find what they want to take charge of and drive, we can find a way to to help navigate and uh but we're not going to work hard. That's not only one one other question. 21st century learning Uh, do you still have 20th century learning going on? >> You know, do you know why I'm asking that question? >> No. >> Okay. Some of the things that were in the 20th century
050or before are still very relevant today. >> Yeah. >> And for example, welding, all those kind of things. And those kind of but that's part of your program too, >> right? And again, students can take advantage of any opportunities in the whole district. So, I have a senior right now who um does a work release and he works from 4 to 8 a.m. and comes to school at 8:30, 9:00 um because he's been doing youth apprenticeship for two years. >> That joke. >> So, yeah. >> Okay. >> Yes. >> Yeah. So, yeah. So I mean I don't I don't believe that in project based learning you replace one for another. I think in projectbased learning you are holistically learning what you need to learn to be successful with what your quest is. So your quest
051is to to learn and to answer your driving question and whatever it takes to get to answer that driving question is what you're going to learn. And so we have very strategic plans to help make sure that students are um doing they're doing research, they're doing inquiry, they're demonstrating their learning. They do analysis for every single learning target, but very fundamentally everything they do to answer that driving question is the learning. Right. >> Yeah. Well, it's it's an excellent crucible to failure as well because we we teach the kids and so they make mistakes, screw up, you know, regroup, re define what the goal is because if you're if you're always going in the same direction, you know, you're an anomaly. There's always that uh that wander and we just want to keep evaluating where
052we're at, what we want. Sometimes what we want changes and we have to make adjustments in >> question about the online um you don't have a requirement that they show themselves for the class. >> So much of our work is asynchronous. So everything um in most of the courses we have it would be possible for them to uh learn everything digitally and we might start there because some kids that's where they're at but we always want to expand that and get more engagement. So we all the kids have calendars for their teachers have calendars for for me and we set up um digital meetings so that we can start building those relationships. So, um there are some classes that we teach that are synchronous. Um Tracy did a business uh class two years ago and
053um we had people that had done like 40 different startups that would come in three days a week, work with our kids, teach them what, you know, what it is to do your startup, how to market it, how to all that stuff. If the kids aren't showing up, they can't be a part of that that opportunity. But um some of the kids are working at two o'clock in the morning and that's okay as long as they're at our head of pace and passing level coursework. That's how the attendance is paid. But um when when I meet with kids, I I make them turn on their camera eventually, even if it's just for a little bit each meeting. Uh some of them hate it, but by third week, they're they're usually pretty good at not all
054of them. We have a couple kids that are severely severely struggling with anxiety and uh depression, things like that. I'm not going to make their life harder. Um sort of um I always tell kids, I want you outside your comfort zone because that's where you grow. And if not pushing outside that zone, you're going to be stuck in in a place that you don't like and not we have to push outside of that. our first first and foremost we care about the kid and the schooling is good but um 90% of what I learned in high school and everybody but the process of learning that material he changed everything so we want them to understand the value of education not the importance of time and sitting back >> I could talk for the full two
055hours >> you only have an Hour and 15 left. Bob know I learned in kindergarten >> if if I may I think one of the reasons that I have been really grateful for the um data dashboard that we've been able to put together is we have been able to set the students periodically and in a very simple straightforward way be able to say, "How's this going? How's this going?" So, beyond our weekly meetings where we check on everything, we can sort of take a little bit broader bird's eyee view and we can look at things like are you making balanced progress in your core area things and they can pause and they can look at it and they can say, "Oh, I need to work on that for next trimester." And so these are really
056important reflection tools that we have created to be able to fit our learning model and work within the values that we've created for our school but also have this great learning experience for students and staff to be able to look and just take quick snapshots. >> You have a question. So this is for Bob campus. Um this is kind of an question. Okay. But you had mentioned 40% of trans had come in throughout the year about 40%. >> That was that was a double right throughout just to be clear. >> Okay. >> It's a in that range. I don't have >> I mean that's significantly high. Yes. >> So would the first because you're giving people kind of sounds like second and third chances for students. Okay. So when they're coming would they initiate this
057with coming with a parent or a guardian initially do they then get issue that Chromebook from you? >> Yes. First off, >> we had an initial meeting where we first talked about there's five points I covered with each family talks about, you know, truency, importance of competence rather than just showing up, personal responsibility, um potential for guard rails that we put in place to help them if they're not being personally responsible, those types of things. Uh and then if I haven't scared them off at the end of the five points, then you restart the transfer process and then uh they they're issued a Chromebook. Uh every student in the district is uh ours is no different. Uh they come down and pick up the Chromebook. If they've already been from one of the other district
058schools, they need the same Chromebook. They don't have to use the Chromebook, but we recommend it because all of the extensions and um you know, everything they need to do what we do is on there. And it's also monitored according to the requirements for federal federal funding and whatot it's not used in our network. Um however they can some of them use their personal computers at home and um I've had homework. So they can they can do work anyway. Yeah. >> Thank you. More than you want to do. Sorry. for a wrestling coach, you seem to have a lot of compassion for these kids. >> I hate children. >> All right. Are we we done? Okay. >> All right. Good. Thank you. >> Thank you, guys. >> Um the next topic that we have, and
059I'll switch my screen up here, um is the AVID uh the AVID contract. Um, I had briefly mentioned before the meeting started that um, we are going to uh, start a process where we're doing more of an AVID update maybe in the fall or winter of the school year to give an update about where we're at with AVID. But this contract does meet the over $20,000 threshold. Um, and so I wanted to bring it here to ED services because it is certainly a topic we discuss often at ED services. Thank you eCampus Endeavor staff. >> Appreciate the update. >> Apologies we have to go teach. Yeah, you get to go teach, >> but um but also want to keep the invitation open. There are often a lot of misconceptions about what we're doing because we're
060different and you can come and see it for yourself. >> All right. Thanks, J. >> All right. Um so I did put it on ed services so we could discuss it here. I've also worked with Beth Mson and it will also be on the um fiscal committee meeting next week. Um, as you know, AVID is a um, program that we have been using in the district now for probably over five years. It does, the contract is broken down into three pieces. You'll see that the first piece is about Avid Excel. Uh, the second piece is the Riverside contract and the third piece is the high school contract. Um, Avid Excel is one of the newer um, additions that we have had to our AVID contract. We brought Avid Excel last uh, school year. Uh, and
061this is the first year of implementation for Avid Excel. Avid Excel is specifically for students who are English language learners and what they're called is like long-term English language learners. So, students who haven't necessarily made the progress um, learning English that we would like to see. And so, it is uh, intended for um, showing growth on that as well. Um, budget-wise, we take the um, Excel uh, dollars out of our title three budget. Title three is a federal fund for students who are English language learners. It's targeted towards our seventh and eighth graders at the middle school. Um and uh I will tell you that we are uh looking forward to uh some really exciting access growth scores this year. Um, Miss Grath is here uh as the co-inter principal at the middle school and
062she is willing to throw sort of a a an AVID Excel uh access score reveal party to see uh so we can analyze our growth on that. We're really anticipating that with the support through that AVID Excel program that our students who are English language learners will um show some growth on that access um testing. You'll note that the other two areas are the uh middle school and the high school. These are fees that we pay annually, specifically that membership fee. Um and then the AVID weekly secondary in both schools. Those schools budget for that out of their um out of their current budget or next year's budget. They budget for that each year. But you can see all told it gets over $20,000 which is why we brought it here. I did invite uh
063Leanne and Sam here to answer any specific questions you might have about AVID. Um and if the ED services committee is okay with it, we'll forward it on fiscal and then hopefully u forward on to uh the board meeting in April as well. Well, I look at this and when I get my property tax bill, that seems kind of high, but if I subtract that from 4.5 million, seems like a pretty good deal. So, >> yeah. Well, yeah, but um my question is we constantly talk when you guys are here about recruiting volunteers and so forth and if there's any way that we can get access to people that we could invite personally, I think that personal invitation really makes a difference. We just don't know this grandma, you know, from the school or whatever
064who might come in. So, um, if we can get any help with the recruitment, we'll do it. >> So, >> yeah, but if you have any other ideas on how we can recruit, pass those along, too. Absolutely. >> We are very excited like the Excel program seems to be like this was our first year at the middle school level and we were very excited to roll that out and we feel like that is proving to be beneficial for students. Next year will be the first um so backing up a step up just making sure folks understand that when we recruit for Excel and for AVID at the middle school level um our Excel students are placed basically in long-term Yale status and those students then merge together with our AVID students when they go to
065the high school. So next year's ninth grade AVID cohort will be the first kind of mixed group of students going together. And so we have done a lot of very intentional programming. I've worked with Ashley a lot to make sure that that feels like a cohesive group so that we don't feel like this is aid Excel versus AVID. So you are going to see different line items there. But the kids are doing all of their family nights together. They're doing their field trips together. Like they are they are working together. They are just in class focusing on the specific skills each of the groups needs to be able to help them be successful. Good. Julian has her hand up. >> Julian. >> Yeah. Yes. Thank you. Um, in looking at this, I'm just wondering why
066the high school does not have the a um AVID virtual live component. >> That's a great question. I will be honest with you, and I was back and forth with AVID uh several times on this contract. The Avid Virtual Live, we have to send three um folks because we're in our second year of Avid Excel. We have to send three people to um training about AVID Excel. You have to send the the teacher, you have to send the district director for AVID, and you have to send the building principal. We are choosing to do that virtually this year rather than going to summer institute. Um and so you'll the there's one on the line for Avid Excel and there's two on the line for the middle school, which is the three people total that we
067have to send um for that purpose. Um this is a little cheaper than going to summer institute. Um first of all the cost is less for the virtual portion of the tuition and then obviously we're not paying travel costs um for that as well. We chose to do that this year for a couple of reasons mainly because the summer in there they there's not a summer institute uh close by that is offering it. So we will be doing that virtually this year. I appreciate that because I did notice at the end of the contract there's quite a bit of you got to do this to be part of the AVID program. So incumbent upon the school district to make sure that we meet all of those uh re prerequisites and requirements to be part of
068it. >> Yeah. >> And we work Thank you. we work closely with a an external coach. Her name is Karen Sweeney and she comes in multiple times during the year to provide feedback. In fact, she's coming Thursday specifically to provide feedback on our Excel programming, too. So, that's part of where the the membership fees go to. So, it's not just like we're paying AVID to pay AVID. We do get um in intentional coaching through that as well. Um, and so we very much value her input and feedback because sometimes it's nice to have an external person come in and um, share what she's noticing and help coach us to next steps and how we can elevate our program both through the schoolwide and also through the elective. >> Question, >> how long is that summer
069program? >> The uh, AVID virtual live. I believe a virtual live is two full days and then they encourage you to um have time um planning with your team as well. Is it two full days? Yeah. Okay. >> So you guys are meeting Tuesdays and Thursdays. Is that correct >> for tutorials? Is that what you're referencing? >> Yeah. >> Yep. Yep. >> At same times. >> Um so within the building. So our AVID AVID programming. Yes. first hour that would be the same type as last year. Okay. Our avid Excel runs something similar, right? Like so you are used to tutorials and so that is a student coming to group with a point of confusion from any of their classes to be able to help have their group members help them kind of work through
070that. Um Abid Excel's version of that is called a scholar group. And the way that that works because again avid Excel is focused on um academic language acquisition is the staff member um running Excel identifies a highle article for students and their point of confusion is more of a reading or academic focus task within that article to be able to help them kind of break down the article, break down the language used, um be able to get to a higher level of understanding within a common text that all of the groups are sharing. So they are sharing a point of confusion that it looks very similar what they are doing when they are presenting. It's just they are working off of a common article versus AVID is coming with a point of confusion from any
071and those just based off of how our classes were scheduled. One of those is 1B, one of those is 3B. So for Excel like they are split, they are not tied together to things like how our schedule had to operate this year. in the high school it depends on the trimester and on the teacher that's teaching it. So we don't always have it happening at the same time of day depending >> not have ton of consistency with that but it would be great if we could but >> trimester scheduling is >> I'm glad we have Jill Gesky that can make all that magic happen >> it does feel a little bit like magic doesn't >> okay I think uh what do you need from us you need >> um I will I will Um, I
072will kick it to fiscal and then hopefully it'll go on to the April agenda for a resolution. >> You guys okay with that? >> All right. >> Yeah. Okay. Perfect. >> For from the admin perspective, would you envision us to maint? >> I don't think that we need to, but I'll check with Beth and see if we need to do that. But thank you. All right. >> Yes. >> Are the parents really excited about this whole program? >> Yes. Leanne can speak to that. >> They are ridiculous like the number of emails like so one of the students um I'll share a quick story if I may. Um so the district of the future advisory committee, one of the student representative from RMS that we chose as a sixth grade student who was recently admitted
073to the AVID program. And when I brought her into my office to ask her if she would sit on that committee and represent RMS, she cried and said that there was no greater honor to be recognized for her leadership and to be able to use her voice in that way and to be recognized like in such a way of like being accepted to AVID and then using those skills right away on that. I mean it's like it is a very big deal for them to get into >> sixth grader. >> That was a sixth graing. >> Yes, that is a sixth grader. And so you will meet her if you're part of that advisory committee. You will meet her and she is fabulous. But yes, our parents are very excited. They they show up in
074droves. We will be planning our end of the year aid family night. So you will hear more information once we get a date on the books for that. And we would love to have you there. That's typically a cookout and it's a celebration of our AVID students and our AVID programming and you will see just how big those events get because we have a enough participation for another >> and I mentioned this before I was there last year and I was surprised and delighted by how confident the kids presented to adults. So it was it's worthy. So part of the leadership. >> There you go. >> Good. All right. Thank you. Great question. Um our next topic um that we had on our agenda just came out of uh one of our board meetings was
075just a brief overview of early college credit and start college. Now, um these are two programs that are offered through uh the state where students can pursue um post-secary education while they are currently still in high school. You heard uh Mr. Logan talk a little bit about the rising phoenix Phoenix program which is a piece of the early college credit program. Um essentially students have two options. they can either um participate in early college credit which is aligns with our UW system. So students want to pursue a course um it has to be a course that is not offered through or something comparable through the high school. Um and then they apply there's some deadlines uh outlined by state law. Um and then if they are approved um then they can take that course and
076the school district pays the tuition for it. Um the correlary to that is start college now. That is through the technical system um here in the state of Wisconsin. Um students over their career here can do both of those things but you can't do them in the same uh at the same time. So you can do early college credit and you can also do start college now but you can't do them at the same time. Um there's also a limit of the number of credits that you can do through this. Mr. Logan mentioned 18 credits um through the district that you can do that with. Um we have a small level of reimbursement for the um early college credit. Um the way the law is written is that the school district can ask for reimbursement
077of 25% of the costs and then that goes into a giant pool in the state and there is a set dollar amount. So if the request from school districts goes beyond the set dollar amount, then we get a smaller portion back. And so every year we do apply for those dollars. It doesn't end up being a huge amount of dollars that we get back for it, but it is some amount of There we go. Oh, good. Sorry about that for everyone who was watching from afar, but I think we uh lost our internet here. Uh it seems like we got it back. Um we were just discussing the uh early college credit start college now um reimbursement. Um, I'm just gonna see. Oops. All right. Um, the only final point that I was wanting to
078make is that two points actually. Um, as a part of the agreement, if this student does not pass the course, then the parent is responsible for the cost. So, we do sometimes have to recoup dollars from families if a student doesn't pass the course, but that is incredibly rare. Um, our counselors work really closely with our kids to ensure that they're making progress on their course or at least that they have time during their day to work on the course as well. And I think I mentioned before we dropped off that um they um students will apply for several courses and just sort of see what works in their schedule, what's actually offered at the university. So, a student may give us a giant list of of courses that we approve, um, but at the
079end of the day, they're usually taking one or two courses. And again with that limit of 18 credits um during their entire career. Um I had Cheryl pull just uh cost and like the number of courses over the last uh three years. We're running about a median cost about $20,000 a year to the district for this. Um it is all outlined in state statute. Um and so that is an obligation that we have for our students. >> Did you say a figure again? >> Around 20 The median is about 20,000. There are some years that are higher and some years that are lower. Um, and we are seeing growth in this. Um, so students taking advantage of that. Um, so it's something something that we do keep an eye on as well. >> Great. >>
080Um, so when the eighth graders are coming in um, when they have those nice stuff and the counselors are assigned, the counselors kind of share that from the get-go with the ninth graders. >> Yeah. and the um early college credit is for 9th through 12th grades. Start college now really is specifically for 11th and 12th graders. Um but they are certainly working with students when they're planning sort of what their coursework is going to be with that as well. Our advanced learning coordinator um also works with students to think about and plan for how that might work in their um in their four years at the high school level. And then obviously the opportunity with Rising Phoenix is something that um is a newer opportunity um but is something that we're excited about for students
081to be able to take advantage of that as well. We need to >> No, this was just an update because I know that the board had sort of wondered if there were situations and we ran run into this in the past like for example Keelk BC we maybe don't get a ton of students taking that. So it sometimes becomes a choice of are we offering that um within our schedule or are we encouraging students to do things like uh early college credit for that. And so I think that came out of a conversation at the board level. Um are there opportunities for us to think creatively if there are smaller class sizes in some of those upper level courses? >> Question. >> That first one you showed is connected with W system. >> Yep. The
082early college credit. Yes. >> Is there any other system? >> Yes. Yes. Like private schools as well. I know exactly why you're asking and I overlooked that it is this W system and private colleges in so I know we have worked in the past with Marinatha so I appreciate that you pointed that out that was an oversight when I said that but you're right the private university as well and Marinatha has been a nice partner for some of our students with that because they can what's nice about that is they can attend class um face toface and it is half a mile away from the high school versus some of the other opportunities where students either have to take it online um or they're having to travel to one of the universities. So, Marinatha has
083been a great partner with that. So, thank you for pointing that out. >> Okay. >> All right. >> So, we have one action item. >> We have one action item. >> Okay. We want to thank Linda since this is our last meeting. Thank you for serving on the board. And >> even even though uh this is your last meeting, we're going to tap into your expertise when it comes to everything you need to know. So thank you. >> And I'm going to tap in too because working with students. >> Yes. Yeah. Very good. We're glad that >> we certainly appreciate your your input, your expertise, and don't be a stranger, right? You know where we are. >> For sure. The last meeting at this particular meeting. >> Yes. Yeah. >> Well, that's right. >> Yeah.
084>> Planning's tonight and >> opens tomorrow everyone. So, >> so you're very busy. >> Thank you. So we will call the April Ed service meeting to a close at 8:43. >> All right. Thank you very much.