12/03/2024 Educational Services Committee Meeting

001teacher Taylor can clear them one time. I just teach Pilac joined the meeting. We're in the right spot. Uh let's call the ED services meeting to order. Uh Diana is out of uh town on vacation in which case we don't expect her attendance. Um otherwise Jenny you got everybody else who's online. So we have quite online fire away. Good. All right. Well, good morning everybody. We are going to make some adjustments to the order of the agenda this morning. We're going to allow the RMS course proposals to go first so we can get teachers back into the classrooms. Uh we have Mr. Mr. Pickleman and Miss Vitali here um as well as Miss Graph to present a couple of different courses that the middle school is considering. So, Mr. Pickleman, do you mind if we

002start with you? Sure. All right. I'm going to go ahead and share your screen. Which course would you like to start with? Um either one doesn't matter. Okay. Let's see which one I come up with first. Yeah, whichever one comes first. The basic ready. Nope. home and auto. No, that's sorry, I have that backwards. All right, now I'm going the wrong direction. Small engines. Small. There we go. So, you're proposing a small engines course. You want to just talk us through a little bit about that and then we'll see if we have any questions? Sure. So, this was um talking with um Mr. Phillips at the high school for the last couple years um and just with the understanding that you know kids don't get this at home as much anymore. And so trying to

003give that as a uh lead into some of the CTE courses at the high school. That's kind of the the basics of it. This summer um I talked with some of the folks at Madison College and they are willing to help us out with engines and with support and and manuals and all that kind of stuff as well. So got a lot of positive things on this end to be able to get that in. I already do some of this in in the agriculture class. We do like a week or two of small engine stuff. Um, so some kids do get the idea of being able to take a weed whacker engine. So it's good stuff. Um, and it will definitely lead into the high school, which is awesome. And each of the courses that

004we're proposing, um, would be elective courses, correct? And so you basically run them based on interest. Um, so if this runs, then something else may not run. Correct, Jason? Correct. And just a little bit of the nuances of the Riverside schedule. So yes, you're 100% right with that and we we have many more courses available than we would run and we run it based on student interest. Um I would say that the courses that John and Ann will be proposing today are in the in the vein of very high popular courses that our students are looking to take. Um, and I and the more of these that we can offer, um, the better because if a student is not signed up for a music course as they get into seventh and eighth grade, they're what

005what's available to them is a little bit like they take lots of elective courses over the course of their seventh grade year if they don't have music. And in eighth grade, they take a lot of different courses. And so our flexibility and the availability of lots of different options, especially in seventh and eighth grade, super helpful for us. So you know the kid who's like being put into a class that they don't want to take. They have options. I like working with Mr. Pickleman. That's what I want to do as a career pathway. He's offering four or five different courses that are of interest to me. Art, for whatever reason, is not of interest to me. And so I can continue to like take classes that I'm you're still exposed to art. It's not like

006you take that away. In sixth grade, all of our students take all of like the kind of traditional elective courses and seventh and eighth grade, they can start to like work their way into stuff that they're a little bit more interested in. So, I love the connection to the high school. I love the connection to the community. Um, the partnerships with the community. Um, I think this is great. I think the four courses you're going to hear about today meet that need for sure. When you say connection to the high school, um, tell me more. So, so I I know that you know at the middle school you you want to run courses as an introduction to a pathway that they could potentially take when they get in high school. So, if John's offering a

007small engines course that they would have no entry into the high school to further their understanding or their work in that, that would be a very, in my opinion, a really good course to offer at the middle school. And if you're offering content that would greatly overlap what they would be getting at the high school, that also wouldn't necessarily be a great thing. So just kind of like a taste of small engine taste of um you know courses that the high school has been in collaboration with John on. This would be a support you could give at the middle school. So kids would already know kind of they have an interest in this when they get into high school. Similarly to intro to agriculture which was a new course. um like students will know that

008by the time they get into high school that they would have an interest in it and the high school team is supportive of it. In fact, that collaboration has been excellent. Um so that's what I mean when I say like this course will play well with the high school. Do we want to consider all four and then talk about next steps with those four? Um, I think that's that'd be good. Uh, one other question, John, on this. It says, "How's reading and writing going to be integrated?" This is this the new form we're going to be using. This looks a little bit different than the ones I've seen before for curriculum adding this because the last one we saw for the high school was still an older form that Jesse had used last month. Um,

009is this form I think this is the form Jesse used last month. I can go back and look, but this was okay. for whatever reason. I mean, I know that they've changed and we've asked for some modifications. I'm just trying to get used to them still. Yeah. Um, we're all learning. And I think some are going to have more content maybe, so it's going to look longer. Yeah. And and one of the questions on here is reading and and yet for a guy who I can't I mean I can take apart an engine, I can't put it back together. Uh but uh but but a four cycle engine, a twocycle engine, there's a lot of math involved with that. Do we get into the physics of engines and compression and ignition and combustion when we're

010doing this? Or is it strictly a mechanical here's how you turn a screwdriver to the left and here's how you turn them to the right and here's what a good gasket looks like and here's what a bad gasket looks like. We have questions in here regarding reading. Do we have any questions in here regarding science and math and actual I don't want to call it engineering at this point but just fundamentals of combustion and compression and ignition. we we go through it. Okay. And I mean, I already go through that a little bit with the agriculture kids and the the couple weeks I have with small engines there. Um so I think the short answer is yes. Okay. Uh there you know obviously it's going to be dependent on the scenario in that class, the

011makeup of that class and and what we're actually getting into. But and then you know obviously I'm work with Mark Phillips and all those guys at the high school pretty well. So I mean I'm not too worried about it and we'll work together and figure out exactly what we want to do at the middle school versus high school. What are his expectations of the kids coming in? So that I think that's where that all fits in. But yeah, we do get into the the science of it and uh we talk about that. And there's no text of uh necessary with this. It looked like it was all small parts that uh was part of the budget. So correct. There's no there's no small engine 101 book that you're planning on buying. No. Okay. Are they

012out there? Madison is going to provide us with um engine manuals. Okay. That come with that with those. I think they're Echo. Okay. Brand. So Okay. Yeah. Let's keep going on the other ones. Okay. So, intro to public safety. Intro to public safety. Uh this is in collaboration with um Noah at the high school. And talking about they have the the CNA and EMT courses that are available at the high school. And for me, this one fits right in home for me. 20 years with a firefighter and EMS and all that good stuff and CPR, first aid instructor, all those good things. So, uh fits right in with with what I do outside of school. Um, so we would be going through whatever we need to go through, including the science of it. So there's

013the the CSI in the classroom. That's some things that I've taught in the past that could be a part of this. I've been working with um our SRO and he's working with the courts and trying, you know, the judge will come over and talk to the kids and and we'll go through the whole whole thing. We actually have a couple weeks set up for uh potentially for a mock trial and I have all kinds of different things set up in the in there as well. So kind of three aspects of it. There'd be the law enforcement aspect, there'd be the uh medical aspect, and there'd be the fire service aspect in this course. But again, very very very introductory level type things. There's something in here about a DNR. The game bringing game wens in.

014Yeah. Because they're they're law enforcement. And I have a good reputation with them. They they've come out to summer school um and they've, you know, visited the agriculture classes and stuff. So good guys. Okay. And then Anna, we'll move to your two courses. Intro to graphic design. If you want to start with the basic, I think that time. Um, so this is a course that I've taught in the past for many years at my old school district. And um I see this as kind of like John's doing the intro or to small engines, but it's getting those kids who don't even think that they would, you know, be able to. This is really geared more toward girls, you know, because girls are not going to take, you know, you're not going to jump into a

015into a small engines class, but they'd be more likely to take a class where it's um just basic home and auto type of information. So, um it's main it's not working on cars. Um it's how to take care of a car. Um and it's it's not like we're going to be doing anything. It's just, you know, basic maintenance, uh, what you need to know to, you know, um, own a car. And then the basic home part of it is just basic home repairs. It's, you know, things like, you know, uh, you you throw a ball through the wind or through a screen, you know, how to fix a window screen. Um, you push the, you know, open up the screen door and, you know, you break that. How how do you fix that? um you

016know, you get mad and you you bust a hole in your drywall in in your bedroom. You know, how do you fix that? So, um those are the types of things I've had a lot of success with this in the past in my old district. The kids didn't really like it. So we go through um units on a variety of you know home maintenance things weatherization um how to take care of you know things outside inside the house I think it's good lead in with the high school classes kind of going back to that aspect of it we have a um home maintenance class of high school this would be a good tie in with residential construction class. So, this is kind of like um like an overview and so it can feed into a

017lot of different high school courses that even if you know they they're not sure about it, they have like a little taste of it and oh, I liked doing this and then go on to something else at the high school and our electives compared to the high school. high school if I'm low on like a a class like this at the high school would be a trimester at 80ish minutes per hour per day. Is that right? 70 70. Okay. For us at the middle school, an elective is a quarterlong class and it's a 401 40 minute skinny. And so when you hear about things like this is an introduction to this is like a getting your feet wet into this kind of content area. um just like that is the but the timing of it

018is really allows us for you to do that right when you get to the high school and they indicated an interest in this kind of subject matter though you'd be able to cover that much more depth time to do that too. So yeah and Jason referenced pathways before so I mean between the plethora of course options available in surface pathways as well as production pathways it's a good a good primer and I know the teams have been working together you know to to make sure that flows Nice. Okay. And the other one, um, yeah, the injured graphic design. Uh, I've noticed that at the middle school level, we don't really have anything that feeds into that those classes, the the graphic design classes. And, uh, people think of graphic design as, you know, screen printing

019t-shirts. um as a former uh graphic design teacher at the high school level for 11 years, 10 years. Um there's more to graphic design. I mean with today's world of technology is there's a lot of digital content out there that you know people are are doing and um to feed that into the high school and to introduce kids to that that's not a career path that I don't think that we're you know we have anything addressing that and it it doesn't matter if you go work for um you know a local company and you know they want you to handle their their website or they want you to handle their, you know, marketing. I mean, it's the the world of marketing now is expanding to a lot of different areas and I I just think

020it'd be important to incorporate that at the middle school level. It would be an introduction. I mean, we're not going to, you know, be, you know, screen printing or anything like that. It's going to be mostly digital design, but introducing the students to all those opportunities out there that they have and we'd be using um apps that uh we already have access to. So, we already have, you know, the Adobe suite and you know, there's online things that they can do. Uh the middle uh middle school I uh media center IMC uh just got a printer and I mean I know how to use it um and let's use it. I mean let's make posters for you know have the kids make posters for teachers where the teachers tell them and it would really emulate

021what's happening in in the real world here. A teacher says I need this type of design. and I need this type of poster. And then the student designs it, gives them, you know, proposals, and then we print it out on the on the wide format printer that we've got. Let's use that equipment. Any questions about the graphic design course? Um, none from me, Sam, Lori, or any other member online with a hand up. But uh I do want to yeah talk about them in a larger uh discussion as opposed to just individually like you suggested. That makes sense. So so let's talk about I would make sense to me to talk about these four courses and then pull the AVID courses separately than that. Does that make sense? Yeah. Okay. Um next steps for these

022four courses. Would you like me to move forward for a proposal on the December board meeting? Do you have further questions about them? I have a just a bigger overarching question is that I think it was uh I was a freshman in high school I think and I took four consecutive quarters. One was typing, one was uh maybe it was homeac I think I even cooked um and I I know I sewed um and I can't even remember what the other one might have been draft might have been drafting. Okay. And I can type well over 60 words probably 70 or 80 words a minute. Pretty proud of that. and I took that out of that and I've never not had a balanced checkbook. Uh but that's just me. Um my question is is that

023even though that I love the concept of these real world skills and being able to introduce them where kids would not otherwise have get exposed to them or nobody took them aside and showed them at home how to do something like that. They didn't grow up in a cooking household. Maybe they didn't grow up in a balanced checkbook household. Maybe they never grew up with a small engine around them. I don't have an issue with our district offering them because they're not getting any anywhere else. And we hear that all the time that we we just don't get enough of those real world opportunities. I'm looking at this both as a resource, you know, allocation. Uh, how many it I only see one person's Anna's name is listed as a licensed staff. Uh, but that's

024not a new licensed staff. Obviously, you're not adding any staff with this, Jason. Um, are we losing any bandwidth to do other things that are required? Are we losing avid opportunities? Are we losing music and art opportunities? Are we losing math and science opportunities? Um, are did we create a bigger pie so that we can all get a chunk of it or what what what are the kids not going to be able to get that they were able to get before? Because if we still only have a building that's so big with so many kids, with so many teachers and that just means that now this is going to give them an opportunity. That means we're going to take it from somewhere else. We didn't make it bigger. We didn't we didn't go to a

025trimester program or add another year of school. So what what are we trading off and is that trade-off worth it for us from a philosophical perspective both as a board as well as educators? Does this the tradeoff that we want to make in order to stick with the strategic plan? And and Anna, I think you touched on it and John you did as well. If the if the new strategic plan is a lifelong love of learning, yeah, this helps. Okay. So I I I agree with the concept, but I need to understand that there's a a bigger strategy here, not just these are some fun courses that we'd all like to take. Um and and do we have that addressed as administrators? I mean, has this been discussed in central office that the board I

026don't think would weigh in on it if if we heard from high levels, so I'm not asking the teachers anymore. uh you you've done your part. You've presented what you want to do and why you want to do it. I want to understand from the the admin and is this the direction we want to go from a total product offering and and Lori and Sam and I I'll let you ask the same or similar questions or or additionally, but that's my overarching question on this. I want to make sure this is intentional. I I don't like doing things unintentionally. Yeah, I'm happy to take a crack at this. So I I know in 2018 when I started what what the our elective program looked like specific to the the role that John Pickleman is filling

027right now was very very like like the typing seven or 80 words a minute like in sixth grade you were getting that 100%. And in seventh grade and eighth grade you're going to get maybe a little bit more of the same of that. I'm going to be able to utilize like intro to Google or I'm going to be able to like I can work on a spreadsheet like kind of like those like accessories to like Microsoft Office or or Google Suite or whatever. And some of the feedback that we had been getting was like like that is that's feels very like 20th century like it feels very much like I'm going to be a better type and that's great. I was that was 20th century and I'm I'm a I'm I'm presently a guy like

02830 words of so like um and so some of the conversation around like in sixth grade the the we we make all of our it sounds terrible. We we make all of our sixth grade students take a a battery of like the the basics and electives, right? So every sixth grader takes art. every sixth grader takes like an intro of computers and a teched class and health and world geography and like everybody's going to get kind of like that basic introduction to all of those things. But these courses are new proposals for seventh and eighth grade and they're just like widening the range of courses that a kid could take, would want to take, but would not be like forced to take like they are in sixth grade. So feedback, we're getting feedback that I'm

029going to say John has been getting. Anna Vitali, I don't know if you've met her besides just the course proposal. Brand new to us. Um, amazing coming from Dodge. Um, Dodge was very sorry to see her go. um we we're worried about that and like like so they I think they're they're looking at this as an opportunity to like um like like kind of take off on students interests and get like take that basics that they're getting in sixth grade and expand upon that the student interest not being forced to take classes they necessarily want to take because they get that in sixth grade. when someone's in eighth grade, they just get an opportunity to like grow in that pathway that will be flourishing more at the high school. Um I do think that it

030is intentional. Um I think that um we are um I feel like we're we're moving necess past like art 6, art 7, art 8 or tech computer 6, computer 7, computer 8. um and just broadening that out um to hit the many interests that our students are going to have and the various pathways they're going to see at the high school. So, not that that's been a directive from central office. I'm not going to if there's a bus throwing under that that's not that's I think it's an intentional like this is going to be a better product for our students. They're able to do more with this information than they would have done 20 years ago with that information that they got. I'd say building off of that. So, a seventh grader, let's say, who

031is not in music in our building, um, would have a period and a half, correct? Because is the other half. So, a period and a half a day, year round that they need something in their schedule for. And so, these courses being quarters long, that is six classes, they have to fill um per year, right? Six as a seventh grader and then an additional sixth as an eighth grader. And so having these offerings where Pickleman is like, "Okay, I'm going to run small engines this quarter gives kids like, okay, those kids haven't seen that opportunity yet." Um, knowing that, okay, they have 12 courses they have to fill over their time with us um as a non-m music student. And so we want to make sure that they're not having to repeat courses um because

032they have exhausted all of the course possibilities. And we have some students doing that right now, right? like retaking cold war and Stephen like creates a cold war number two, right? Like retaking classes with Mr. Pickleman because he's awesome and the kids love him and he's like, "Okay, well, I will figure out how to make this a new experience for them, which is great. But if we could give them a true like passion area and be able to open up those opportunities, um it just makes that more possible when we have more offerings on the table." And I would Oh, go ahead. I we even build that on. So I'm um selfishly from the high school lens, we're very excited about this as well. Um given that it um the individualized approach that a lot

033of our courses in CTE allow for um really allows kids to fly. And so what what happens then if they've been out the leg up getting to the high school with some of these skills like individually they're going to flourish to an even greater degree and engage in like even advanced levels of of work within any of these areas which then translates I mean we've seen the success whe it's like DECA or what skills USA and you know the list goes on and on with the sort of like organizations the kids have been involved in and then subsequently competing. So, I think to get them hooked, especially if we find passion areas for kids, I mean, I I think they are gonna fly and have more fun and just rock it when it comes to

034the high school. I was just going to add, well, first of all, I was kind of giggling to myself when you were talking about, you know, computer what six, seven, eight. I remember my son had to take a computer class and it was on spreadsheets and he's never used a spread. I was like, teach me. I'm like, no. But he I don't think he's used it since then. Not saying and he won't remember you know all those little codes. So, but what I wanted to say um what I appreciate is I don't know a couple months ago you know Jay said and you brought to us I know we're going to start talking to students in eighth grade to get a pathway. I think up until we start changing doing this I don't know how

035many kids would know their pathway necessarily for high school. So, I appreciate that and I see the connection and how it's going to help. So, okay. Yeah. Yeah. Go ahead. Just real quick, I mean, as a new teacher coming in my first quarter, uh, that's one of the things that I've noticed is that kids are retaking classes because we do have a limited amount of electives, you know, to offer to them. And I feel like we're losing kids. I mean, I talk to kids, you know, one of the the the first things that we talk about is, "What are your career interests?" I don't know. Well, that's because they haven't been exposed to anything. So, until we give them the that introduction to a variety of different things, they're we're going to still hear. I

036don't know. But we got to start doing that at seventh grade. start putting that in their head of, you know, offering all these different things because we got to start feeding these pathways. And people think that teched is just woods class. No, it's more than woods class. I mean, there's so many different technologies that these kids could be learning that the only way to do it is in in these classes. So, that's just my observation as a first quarter teacher. Thank you. Okay. Uh Greg, you had your hand up. Yeah, thank you. Um I I just I'd like to throw in that um uh I I agree. I was a band and just a collegebound child in in school. Um but taking a small engines course actually changed my life. it o opened up the

037whole idea that, you know, there's there's a different talent set out there that I didn't have any clue about. But anyway, uh what I also wanted to mention is some of the other feedback that I've heard about the at the middle school that um when it comes to elective offerings, sometimes there's just not as many um for students to choose from. So that limits uh the availability of a child to take a particular class gets filled up and we talk about uh passion areas. Okay. Well, if a child gets automatically forced into choir or study hall, well that's not their passion area. You can imagine that that becomes a behavior issue as well. So, um I think that uh offering some more electives that children might be interested in um even if it's even if

038they might not have had a particular uh love for that area at the moment might actually uh allow for them to uh learn something new and still uh no longer become a pro uh a behavioral problem in class. So, I I think this is a good step. Okay. Great comments. Thanks, Craig. Sam, any comment? No, I agree with what everyone said. I think it's a good opportunity and I think that we need um not that we don't already have great offerings, but I think we need even more of them at the middle school and even at the high school down the road, we can have them when it comes to practical skills, things like what we've been talking about today. So, yeah, I think it's great work. Um, so John and Anna and uh Jason,

039I mean, I I love the idea of the courses. My only overarching concern is I don't I never knew how you guys used the word fidelity in previous conversation. I know what that means. I use efficacy, which is just the same word, I guess. There you go. Um I just don't want it to be a distraction to your and your bandwidth. Um and so once you try to offer everything, you inevitably get bad at something. And so I I don't want to start losing that by by trying to keep too many options on the table. We have to stay focused. Uh I I agree and I guess I wasn't aware of it, Lori. And and Craig, thanks for bringing that up, that we did have a limited number of uh uh electives and and the

040duplication. And sure, I could take woods two years in a row and learn about a planer one time and a band saw the next time and you'd probably figure out how to make it interesting for me. But, uh, it'd be nice to get a little bit more exposure. So, um, that's just an overarching more philosophical issue. It's not to say that these aren't the right courses and and that these shouldn't be wrapped up in one resolution, Jenny, uh, to be presented. Um, it's just a matter of then, Jason, just keep a, you know, keep your fingers or your your uh keep an eye on the course book and make sure that there's not items in there that need to go away because they're just not getting the the the enrollment or they're a distraction to

041Anna and John because now they have to prep for something that nobody's interested in. And so, I'd rather be doing everything well than than trying to be everything to everybody. So, I I just don't want to lose sight of that. Okay, great. Okay, thanks Thomas. And if you want to run back, you're more than welcome to say kick you out. I imagine that you'd rather be with the kids. Perfect. All right. And then we do have two courses on the docket. U both related to AVID at the middle school level. I'll turn it over to Jason and Leanne again to kind of give an overview of the two. I will pull them up on the screen. Yeah. Oh boy. I joke when people have too many tabs open that I get a little tabs open

042right now. Oh, don't even I I closed them all when I got here. So I'm all right. Aid seven. Okay. So Le and I'll take team both of the next two course proposals. I I think I don't want to speak for I think AVID 7 is kind of a logical next step for us at the middle school. Uh we've had really good success with our avidate elective. Um we feel like we want to offer that opportunity um a year earlier and make them the entry point at the middle school seventh grade instead of eighth grade. Um it does not impact um a any sort of like FTE around hiring another teacher to do this. Um Stephen Frank who's our AVID 8 elective teacher would be the AVID seven and then AVID 8 elective teacher. So,

043there's still 24 to 28 kids filtering from the middle school to the high school each year, which is what it is right now. They're just getting to it a year earlier in our building. Um, I think that we're in a really good place. Our seventh and eighth grade core teachers, majority of them have been trained uh at the Avid Summer Institute. Um, I believe that the building is ready to roll that down to seventh grade. Um, and it's a it's a logical next step in in districts that grow their AVID program is to roll it down at at Cardinal Heights at Sun Prairie, our previous district. Um, it's an eighth and ninth grade building and they rolled that down to seventh grade um at the middle schools and it shouldn't be any sort of like

044a budgetary impact to what Josh and the high school are doing. They wouldn't have to offer a second section of it at the high school. It's just one more section at the middle school. Um we have a our goal to to be AVID schoolwide um is supported by us rolling down the seventh grade. Um again I don't I don't get to really say officially it's a no-brainer but it's no-brainer for us at the building level at least. This seems logical for us to be doing this for 25 26 well done. 7th grade. Our data has been very very very good around a 8 to the point we probably should be doing best. So this is just the for the kids in the AVID elective. This is just AVID elective elective an earlier entry point for

045those students. So we would recruit out of our sixth graders to go into seventh grade. Um there's a lot of data that shows um like positive impact on high school course taking um by being part of an AVID elective program for two years at the middle school level. Like they are more likely to take higher level courses at the high school level because they've had two years of tutorials and like practice at like that higher level thinking within the AVID elective class. Um, and so we would love to see that play out um, at the high school level, like them coming to the high school as a more coherent group, like after two years of being together. And we're hoping that will help with retainment at the high school as well, like being able to

046say like these guys have been an avid family for a little bit longer. Um, so yeah, we're very excited about the possibility of being able to roll it down. I think it makes a lot of sense which I think leads us to the Avid Excel course that um the team is proposing as well. So we can take these two together if you want to share a little bit about Avid Excel. Yeah. So we recognize um so Avid Excel is another elective course but it is more highly specialized for our long-term EEL students. So students with that long-term EL designation, AVID recognized that come middle school, if those students haven't exited the long-term EL status, um that had negative impacts come high school and on post high school and post-secary um like college placement, career opportunities,

047things like that. And so Avid created Avid Excel to attempt to address um kind of that um long-term EL status. And so the idea is that this works in tandem with our AVID elective class. So, um, if if both of these get approved, what would happen is in sixth grade, we would recruit out of sixth grade for AVID and then we would place students in Avid Excel or in AVID 7 based off of their need. So, Avid Excel focuses on language acquisition and academic discourse. So being able to take what are you doing in your current classes and being able to elevate that to help students with um their comprehension, their vocabulary, their language skills to be able to perform at a higher level, whereas the AVID elective class focuses more on like college and

048career readiness. And so the AVID Excel program is focusing on giving them the academic skill set to then be able to engage in the college and career prep stuff come high school. So the idea is they would enter AVID Excel. We would take those numbers of students who have that long-term EL designation in our AVID Excel program into consideration when recruiting for AVID 7. So we are recruiting one cohort of students. That group then would stay with us in 8th grade and then they would merge together as the AVID 9 group. So AVID Excel goes away at the high school hopefully, right? their long-term EL designation would go away at that point as well. But we would be giving to the high school one complete group of students. So all of these students do our

049college and career trips together. They do our family nights together. They do all of that, but what they are getting in their AVID class looks very different based off of their need. And so our data is really showing like the need for this. Um the courses that Katie and Megan are um full-time ML teachers and are building currently um the courses that they are teaching to these students right now exist. This would just be giving them a curriculum by which to teach those courses. So providing them um that researchbased curriculum to be able to support what they are already doing in class. So it's not like this group this particular group of students wouldn't be a brand new group of students who would be pulled from electives. they already have a class that exists at

050Excel would just feed the curriculum in place for those students to help them um be able to achieve what they need to achieve. If that makes sense. Now, this one has a much higher cost associated with it. I say much higher. It's not a $900,000 new curriculum, only 11,000 bucks, but component to it. Yeah. How does that fit in your budget, Jason? Some of it comes out of our budget for sure. Yeah. Um Jenny and I were tag tag teaming each other. um with ma making sure that we find the funds to be able to do that and it is it is I mean the lion share of that is it's a training component of that um after a few years of that then that kind of big cost goes away that's like a kind

051of self-sufficient program for the most part but it does have a training component in the summers yeah and we would be able to use some title three dollars as well to support it um Ashley Pyrick is online as well because she's been a part of the work. Um I think the strength of AVID is that professional development piece and it does require time during the summer uh for us to go to a summer institute. Uh they also set up a strong uh leadership team. So Jason and I are required to attend along with the Avid Excel teacher so that uh Jason and I ensure that we're putting the right pieces in place at the school and district level uh to support the long-term um implementation. Um when we're looking at our access exiting data um

052it's pretty clear that um we have some work to do at the middle school level for MLS. I will give huge kudos to our ML teachers, multilingual or EL English language teachers. Um same act, same means the same people. Um but they are incredibly dedicated to kids and are working very diligently right now to ensure that they have uh coursework in place, but they have asked for uh curriculum or materials to help uh support that uh the growth there. And we're um we are excited about this opportunity. We will be doing another site visit to Wauaawa. Um Ashley and Leanne got a chance to go to Walkshaw last year and came back very excited about it. Jason and I and the ML teachers have not yet had an opportunity to do that, but we do

053have something set up um February 12th um February 11th. So after our February ed services, I will be uh jetting off to WA for that as well. Okay. Uh, questions. Flurry. How many students do you anticipate? And so that number will change every year based off of what the long-term e student population looks like coming from the elementary level. So that is in flux. So Excel um for next year, I think the numbers would be so in year one of implementation, we would be looking to put seventh and eighth grade long-term EELs together to be able to have that teacher teach one time, right? that course content and then when those seventh graders become eighth graders, then they would get the eighth grade course content. Um, but for next year, that would be 14 long-term

054eelss in Avid Excel and then that would impact our regular AVID numbers because I'd recruit one full of students, join the meeting. The um the AVID seven numbers uh would look like 23 and the AVID Excel would be for seventh grade would be like seven. So we would have 30 between the two of them and that's roughly the same at the eighth grade. I think it's seven and then I would recruit 23 for the eighth grade for next year. Um so that right now we are saying like we have capped it at 24 um in the previous years but we would look to increase that number so that if any students are leaving between middle school and high school if they make that decision to go to endeavor or wherever um we are giving a

055full class of students to the high school so they don't have to recruit to fill seats. So right now I don't know if I understood in seventh grade you're looking at a total of 20. How many total would you be bringing into add take away excel or any of that you have to 30. So if a student is uh are you automatically trying to pull in students that are on the E? Okay. So, we would be working with Ashley Pyro who's on this call. She and I would be reaching out to the families with long-term EL designation to say, "This is a program that we think is the best fit for your student." Populating our AVID Excel program that way and then recruiting with our application process, our interview process, and doing that for the

056remaining seats every year, whatever that number is. Okay. I guess my and I think it's great. I just my concern is that you're taking some of those students that maybe aren't on the long-term eel. I don't want to be taking away the opportunity from them. Do you get what I'm saying? Like I I I want the equity on both sides. So um that was why I was trying to get an idea and that's why we increase the number to 30 um so that we have that ability to play around. So each year it's typically between five and 10. Like 10 would be a really large number and Ashley can chime in. Like that would be a very large number for long-term e designation in this district but um it's not unheard of. So 5 to

05710 students being serviced with that like curriculum with that piece. And then we said, well, on the smallest end, that would mean 20 regular average students. And that's so that's a difference of four, right? Typically, we would have recruited 24 for that. And so it would just be 20 that we would have for that year if we went on the absolute highest end. Um, which doesn't typically happen. Okay. Um, that Lori is in line with one of my questions. the the the new document that we've put together here for coursework edition about a year and a half or two years ago. I think uh one of the first policies that Jared had added to the policy book was target class sizes and that was target class sizes for grades for electives. Um I scanned through

058this a couple different times. I don't see that we have a measuring stick for class size in these documents. Am I missing it? Was it is it in this grid where I think it's at the very top. It says like anticipated enrollment. Sure. And so like in Pickleman's I think he had said 100 because he was hoping. Yeah, I saw I saw the Yeah, I saw the 100 on his. Yeah. Okay. And Leanne, I'm thinking more of a go no-go. Yes. Okay. When when do we keep offering it? When when does it no long when is it no longer viable? If we have a target of 15 kids in a course and we're at 12, now you run into the risk of well they were not so much this one. This happens more in the

059advanced courses which hey they were planning on taking this pathway and as a junior and senior now we're only down to eight kids and yet we're still forced to offer it because well we told them we were going to offer it but now we're below the threshold and now we're taking up a teaching hour with a teacher who could be teaching 25 kids but now we're only teaching eight. And I don't see it as much of a problem on the front end, but once you go start going down a pathway, nonetheless, this document doesn't have to my on on my inspection a this I see the anticipated enrollment. I don't see minimum threshold for offering the course. Um that's something that I think we get to more in the high school probably than in the

060middle school. Um, but something that has we have to clear that bar in in a course description just to make sure we're in line with that policy that Jared added to the course book um and keeps us right sized with the FTEs and the students and and how we're offering them. So that's not exactly what uh Lauria just asked, but I just want to make sure that if if there's an adjustment to this document, Jenny, in the future that we take that into account and make sure we're thinking about that, the the go no-go or the perhaps I can just make reference to the class size policy. The class size policy. Hey, what's the what's the go no-go? You know, when do we stop offering it? If we can't get more than five kids, what

061do we do? And I'm not saying that's the case in this one. It's just that's tangental, but it's similar. Or how does it deplete another course that's being offered that sucks them all into this one and then that one gets less and it's not a requirement. So, you know, it's an elective. So, if you have families that don't think that this is the pathway for them, even being on a long-term, you know, EL, I I don't want to, you know, assume that all those students are going to be interested in them. Okay. And full disclosure, like the Avid Excel side of of this is going to be below the class size threshold every year. Like this class, that's good, right? Hopefully. Yeah. This class may like this class may run with five, but it's always

062going to be then like balanced with more in the other class. If there's three in this class, they're Katie or Megan are running a class of three then anyway. Like they're doing that right now. if there's three that would qualify for this program, they're already running a course of three. And so, I mean, I just I I 100% understand what you're saying. And I just feel like in approving this course, we would have to be comfortable with the the Excel side of it is likely always going to be in single digits to 10, but we will balance it off of what the other side of that is then. Yeah. Can I can I add a comment on uh the course proposal and make a link to the course uh um the course might be trying

063to say something. Ashley, no, I may be wrong. Yeah, I was just going to jump in and say um because Excel kind of it fits under our like ML programming. Um like Jason had mentioned, class sizes may be a little bit smaller. for instance, we run like newcomer classes. Um, and most of the time there's only four to five students in those classes because we don't have 15 newcomers um at one time during the school year. So, I think Avid Excel would kind of fit under that umbrella because it's um ML programming that the class size might not always be as high as we would want it in other elective classes, if that makes sense. Yeah. And at nowhere in there am I trying to scrub a course due to enrollment, but I used the

064word before, Jason, you you repeated it back to me, and that's intentional. I I I I don't like things to be assumed or accidental, that we should be intentional about why we're doing something. And if it's intentional that we're running a smaller course, then it's intentional running a smaller course. Those are just targets in that policy. They're they're not they're not requirements. So, but let's be aware of them and then we have a good answer. and and Ashley just answered it. This is why it is what it is and that's perfectly fine as long as we're just intentional about it. Any other hands on lines? No, I don't. Okay. Sam or Lori, anything else? Okay. Uh I guess resolution for the whole six of them or one for the tech and one for the Avid.

065I'll probably do six together and just add the courses. Okay, that's fine. Yeah. Good. All right. Okay. Thank Thank you. Thank you. I will move into director report just very briefly. Um another update from the science department at the high school. I know we have been uh filling you in along the way. Um, as you recall, uh, the high school team has been looking at their core sequencing opt options, um, to better meet student needs as well as ensure that we're meeting the, uh, state standards and the NGSS, NA next generation science standards. Um the team is looking at proposing a new course uh which would be you named something other than science 9 but right now it's called science 9 uh for one credit that would include both uh physics and earth science standards

066and then students would be taking biology in 10th grade and chemistry in 11th grade um join the meeting. I would love to know how to fix that, but that didn't happen and it is so distressing. That was very difficult. Yeah. And I was trying to figure out on the back end how to fix it and I couldn't. It didn't used to happen. No, I know. That's why I think it drives me crazy. You can see how HD when I have like you on the director or you on the WHS book. I am on the director's report. Okay. because I don't see a document that what I am just reading. Oh, that's what I was I see I see three things on summer school or calendars, but I don't see what you're science. Okay, I just

067want to make sure we're on. Okay, got it. No, no, no. Good. Um, and so they are working on uh potentially adding that course. Um they are also talking about a way for a more advanced science track where students would take what would be considered like advanced science 9 which would be done in one trimester versus two trimesters and then they could take uh project lead the way biomedical science as freshmen which would give them more opportunity for advanced science course work as juniors. Um they're talking about how they would phase this in because obviously you can't just uh change it immediately. And so they're working through questions like how does this affect teach coursework as it relates to teacher lensure? How does it affect the LA system? Uh how does it affect freshman scheduling?

068Um and then staffing issues. Um they are doing site visits to other high school to observe instruction and talk about different curriculum options. um they are continuing to pilot the materials through open sedource uh science curriculum in biology in particular. So the plan Oh, I'm going to Okay, before you continue, let's back up to the introduction. Okay. Um because we I don't have that document. I just want to get back on the same page because part of the time I was looking for it. Sorry. Uh what does that mean? Uh is this a curriculum team that's currently looking at everything at high school at the high school. Yep. So, if you remember, just an update on the curriculum for this, how everything ties together for science from 9 through 12. Yep. And as you remember,

0696 through 8 adopted uh science curriculum last year because higher uh I don't remember anything, you know. um as they had um and so they they were working as a 612 team but they had to diverge a bit um because their needs were very different um and so where the science high school science team is now um compared to where the middle school science team is now where they're in the first year of implementation of Amplify um and so they when they were reviewing the standards uh 912 they note that they were missing um some of the earth science and some of the physics uh standards through their typical course sequence. And so that's why they're re-examining what science in 19. Is this the same team that was working on the middle school and the

070amplified or is this this is the full high school science team versus it being the it was the full middle school science team at the time that was working on the middle school piece. So the nice thing is they're specialized so they're able to do that. And I'm assuming they're still collaborating with the middle, you know, with RMS. Make sure that we are aligning. Yeah. And the see that break. We don't want that break, you know, and I think that was why originally we thought of doing it, right? Exactly. Why we're trying to You don't remember all it either. Well, I have you asked a question, right? Right. That's what we did. Right. Mine was follow along. yours was uh I was going to say something like that, but I didn't get to. So, their

071plan is to bring a more formal proposal in spring of 2025 with the actual course proposal coming in November of 2025, which is when we're bringing our high school course proposals to everyone. So, just a a quick update on that so you're not thrown. And is that all in line with the curriculum calendar? Yes. Together. Yep. And we're going to go back in January. Yep. because we were going to revisit that every year. Yeah. Okay. All right. Elementary literacy. Um, as you know, we're have a review team um that has pulled together um to look at different sets of curriculum materials per act 20. We had a day where we had I think seven or eight uh companies come and present to us. After a deeper dive, we are down to two different uh companies

072and two different sets of materials. We're looking at um HMH into reading um and benchmark advance. Both of these materials uh also have Spanish versions to work with our dual language program um and they felt like they met the criteria for ACT 20 well and would meet the needs of our students. We are going to be taking a cross-section of teachers across our buildings to do a pilot of those two sets of materials. We're training teachers in December. those teachers who are interested in the pilot and the uh plan will be to begin the pilot in January when we come back on winter break. The pilot will run six to eight weeks. Um there'll be opportunities for folks to go observe to dig more deeply into the materials um with the hope that we will

073have a decision um at March ed services um about which set of materials we want to move forward with and then a formal proposal to the board um at the March board meeting. Um we are also in the midst of working on not only the um Ames web implementation which is the assessment that we are using 4K through third grade which is the statemandated assessment. Um we do need to create a reading plan for any student who's in the bottom 25th percentile on that assessment. Um, and so I'm working with the literacy coaches and the title one reading teachers, Sarah and the special ed department to talk about what that will look like. Those students under the 25th percentile also needed what's called the diagnostic assessment, which is just a digging in a little bit

074deeper to where the a breakdown in their reading skills are. Um, and then we put the reading plan in place and there's parent communication that goes with the reading plan as well. Um, we don't look for parent permission per state law for the reading plan. We work look for communication with the parent uh for that. And so the reading plans have a very the diagnostic assessment and the reading plans have a very strict timeline, but it looks like those reading plans will be implemented in February. And to be fair, we're doing a lot of work with our students who are uh below the 25th percentile already through our title one reading program, through special ed specially designed instruction. Um and with our reading core program, which we have in three of our buildings, um we

075feel like we're in good shape with that. We just need to make sure that our eyes are dotted and tees are crossed as far as the paperwork with the reading plan goes. Um so we will be working together with that. Does act 20 get involved with that reading plan at all? Yes, it it pretty much dictated the Okay, so that's why it is a new reading plan because act 20 mandated it. Exactly. This is an outflow of that. Exactly. Exactly. All right. Any questions about that in particular? All right. So, our next update is uh summer school. Um as I believe that I emailed, I would like to welcome Jason Whitaker as our new summer school director. So, thank you very much, Jason. Excited to work with him. He has uh uh many years of

076experience. I will not enumerate how many. Uh being a summer school director in Sun Prairie. Um so he brings with us a lot of experience. Previously he actually helped us connect with uh the Sun Prairie uh summer school director as well as we worked through the um summer school program. Um so he's excited to learn more about it. uh he's already been working really closely with Cheryl on some different uh staffing issues and whatnot. My plan today is just to give you a brief update and then allow you to provide Jason any feedback in particular that you have about summer school. Um of course I'm not finding my summer school notes that I had ready to roll. So I'm going to have to wing this. Oh yeah, it's okay. Um help prepare the new summer

077school director. Exactly. Uh first and foremost, what you see in your agenda are the uh daily schedule and the calendar. I know we had a couple months ago brought to you a different uh schedule starting a bit later. We decided to revert back to our previous schedule for a couple of reasons. One, we were concerned it wasn't very familyfriendly because it was starting later and I know if families have to work, they probably want to drop their child off and get to work. Um I know part of the concern was that it starts early so kids were coming later. Um the thought was perhaps if we start later they will just come even later than that. Um and so we kept our time as we had it previously. Um we were also losing um what's

078called FTE um which is how we get reimbursed because it was a shorter day. Um and so we kept those uh times the same as we had previously. You can see we have two different calendars. Um the first calendar is just the typical summer school calendar. We're maintaining the 20 days that we have had previously. It always gets a little wonky over the 4th of July. Um we want to be able to give uh teachers and families a bit of a break. Um so they can uh use the Fourth of July holiday for that. Um you see that again because our school year goes a little bit later this year which has been a topic of discussion. Summer school starts a little later this year as well. Um we'll be starting uh with a teacher

079work day on the 17th. Usually they have an open house that evening and then the first day with students would be the 18th of June running through the 18th of July. Um the strength and speed calendar um we separated out just because it was a little bit confusing. um that runs June 16th through July 24th. Um and those are um dates that we have confirmed with uh the teachers who are teaching the strength and speed. Um when we talk about changes for next year, I know one request was to determine if there was a way to offer PE credit for strength and speed. Um there is a very specific number of hours that you have to um be in class over the summer to be able to get that credit. Um and it's just not

080feasible through Strength and Speed to do that. They would literally have to attend like 3 hours a day of Strength and Speed to be able to earn that credit. Um we are exploring some options potentially online um that we might be able to do that. Um, in talking with DPI and looking at our current course book, um, it would make sense for it to be an elective PE credit, if you will, not to replace the ninth grade PE because the nth grade PE has a very, uh, set curriculum to ensure that they're reaching each area that they need to be reaching. Um, so we are still investigating that piece. Um, I have spoken with the P department just very briefly about it. Um, and I know that's something that Jason and I will continue to

081take a look at, but just offering credit for strength and speed, um, is not feasible at this point because it would be so many hours a day that they would need to be engaged in strength and speed. Um, so that is one piece that we're looking at. Do you have a quick question? So I see that strength and speed has it on the third. I I I know that they're kind of like their own little little thing, but will that be confusing? Because summer school, there's no summer school in the third. I believe so. I just I just want to make sure that that's being communicated to not follow summer school, you know what I mean, for those especially newcomers, you know, the younger students coming in. Yeah. And we they used to be on

082one calendar, but it got rather confusing with all the different shades that you had to have to say like summer school's in session and not spring strength and speed or just strength and speed. So we decided to divide it out. I believe in the past that has happened where strength and speed's in session but not typical summer school. Okay. So we are kind of keeping that as its own little entity outside the summer school. Exactly. Perfect. Yep. Um then we talked a bit about um communication with families. I talked with Carrie Dean who is the instructional coach who works most closely with the elementary piece. Um she said that teachers nominate students who are in need of summer school um due to being below grade level in reading or math and recommend courses that is

083sent home with families um before registration. And then we follow up with phone calls to families who have not registered for summer school that were recommended for summer school. Um I have some ideas about sort of how to beef that up or track that a little bit better so that the students who are recommended we are really um ensuring that families know that and doing everything in our power to get them to sign up at the elementary level. When does that start? When does that effort start? Uh typically it starts we are on a semester system at the elementary. So, typically that starts like February, Marchish, and then March is when we typically run uh summer school enrollment. Well, I should say really April, right after um spring break is usually when we start summer

084school enrollment. So, we're notifying families early. Um schools have parent teacher conferences at different times at the elementary level. So, it's not quite as easy as just making sure that we talk about it at parent teacher conferences. Also, not every family comes uh to parent teacher conferences. So, we need to have different ways to communicate that to families. Uh, with that, and that's at at that point in the game, that's that that's more of an HR matter, is it not? Because, uh, Margaret's got to find the staffing for the summer. And and that's I mean, that that's where we're backing up from. We're not backing up from, you know, how many kids show up at the door at 7:45. It's how many teachers are there to let them in. And do we have to know

085that enrollment on April 1st so we can set up those contracts? Is that ballpark? Um so we actually will start recruitment for teachers like in the next two weeks. Okay. Um we put out an application uh this year. We are adding a question on the application and uh is there a course that you would like to teach at summer school? Um to try to create some more engaging courses that teachers are excited and passionate about teaching. So we start that already back in December obviously. Um and then from there build the courses. Um if students are not enrolled in the courses, it's just like during the typical school year. Um we then don't offer the course and then we are have the ability to um I don't know the HR words but essentially resend the

086summer school contract. Um and we did have to do that last summer where we didn't have enough enrollment. Um, and so there were teachers that we had offered a summer school position to that we didn't have enough students for. So we rescended that contract. Again, I'm not Margaret and so those aren't probably the right words. That's fine. Um, and so that is like sort of an ongoing process. Um, we do want to shut down enrollment early enough um because what we don't want is a whole lot of last minute ads because that becomes really really challenging particularly if the student has specific needs like a health plan or um has some need for extra support in classes. And so we'll be working on shutting that down so that we have all of that information for

087our teachers to go with. Um again act 20 um we do have some requirement to offer specific summer school um support to students who are on reading plans and particularly students who are moving from third to fourth grade who haven't graduated out of a reading plan. We are working with the curriculum companies to find out like what what do you offer that would be correlated to what we're doing during the school year with our curriculum that we can offer during the summer. um andor do we want to engage our reading teachers over the summer to be providing more uh small groupoup reading instruction uh typically like we do during the school year too. So those are a couple of options that we're looking at for sort of beefing up that academic support. Jason, I know

088you have some thoughts about the middle school as far as beefing up academics um as well because I know that was a want from the school board and be and before Jason you answer my and and I am I am interested in that answer um I wanted to understand well is now the time for you to answer that question? You you just ended up in this position sometime in the last I'm going to say 60 days. Um I know that this has been a oh a interest a topic of interest for the board for at least the last 3 years and we know that there's been some gaps and maybe some misunderstandings, some mis opportunities and without putting this all entirely on your shoulders in your first 60 days on the job, I want to

089make sure we're backing up from that calendar again and saying, "Okay, when will we know what we When will we know what we know? When do we know what we're going to do? When do we know what we can do? When do we know what we have to do? Where are the changes that we can make? Where are we still kind of stuck with what we've had in the past? And when can we go back to the name balls balls balls? Every every like that one. Yeah. Every Yeah. I mean, and when can we go back to that job number one? Yeah. Uh yeah. Right. I mean, that's obviously the biggest priority is properly naming that again. Uh, but uh that all being said, if if if your answer is right now, I can give

090you that full update or if it's more of a matter of no, give me a month or two and let's do this again in January or February, uh, where we can have a more a better articulated plan. Um, I I'm okay with waiting. I don't want to put Jason under the gun right now with a lot of HAP information. I'd rather you have more time to, you know, line this up and tell us where it's going to be the same and where it's going to be different. And and the same isn't necessarily bad as long as we we know once again why we're doing it. Is it intentional? And and and and this is why we're intentionally changing some other things that were just gaps. So I I I want to understand your timeline and

091and and before you even answer that, thank you. Okay. Thank Thank you for stepping up. Yeah. I I That's awesome. I think you're the right guy for the job. I appreciate it. For sure. I It's been about 21 daysish. Okay. Yeah. Anyway, less than 60. Yeah. And to be to be fair, so like I I don't know. I just want to let you know what I'm thinking, right? So like I don't I don't have the answer for sure. I don't have like this is how summer school is going to be of equal balance of something kids want to go to and it's going to address learning loss and every teacher is going to want to teach it and it's just going to be this like utopia of but I'm glad those are all in your

092pot that you're together that's awesome and balls yeah um so like I I working really closely with Jenny and and Cheryl um I I want to be talking to Mike Cunningham and Jen Pennington who have been doing kind of the, you know, that been the administrator on site for a number of years and I know Colleen Good would also be somebody who may be in the position I'm in right now like figuring it all out kind of a thing, but I just want to get a sense of and from the board honestly like feedback on what you're hoping this is going to look like. Um I the number is 10 years in in my previous district. So, I was a coordinator and or principal of summer school um in Sun Prairie for uh 10 years.

093And so, some of what I need to do is unlearn what I learned there. And the board had a a very like like clear like want of what the summer school program was going to be. And then we worked through things like are we going to count traffic safety as a credit bearing class? Do we want courses that are going to get hundreds and hundreds of kids there? Because the money maker for the district. So that was really important in Sun Prairie was to run courses like Strength and Speed where hundreds of kids would come every day. Traffic safety, hundreds of kids would come every single day. Um, so I just I just want to know from lots of different people, what are you looking for this program to to be? What are you hoping

094it accomplishes? Um, and then kind of work from there. So I think it would be it would be really early for me to say like I have these answers because I've not talked to Mike Cunningham about it. I've not talked to Jen Pennington. not talked to Jamie Keep about it. I mean, I would it would make some sense for me to talk to him. He's been doing a job for a while. Uh, so that that's just my plan, right? Like it's like a 60-day plan or a 30-day plan. Um, which just getting to the nuts and bolts. I need to learn a lot more about Act 20 than I know right now. Okay. Um, so that's I appreciate that, Dave, and that's my plan is to just learn a lot and then start to formulate.

095Okay. So then on that vein, I'm glad you answered it more or less exactly as you did. Um then it comes back to two things. When and what do you need from us? And if the answer is what do you need from us is direction. I'm going to say good luck. Uh the the board has not yet in my four years been able to articulate a clear plan aside from every now and then we touch on what are we doing with the underperforming kids who are trying to push into the system that need to to to get it. um the summer learning loss, that's a classic, but the there's a lot of kids who don't aren't aren't at risk of that summer learning loss. And uh as a former board member uh had said, he

096said, but a lot of kids a lot of parents look at it as summer daycare, and that's fine. And and it helps with the enrollment, but the board, to my knowledge, has not articulated a plan. Uh Diana, if she were here, I think would come probably the closest to being able to articulate, but that's a singular plan. That's just one board member. the board as a whole has not really weighed in on it. if you wanted to meet with a subset of us or or pull ed services together uh or like I said do a subcommittee I'm sure that we could get two or three board members to sit with you as well as what you said Pennington and and and Jen or whoever has you know been the uh what do you want to

097call the organizers the implementers the the executors of the of that I think you'd easily get two or three board members to join you uh and not have to do it through ed services all the other uh committees of the board have subcommittees on a regular basis. I think that this would be ripe for that as long as it met your calendar. So if if that goes to part two, what do you need from us and when do you need it? Um, and if you can still pull that together in the next 2 to 3 months then and still hit that April date for enrollment and staffing needs, then it's a I don't want to say a tight schedule, but the good news is it has a beginning and an end. It doesn't have to

098last forever and and we can get in and out by March 1st. Mhm. Um, so I'd say come back to Jenny or Jared or or me and we'll see how many board members want to participate in that and I'll let them speak as a subcommittee of ED services um in order to help direct you if that's if that's how you hope to articulate it or or pull it together. And if you mean like I just need some lay of the land time. Yeah. No, I I get it. And so the other part which I was and if Sun Prairie had a plan to boost enrollment for the purposes of I'll call it income, I'm I'm interested. Okay. So if that means you need somebody from the business office uh in that discussion as well. Um

099then then let's make sure we have that person at the table as well to who understands the mechanisms there of FTEES and reimbursement. Um, so I'm going to give a huge shout out to Cheryl on that because in her role from business department to CNI, I think she really does understand that piece and in the summer we beefed that up and got a few more dollars coming in because of recategorization. See, I don't forget everything. And she she also discovered in the past once a kid was if a kid is excused from Sher School for like an excuse reason, we can also count those minutes. So that's something that we'll work on um implementing this next coming year too. Um I know that the dollars isn't the most important from the board, but I do

100believe it definitely plays a role. Um and I know we sort of did a self audit in years past about that and have made some changes um to ensure that we are being fiscally sound when it comes to summer school. I think COVID was at a time where uh we weren't didn't worry as much just because we wanted to get especially that first year kids in seats and we knew we had to keep small class sizes and whatnot but kind of realigning with that um as well. So I'll I'll talk about a subcommittee for summers. Yeah. And if we can get I'd say what two to three meetings in in the months of January and February. Is that kind of a is that a timeline that you think you can work with that gets you

101in the right direction by let's say March 1st? I think for sure. I think that'd be great. Okay. So, yeah, two to three meetings in the month of January and February would be the goal for that subcommittee. Okay. And Jason gets to direct that traffic. Okay. Traffic safety. Thank you. And again, thank you. Thank you. Appreciate that. Next up, um we'll go in the order of the agenda. We have the presentation on the um student engagement survey. And I will turn that over to Chris and Jason. Thank you very much. Um Chris and I often talk about being student driven and uh data informed and and and that it's a journey and um we spent some time last week in Elmer School District learning from some colleagues and one of the things that I left

102there is that we are further on the journey than we probably give ourselves credit for and that's a point of pride that we are um really focused on students but also how does the data inform us and today is just another example of how we are using data to really inform our practices. I just want to thank the the members of the committee and Chris for their work around that. Today we want to show some longitudinal data from uh student engagement survey but also the parent and caregiver surveys that have gone on for a number of years. Um just a reminder that this data is coming from our work from stutter w with stutter and uh so for a number of years we've partnered with stutter to really do two things. One is to pro

103provide some of these surveys uh student parents and and staff. They also worked with our ESC team and building leadership team uh to work through continuous improvement. That relationship has sunseted. So, we're no longer partnering with Stutter, but again, this survey data comes from our work from Stutter. Um, we talked about at planning committee, but I think it's important to note that, uh, future student engagement surveys would likely be run through school perceptions and really be focused on our core values. And I will bring that to the planning committee in January, um, the next draft, and get some feedback. Um I think it's important to note that you know the why of this survey is really that student parent stakeholder uh perception is important and we want to take a look at that data and

104gain some insights from our stakeholders. It's also connected to our strategic plan, our mission and vision and this model of continuous improvement. And then the last thing before I turn it over to Chris is that it's important to note that uh the survey questions on a fivepoint scale. And so it goes from strongly disagree through strongly agreed. And so it's just important to note that the fivepoint scale and Crystal will walk us through some of the data and then we'll close out with kind of how what do we do with this data? So what now what right? What do we do with this data? And we'll take questions there. So thank you Jenny. you want to keep going down. So, the first step we're going to look at is going to be the results from

105the student experience survey. And Stutter always um broke it down for us to help us find what our um bright spots, our highest rated items were for the students and our opportunities or our lowest rated. So this first slide here um is showing you in 2024 our bright spots were that they enjoy their electives, they believe their learning is important in the school and that they have opportunities to be successful. And then each of those we have here these are the district level scores. Each building does get their individual score. So that this might be overall because there's, you know, a thousand kids at the high school affected by those, right? The opportunities um for electives are high at the high school and it might be weighing that, but then there might be uh a

106different building that is going to have lower um scores in there. So the the principles and the uh district office do get to see those. And then um last year from our students, they feel that students are nice and show respect in their school is one of the lowest points. Um, and that is one that I know that many of the administrators, if that was a low one, was something they were addressing this year as something they wanted to work on. Um, I like going to school each day. And then I think my school is clean. I would like you to notice that in this one, I'm going to point it out now. The students have it as one of their lowest three and their parents have it as one of the highest three. So,

107it's just an interesting point. I feel like our custodians do an amazing job when I walk through our building. So, I just think it's like I thought the same thing. Clean to kids is very different than clean to adults. I think sometimes like they like they may see something that maybe looks old and they don't think that's clean. True. You get what I'm saying? I totally do. I uh I felt felt like the wording of this like are do kids clean up after them? Like what were they reading when they heard that versus what I see and what the parents see? And so I just thought it was interesting that it was there. Um so we then have um on the next slide the last three years of data for these. I think there's a

108couple of things we need to be um point out. I don't have it there. You see the star by 2023. What happened is they worked on the questions at Sudter and there was rewarding of the questions that happened between the 2022 and 2023. Once you reward something, there's going to be a response bias. They maybe thought that we were um soliciting responses with the old wording of the question. So by changing it the scores are going to change for some of the questions and we don't have the data for which of them changed and how or I don't have it. So noting that um and then also you will also I just wanted to make sure you guys noticed that in 2023 we had a non-response issue happening there with 500 less students responding to

109the survey than the year before and the year after. And this is before me time, so I don't know for sure, but I do know that I looked at and it it felt to me like maybe the communication within some buildings wasn't great to solicit responses was my guess to as what happened. I think I do remember like there was a some that maybe didn't even Yeah, I do remember something on that that there was maybe some specific classes. I don't know if there was whole building that actually did not do it. Yeah, I I do think it was a building issue for at least one, but it was a smaller. So, I couldn't tell for sure what why 500 was too many for what I saw. So, where else they were all specifically coming

110from and why I I couldn't tell you, but I think it's important. I'm not going to read you through there. You can see that the um trend was that the scores overall were higher in 2022. And if you go to the next slide then, Jenny, it has at the bottom the average. So, the average score in 2022 was 3.6, six went down in 2023 to 3.45. We have two issues, the non-response and then the wording change happening in that year. Which of those if either affected those scores at all? We have no idea. Um so then the 2024 scores in my mind I when I saw these issues thought okay 2024 is our baseline data. We can move forward and look for trends longitudinally now and now we're getting a new survey system. So this

111year is going to be ground zero for me for this. But it's still also good to see, you know, where the increases or decreases, but just to recognize that the changes in the survey and the wording. I assume some questions will be similar, right? Yes. They're not identical. Right. Right. Yeah. We also when we talked to Elen Brookke, one of the things that we realized is like some of the wording of the questions leaves some interpretation to the person responding and that we maybe need to have some um ask explain how or some clarification on what we are asking versus what they're responding to them. Um, one of the places that I saw it was in the summer when we did our student engagement when we were told we needed to work on communication. And

112I was like, "Yes." And then what everyone was saying like, "No, that's not what I mean." Because I'm looking at it as a teacher where we have communications versus what a parent says our communication issues are. And so when we say in communication is good, bad or otherwise, what type of communication needs to be very clear when we ask some of those questions just as an example um for an opportunity for how we word our questions. Um then if we go we have the family caregiver results and um as I noticed mentioned our highest scoring one here um was that the school is clean and well-maintained um and children have the materials they need and they are treated with respect in their school um were the highest and then um opportunities were that they receive

113positive phone calls and emails regularly receive feedback from their school staff and I Both of those are maybe addressing communication which is something we talked about a lot. Um and I believe rules are enforced consistently at this school. And then we again have the and this time four years. Um again don't have my time machine to go back but 2021 I am wondering if that was not given because that was our co year to students not being in the buildings consistently. Does anyone know for sure? I don't know why we have four years of longitudinal over the one and rather I guess but we could still email them home to the parents right and the parents could still do that. Um also again less student are less parents responding in 2023 but still not what

114I'd like it to be in 2024. I feel like we could get a few more families to respond um would be helpful to get a more clear picture of where we are at. Um so then if you go then to the last slide you can see our averages here for the last four years and see that for parents um last year was the lowest scores we've had in four years for the average of those data items. Um so then the last slide we have talking about what we are doing with this data and Jason was going to talk a little bit about that with you guys. Thank you. And so just a reminder that each of our buildings really have worked with their leadership teams to craft six building goals. Uh three student uh focused

115goals and then three adult practices professional practice goals. Two of which are really around student engagement. So, for example, the high school has a student engagement student goal and then really engagement adult practice goal. And so, what you see here is just some examples of what uh we're seeing at the building level to really um engage our our students and parents and to react to this data that that we bring forward. And so some examples of uh student engagement goals are around uh respect uh a focus on respect. I know the high school is working on positive communications home. Um I think the middle school is really focusing on um uh students liking to come to school and what does that mean and and talking to individ individual students, small groups of students, student advisories

116about what you know what does this mean when you say you don't like to come here? What can we do differently? and and similar uh notion here around our uh professional practice goals. That's really around our adults, right? And so again, positive feedback uh to students and feedback to adults, connecting with our adults or our parents around what's going on in the classroom and the progress being made towards academic goals. And then the last category is really around uh communication as a whole. Um certainly uh an emphasis across the district in our buildings, things like rooms that Melissa Lampy has has brought forward. Uh things like the uh Briefings, town hall meetings and our district newsletters and that's really being replicated at the buildings as well, increase in s'mores, the the weekly newsletters to families

117and to staff. And so it's a comprehensive look at at how we're using the data and um moving forward. So questions about any of the data or the work? Um do we get uh do we have benchmarks uh statewide, nationally, etc.? No. Um our move towards school perceptions, we'll get some of that comparison data similar to what we see at the HR uh committee. Um, so we'll have that, but not national. Okay. To to to just look at four years and four numbers and see them consistently going downward is not encouraging. Um, on the flip side, there's a lot of other macro, uh, you know, items going on out there where people in general could just be upset because, you know, of inflation, you know, so let's just rate everything badly because I can't buy

118a loaf of bread for a buck. So that's why I asked if we had a national benchmark because that national benchmark may say that every survey ever given from you know how much do you like your car to are you happy with your kids education could all be trending in the wrong direction in which case I don't want to and and of course Chris you wouldn't read into these things more so than you you should because they're just numbers but if there's underlying reality to this it. I'd say there's cause for concern, but we didn't need to understand more. Um, that's just my high level assessment of it. Not not to say that I'm that anybody's not doing a good job or that we're not focused on the right things. It's just that it's I

119I it'd be more fun if the numbers were going up. Oh, for sure. My magic wand worked. I'd use it on that. But I also think it's like we don't have national and we do look at like building wide and we can say okay in this building this seems to be more of an issue than in other buildings and then can have conversations with the leadership in that building like they always are going to recognize their lowest three and they're going to choose to work on one of those three as their student engagement goal. But then for us to be able to say, you know, at your building specifically, this seems to be an issue versus, you know, the other buildings, we do have, you know, nine different schools that we can compare the data

120between them, which is helpful. So if we're ranking good at Webster on one and poorly at SH on another, we can take to get, you know, from SH to Webster and say, okay, how are you doing this differently? And that's that's good to have. I would say that we connect with principles regularly about their goals, all goals and it's pretty unanimous that principles light up when we talk about goals around engagement, right? And and I think it's because there's more creative freedoms to how you get to that, right? And so, for example, Douglas uh this year has has a Monday meeting with all students and staff minus kindergarten because they're still learning school, right? to start the week off, get students excited about learning. They talk about some academic achievement. They get them to class.

121That's different at the high school. They do a monthly uh pep assembly now about uh recognizing students and staff and then positive feedback to parents. And it's looking different. Those stories can be replicated at every building. And so, uh, it's it's really exciting for me to watch, uh, how different buildings approach this and the excitement that I see from building leaders and staff around the this work. So, Lori or Sam questions? No, I don't think so. I think it's interesting that in the student survey, uh, students, uh, perception of lunch increased over the last three years. um like they think launch is better now than they thought it was a couple years ago. Um and then also uh 18 and 19 questions 18 and 19 also had an upwards trend instead of a downwards trend

122which is I feel my family is treated nicely or with respect at my school and I regularly receive feedback from my teachers about my academic progress and I think you know I've already talked about uh some of my concerns about subjective surveys and how even some of the things that you guys just talked about I don't know how reliable information is when you get it from a survey just because so many people come from so many different places. Um there was an SNL sketch, I don't know if you guys saw it, where they had like a they had like a quiz show and it was is this person a Republican or a Democrat and every every single person who came out kept on saying things and you couldn't tell what they were. It was really

123great. But that's what I I think of things like that when I when I look at a student survey. Um just because uh I believe rules are enforced fairly. that can mean so many different things to so many people and two people could answer that the exact same way while feeling negatively about how they were treated in relation to one another. So I think that the ones that are showing an increase in perception tend to be a little bit more objective. Um I think the school having healthy food choices, family being treated nicely, receiving feedback, those are a little bit more quantifiable and I think that there is a little bit more going on there. Um so I think that sort of thing is interesting. I don't know quite so much about the parent family.

124Um, kind of on that subject, I participate at my office with the Gallup Q12. And to your point, one of the questions in there, I have a best friend at work. And I was like, does anybody have a best friend at work? And besides that, what's the what's the definition of a best friend? I don't even have a best friend in my life, let alone a best friend at work. So I changed it when when when I when I administered and then I try to compare myself nationally to the Q12 and I' I've internally changed the question to I have a good friend at work. Okay. Well, that's different than having a best friend at work because your definition of it. So then how do I compare myself nationally to the Gala Q12 because I

125internally put a thumb on the scale because I didn't like the question. Um, when it comes to stutter, when it comes to school perceptions, is that the title of it? School perceptions, are we going to be able to tweak them or should we not? I mean, I would say we should not if we want to compare it nationally, but to Sam's point, there's some of them that are just too damn subjective that we don't even know what we're measuring. and and I don't want to get into it where either the the the the board or the staff is of the habit of words smithing survey questions cuz they start losing value when you're trying to compare to yourself nationally or statewide or building to building. Um, at the same time, I just want to understand

126your understanding of the mechanism by how this is going to be administered in the future and how much leeway we're going to be given in the questions as a as a district. School perceptions would tell us that we don't want to do much tweaking at all. Right? But they will afford the opportunity to craft some additional questions. Okay? So like I think there's a bank of I don't know five to seven questions on the staff survey that we developed as a district that you know when we present we just say these are our own questions the rest are you know uh you know by uh some some and and I would agree that we shouldn't mess with those the ones out of the box because it diminishes the value in comparing it even if although

127there could be some subjectivity to them right um and and I'll bring uh the latest iteration of the student engagement survey to planning in by committee in January. Okay. for discussion. Just with one more were there things I don't know I don't remember last year were there different student engagement goals plans that you did last you know that we at this time we're doing last year that you're seeing any reflection and I know again we're looking at just you know maybe not but I think it's important to not do things just to check the box. Absolutely. you know, um I I just want to comment like the uh communication, you know, to homes, positive communication. Um I think it's like a great idea as long as it's genuine. Um I'm feedback I'm getting is it

128doesn't feel genuine. It feels I'm checking the box. I'm sending home a nice note to the families and to make everybody feel good. So, I just want to make sure that we're, you know, not doing things to check the box, but doing it with some genuine, you know, if you don't have, you know, something, if you don't have something nice to say, don't say anything at all. I don't know. Sometimes that may be the case, but um, you know, I did, like, as a parent, I did receive one and when I brought it up to my son, he was like, I don't do that. He's very honest. And I'm like, well, you must be doing something good. But then when I found out that this was happening, you know, so I just want to, you

129know, be sure that we're not making teachers to go out of their way to check a box and to find find it to be genuine. So I didn't know if there was anything last year that you saw that did make an improvement. You are seeing some positive or no, maybe that wasn't the right thing. And it's not always the right thing, but you want to do it for the right reasons and be getting some change. Yeah. No, I I can speak to that at the high school level. So last last year, we rolled out our Gossling Flight feathers. It's just the beginning of like gratitude, right? And so we're like, all right, like let's let's hit respect at at a at a different level. Um so we attacked it through gratitude. We had 78 Gossling

130flight feathers third trimester last year, which was good, right? um we had over 350 first trimester this year, right? So we so what we had hoped to just see an increase um every trimester. Um now like our building wide goal is to get a thousand I mean if we get a thousand recognitions which is astronomically higher than we thought. So it's it's fun but I think through that it's also creating a lot of conversations um around other ways to recognize people and creating some other other fun pieces and and um I that's good feedback with our positive communications. um you know because it and you know yeah yeah totally and um you know what what what we're seeing too and and I agree like they it should always be always it be genuine you know

131and so um you know and at the same time though just by by creating a link of communication or by connecting some dots and parents the sort of conversations that are coming out of that you know are then then it's a dialogue or oh great hey I have you right now can we talk about this you know and and even that I think um whether hopefully families are feeling it. Um, you know, but but I know a lot of a lot of teachers have anecdotally said, "Oh my gosh, like it was so good to talk to this parent, you know, or this family or or some people have said, "Yeah, like um you know, the positive piece was was good, but actually they brought up X, Y, and Z, and then we were able to

132solve this other problem." Um, so that holistically we're just trying to like figure out on the whole how we can keep moving forward. Yeah. No, I appreciate that. And I would say that this action plan process that we've introduced is really action research, right? We're we're asking teams to look at data uh look look outside of uh their building whether it's across town or across the nation for best practices and then develop a plan. And so I would say to your question, there are varying degrees of of positive uh numbers based on their work. But that's part of the process, right? And it's a process is to look at data, be informed, look at research, develop a plan, and then and then respond accordingly. And so the action plans that we're seeing this year are

133in direct response to the data. That's the exciting part for me. and and and and thinking about what we can do differently or better consistently. Yeah. No, I agree. Yeah. And I didn't mean it as like don't do that. Oh, yeah. My son is a very brutally like he doesn't realize when he I I think sometimes kids too, especially high school level, they may not realize that they are making an impact or they are doing looking that teacher may appreciate how they're acting without even realizing they're academic. You know what I'm saying? And it was a English class which is not his. He's like I don't want to read in front of the class. I'm like but you are you're doing it. So it was a good conversation for him and I but um some

134other parents have been you know just asking you know and change is good and I think it's something they're obviously realizing I would look at it as if if parents are like oh I never used to get this before. Agreed. It it means it's it's doing the right thing. They're there should be recognizing that. So, it's people want change, but they don't always like change, right? It's it's finding that balance. I agree, Lori. Some of the buildings too did use their score and then like target that. Not all 20. They picked one of the 20 to target and then looked at the 2024 score and they had like a goal to get it from this score to that score. So, it was used last year in that. But again, targeting all 20 areas is not

135something. So they usually pick one and then in that building look for specific growth in that area. Okay. No action items from that. No action items. Okay. All right. Our last item on the agenda is just our final look at the WHS course book and course book updates. Mr. er had brought uh the course proposals um and some minor adjustments such as uh language adjustments andor needing to remove courses for various reasons. Um he did update a few other uh changes um at the end of November um that you can see at the highlight at the bottom of the uh coursebook update piece. Um, we had modified the AP prep language uh per ed services. Um, and Josh, I don't know if there are other things that you want to clarify here. No, no, just

136just that in uh in any 90page document um sometimes there's always Easter eggs um you know that that you find when you go through or when 50 people go through with the fine tooth comb. Um, so these these reflect that. Um, so there's just some minor adjustments um, here and there. Um, but with with the ultimate goal of just communicating clearly what our options are um, and and airing on the side of being thorough. And then the final course book um, will need a resolution just for approval moving forward. Um and in the past I feel like we either haven't done it or it has been done in like February or March which is after the students have seen it. So our plan moving forward is to bring course proposals in November. The final course

137book with those updates in December and then in the December board meeting we would uh just move to approve the full course book annually. Okay. And I'm just I'm you're highlighted in yellow per the meeting minutes from last month. Uh Josh was uh ed service committee supported Spanish five and six German five and six to the L course offerings and asked administration to revise the course book AP descriptions to better reflect the level of rigor in those courses. Was that is that what I'm reading in the yellow here? Correct. That's the last bullet point. Last bullet point. Okay. you did get that uh taken care of off of the last ED services meeting given that that was a quote unquote action item. Y okay are the only course changes the ones that were brought forth

138last no uh last month that was the only real changes. So Jesse added a few and took out a few and then uh those I just like I said the uh the addition of uh was it German five and six and Spanish five and six. Yeah. Okay. Correct. And then um it was brought up at the last board meeting with um the the updated flowchart um that was not included in the um the proposal at ED services in November. Right. That was the that was teched correct chart. Yep. Yep. Is that what he handed out? That's what Jesse handed out, but it it wasn't it never made it into the meeting minutes. I don't think it did make it into the meeting minutes, but I believe there was a change um that he from what

139we had in the meeting minutes compared to what's actually going to be in the um Yeah, I'm looking at that now on page 89, I guess, or something. Very beat to it. Yeah, it's very similar to what we saw. I don't know if it's identical to I've almost memorized it at this point. Um but I can't remember that page numbers. I'm look well I'm looking at the 14. Yeah. Thank you. Yeah. Page 89. Now if you go to 89 then that would further reflect at the bottom. Okay. Okay. Yeah. I don't have any anything granual to add to this. I think we hacked out last time. All right. So if we need approval in the resolution then do that. And do we is that just for the high school or do we have to do

140a middle school course book too or just the high school? I don't think we've done a middle school course book like that in the past. Um we can I'm a little bit surprised we have to approve the whole course book. We approved the additions and subtractions. I'm not saying that I'm opposed to it, but we had that discussion down there too about whether or not we need to bring the full course book uh or not. Uh Katie Perl has memory of bringing it in like February or March in the past, which seemed late because at that point it's already printed. Yeah, it's already so you know my figure was if you wanted to get something out at that point, we would uh courses. So I had that debate as well because it's not something we've

141done in the past. Lori or Sam or if Craig's still I mean I don't think it's policy that we have to approve the course book. We have to approve curriculum changes. I just we can throw this in as a resolution if we want to. I just it it'd be a I'd hate to even call it a formality. It'd be a non-policy policy that we approve it. And is that something we want to do? Would that be the place to put it? I I'm kind of of the same opinion that like when we do the special education procedures that we have we just have to do it. We have to rub our stamp. I believe that is but I think the the like Jenny was saying it's come when it's already been. So I mean it

142would make sense if we're going to do it. Let's Okay. I'll see if we can put on the consent. Well, if uh I hate to if Craig, if you're still online, we should figure out where the policy is on this subject and find out if we're lined up with it in Neiola just for the purposes of being consistent. Well, I imagine that because they're doing that right now. Okay. So, I will look through that. Nobody will remember I said that and and we'll forget about it when we get to Niola. But if we have to I like to do what you say and say what you do. That just be consistent. All right. Um okay. Uh action items moving forward. I have a December board resolution for the six uh RMS courses. Um the approved

143course book for the high school on consent agenda potentially. but then look into Miola as to how we should move forward with that in the future. A subcommittee for our summer school two to three meetings in January, February with uh Jason Whitaker. And then I was going to add a reference to class size policy on the course proposal forms for future use in the January. Um no, but uh topics next month for January, which we won't meet till January 14th, which I think will be the longest stretch without an end service. Quick and really quickly. Yeah. Yeah. I was like, "Oh, oh, yeah. Me, too." Um, and then so the next one would be January 14th. We'll we'll have to work through open enrollment numbers. Um, at that point, I was going to revisit the

144curriculum calendar. Um, and just to ensure we're on pace with that. And then, um, any other items? Uh, let me know between now and then. Um given that the uh state report card we we bumped that from the November full board meeting just because we knew the November full board meeting was going to be full which means that the state report card is going to come up at the December uh board meeting at the full board meeting. Um I'm not 100% sure in times past that that was always something that came through ED services first. For some reason, I thought that it might have, but then I know that that's something you can't share with the board until some certain date in November anyway. And so, is it at ED services or is it not?

145I guess my question in bringing it up, if the first time the board's going to see it in December, do we want to leave an opportunity in January for head services to discuss anything about it deeper than what the board would dive in? I think we're used to we did data we did like did it in data meetings then we've also we also had that round yeah rub whatever you want to call it. So, I know we've done it differently. It seems like every year. Exactly. So, and and so I'm not saying put it on the agenda, but just leave a a placeholder for it in case there are some things that you guys want to do from a data perspective on that and and whether that's full board or whether it's ED services. Um

146I would I would I would assume that that should be something that ED services the clearing house of that information and what that's just not the way it works out every year. Yeah. The beginning of December. So let's say that ED services falls in the beginning of December, right? Um depending on when ed services would fall in November, it could still be embargoed, which means we would be able to talk about it. Exactly. But if if the December meeting was amanable, the um it's not embargoed at this time. And so it could fall under ED services every December to then have a full discussion at the December board meeting. Um which would then prevent any sort of backfilling, right? present it at a full board meeting and then talk about it at its services. Right.

147This is my this is my point is that and I'd like to have you know Chris to have a running start on it to to make sure that there's not a bunch of bad conclusions drawn without the ability to dig into it a little bit deeper. And so it's appropriate I don't want to say it's embargoed but that there there's an opportunity to digest it before it becomes fully public. I'm just trying to figure out how we line that up. And so we'll find out what happens in December. Right now, right? Yeah. Yeah, I guess. Yeah. And it's a moving target every year. The dates of unbarledness if they don't tell us that until like Okay. Late October. Well, let's just put a placeholder in case we want to talk about it more in January.

148If we don't if we don't get questions asked and answered in December at the full board, we can have an opportunity to take a look at it a little bit deeper in January if there's something there that we want to hammer on and get maybe the rest of the board may have, you know, and then we can kind of get a be Yeah. questions and they can be discussed and then reported back. So those could all come up in December and then we can look at it in January. Okay. Um no uh that is correct, Jenny. uh you hit all the action items that I uh had remembered. Um which I don't write them down. You do. Um and Jason is as far as those meetings. I would encourage you to get to Lynn early

149and I we'll have next it's not this Monday, it' be two weeks from yesterday to ask the full board if they're interested in participating in a summer school subcommittee. Um, and we'll all see each other on Monday night as well or a s good portion of us. I just want you to get out in front of that because I don't like to be playing catchup and then find out you only have time for one meeting and it happens to be March 15th. So I I just want to make sure we get out in front of that. I'm just trying get getting three of us in a room sometimes is difficult if we're not planning on it. So yeah, try to get that to Lynn and um maybe a description of what that might look like

150after you talk to central office and the other people who've supported middle or excuse me summer school in the past. Okay, Craig. Yeah. Anything? No. Okay. Okay. Um nothing else. We're adjourned. Yeah. Didn't know. Thank you. Is that early?