TLE & Pupil Services Committee; Regular Board Meeting - 3/18/2025 (5:00 p.m.)

001e e e it is 510 pm and I am calling this um session of the teaching learning equity and pupil Services committee to order um again I apologize for the delay um for due to technical difficulties um we were a little delayed getting started to do that um can I get a roll call please miss yes Megan Miller present tom henkins here and Greg Schneider present all members are present okay uh um can I get approval of the agenda so moved second we have a motion and a second for approval of the agenda any discussion hearing none all in favor I I I unanimous vote um and next is the can I get approval of the minutes please so moved second we have a motion a second for approval of the minutes any discussion um

002May I abstain please thanks so okay um hearing um no discussion all in favor say I I I um any abstentions I abstain okay um motion carries that brings us to item 2A um a presentation on secondary um trauma in Educators um and again it's Dr Stephanie horeg dmuk hopefully I got the name right um who is going to do a presentation on her her research and dis dissertation um and looking at the school district of bit so we're looking forward to this presentation so uh Dr Stephanie thank you for having me I appreciate all of you and the patience oh thank you and the patience with technology which is always fun um yes so my name is Stephanie horm Dr Stephanie horm dmuk um I was born and raised here in booy um little

003background on me so you know um I was born and raised here in booy um from a divorced family so half my life in Rockford half my life in boo I graduated from blo Memorial High School in 2004 um I went and I got my bachelor's in education with theater and English and I taught um here actually in this district for quite some time to me at least um and I ended my teaching career here um the picture I have up here some of you may know the gentleman next to me that is my grandfather he was the principal at aldrige Middle School for 30 years William Henning um and he kind of follows me with my passion to keep going with this district and making sure that we're doing all we can for our

004students and our Educators and our Administration um so the reason I'm here is I um was doing my disertation for my doctorate and I focused my time on secondary education I mean sorry secondary vicarious trauma um and it was a focal point for me to come back to the school district blate again because that is where I grew up but it's also where I taught and the students that I saw as well as the teachers that I work with and I know a lot of them are still here um but there are also a lot that have retired and so when it came to trying to understand uh secondary trauma a little bit deeper um I decided it was time to go into the schools and actually talk to the teachers because when you look

005up and you try to find the research on uh Educators and secondary vicarious trauma there is very little there is a lot with administrators there's a lot for um counselors School psychiatrists but there isn't very much when it comes to that trauma on Educators so I took my um time with that uh currently I am the the director of the lgbtq program with Family Services of Southern mcon in Northern Illinois um I run um that program as well as the pride theater Productions and The Rock County lgbtq committee out of that so when I started my research these were the three questions that I focused on um what support structures do retired Educators feel they needed and what support structures um sorry what supports do retired Educators perceive could have helped them so what's their

006in what's their thoughts on what could have helped them and then also to talk about the third question what their experience um had that contributed to the feelings of burnout ineffectiveness or leaving the um the profession early all of these Educators that I interviewed were from the school district of blit I did not go outside of this District they were all from this district and they range in age as well as times of service as well as times that they were in the district and when they retired um to give a little bit of background in case you are unfamiliar about secondary and vicarious trauma when we talk about secondary and vicarious Trauma from a mental health standpoint we're talking about the trauma that was not actually there during the actual traumatic moment so they

007did not experience the hit or the experience the verbal um assaults or any of that it was the story or the emotion that was passed on from a person that did experience that most often children so um working at Family Services specifically with defied domestic abuse for the last 10 years my focus has been a lot on domestic violence and sexual assault and often the secondary victims are the Stu are the um children uh they watch they weren't necessarily there but they see the bruises they see the um impact that it had on them so that is what we talk about when we talk about secondary and vicarious trauma we're talking about the trauma that wasn't actually witnessed but the stories the emotions that happen after um in the United States I want to point

008this out that 2third of all the children that are in the schools have experienced one traumatic event by the age of 18 so this isn't something that is not happening and I know the school district of BL is aware of that I know you all have also the Educators have taken in um lots of training or um some training on uh tra trauma informed care which is something I'm going to be talking about explicitly with this information these are the demographics oh smaller but most of the demographics you can't see all of it because of we're it cut off but most of the demographics of the uh teachers um they will not be named they never will be but these are kind of the age ranges so you have um the retirement year of um

009the teacher is the the year so the 2004 2007 that year um the 47 years the 10 to 18 that is um the age range that they taught students so this is you know four to seven years old 10 to 18 years old and then the uh gender demographic if they chose to give that to me um there were a total of uh 14 and then it has moved since past that um I have continued with this and have um actually racked up about 25 again all from the school district of booy um with all of this data um some of the data that I'm giving you is based on the first 14 and I will let you know when it is after that point so um the first thing that I noticed with my

010research was that there were a big category of peer induced trauma and this came from teachers relying on other teachers or other people within the school to actually deal with that secondary trauma that vicarious trauma so um in the first graph there for the trauma frequency from peers um those are the first 14 and uh between at least one all the way up to six times they felt that their trauma was influenced by their peers to the point where it left the school building so that means it left them when they they were no longer teaching for that day 10 out of the 14 participants in the original 14 said that they relied on their peers for the emotional support and the guidance they didn't feel they had that necessarily in any other aspect um

011they um and then one of the quotes from one of the teachers is up on the right hand so um you can have a second to look at that some of those quotes are pretty profound that we're going to go through but that is the one in particular about when it comes to peer induced trauma and then the um the last graph is from the entire 25 uh teachers that I've actually interviewed where Pier trauma affected them outside of the school currently this is where we sit so I just simply ask him that question get this information I didn't necessarily get the answers right away um this was a um interview process so these interview questions I gave them they got to actually have a conversation with me I will tell you that some of

012the teachers when I asked them about trauma were like no no no I don't think so and then I started talking and boom right away they had a story boom right away they had a story another story came off and in their brain they either had not linked it to trauma or had felt they gotten over the trauma and even when I pointed out that it was trauma they went yeah that's probably right so they did not necessarily feel it as trauma in some of these situations but eventually when we had that conversation talked about it they knew and they could register it as trauma for themselves so peer induced trauma was something that they talked about because I had remembered when I started teaching that there was a program here in the district where

013every new teacher got to be paired up with another teacher that had been in the district for a while and I remember having a very great experience with Greg wallendal who was my um peer Mentor but I knew that there were teachers that didn't and I also knew that after that year was up there was no follow-through with that there was no hey how' it go can we sit down as admin and talk about this hey how how can we make this better there it was just hey you have this for a year okay great move on so I wanted to get an understanding of a little bit more the process of that so I did a lot of research and talked to them also about that program it is voluntary for teachers unless I'm

014wrong I went and looked it up to make sure I was right a couple months ago so if I'm wrong please let me know things change um but uh we talked about in a great deal with the other teachers I've interviewed since about it and they enjoyed the program for the most part but agreed that it didn't give them the basis that they needed and when it came down to the trauma it was easier to go to the people that they worked in their pod with or they worked in their subject matter with or in their grade level with because they worked with them more closely and had a closer relationship with them the other major find um was that the administration was the key trauma to the teachers um in the school district of

015bloy after interviewing um all of the 25 85% of all the participants um that I interviewed say that they felt that there was a lack of administration support on more than one occasion so they felt that it wasn't that they didn't like going to their next door neighbor and talking about it but that Administration was not a safe place or their administrator was not a safe person to talk about that trauma with um actually we had quite a few teachers give examples of this so we had a teacher explicitly talk about a quite sad um issue with uh student bringing in a weapon to school and that there was no trauma for that teacher after that happened that teacher did not know that that gun was actually in her classroom that teacher also did not

016know what was going on until they read it in the news paper so there was no idea for her how to handle it a principal did not come up to her and ask her how that went how did you feel hey we had to come in and do this how did that make you feel there was no backtrack to check on that teacher it was we handled it it happened we moved on um there also felt to some of the teachers again these quotes are up there that there wasn't a plan on how to handle secondary vicarious trauma that there was a plan on what teachers do to help the students there's plans in place for that like tornado drills you know sadly we have to do um um people coming into our building to

017do things that they shouldn't is also something that we practice but there is nothing in place for mental health trauma for the students or for educators um I will say that the thing that got me the hardest with looking at the administration numbers is that there wasn't a single teacher that could would not tell me when I asked them did you 100% feel supported by your Administration team the entire time you were at the district not a single person could do that um outside school decisions were highly impacted by the secondary and vicarious trauma um 50% of the people that I interviewed said that they couldn't separate School mindset from the outside school mindset so once they left the building they could not separate that's 50% of all of them so 50% of that 25

018uh 30% stated that divorce from their partner was school related that does not mean that that was the cause of their divorce I don't want to get anybody in trouble here but it made an impact on that divorce um I had many teachers actually explain that it was one of the catalysts to filing it was also one of the catalysts for them to actually realize that until they could get their work and home balance life made that they had to make that separation um and 85% felt that Administration bias led to their insecure feelings in and out of the school so the bias and how the administration handled that I actually had um of the 14 14 Originals seven of them said that there was a bias toward their age and how long they had

019been in the district that had led to them feeling that they could not go to admin and actually have a conversation about any type of trauma that experienced that they had either personally or in the classroom 100% of every educator interviewed could think of a peer or student traum that had a significant impact on them outside of school so that means every single teacher that I have spoken to has said that some type of trauma that vicarious secondary trauma affected them when they left school that they couldn't get it out of their mind it was unable for them to just click it off put that key away when they left the building and shut it off um and then in no way was it 100% given that you were going to be helped and supported

020or some kind of solution could be found at school that one really hit me hard um that quote came from only one person but the quote and the the meaning around it was heard numerous times throughout the 25 people that I've interviewed so far um these are just some other demographics um would the the Educators I interviewed do things differently would they actually consider not have retiring when they did or leaving the profession when they did if things had been different trauma wise we had one one person say maybe two say no and the rest of my 14 said yes absolutely they would um and then another sad thing that I again looking at Administration that Administration support frequency um I asked them in regards to their weekly as well as their um termwise the

021the administrative support that they felt um majority of them 12 out of the original 14 said that uh on a weekly basis they did not feel that they had admin administrative support to deal with the trauma that they were facing within their classroom as well as when they left um so with my information and I will gladly share it with anybody that wants my full dissertation because this is just a brief little clip of it there is a ton more um on my findings as well as my recommendations I will gladly share that with anybody however um I went to the district and I looked at what you have in place when it comes to teachers in particular um I remember my teacher handbook I went and dug it out um and it's the same

022except for maybe couple sentences here and there and I left the district in my last year of teaching was 2011 um and I know it's really hard to see but the first little picture I had taken a part of was that mentoring and support for the new professional educator um it goes through pretty in depth what's going to happen it talks about what the teacher is expected that you can volunteer how long you have to be in the district to volunteer um it talks about um how you're supposed to serve that there's 10 days if you do not agree with the teacher you were given that you can actually change that teacher or talk about having a different teacher be your peer that is it there are no nothing in the school district of Boo's

023rules on what is supposed to happen after what the follow-up is how that teacher is supposed to direct or guide or be with the other teacher none of that is there so you have you have a guideline but it's oh no did it go away I don't know what happened um but there's a guideline for it um but it's not specific um then you have um violence in the workplace which is where I tried to find some type of data on trauma when there really isn't that much um in the school district and in the policies and procedures and the handbook and this is only taken from the educator side I did not go in depth in the other handbooks that I out there this I specifically focused on the educator um and then the

024protection of staff there is nothing about mental health there is nothing about how they are to deal with trauma secondary or Primary in other words within your handbook it is all in regards to helping the student there is nothing in the school district handbook on what the teacher or what the educator or administrators even are supposed to do for themselves or ask for when something happens to them or something something that is impactful to them that is doesn't exist in the handbook for the teacher in particular and I sadly would venture to believe since I was a teacher before I knew they weren't there when I was there they probably aren't now in the other handbooks that are there as well so in my opinion after doing all this and finding my results and things

025these are the things that I think I would recommend that the school district of bloy needs to think about um you need to we need to look at our our policy support you know what do we have in our policies that support the teacher most of the things are in regards to helping the student and protecting the student in case a teacher does something that they should not be doing Fair we need those but there is nothing in our policies that help the teacher when something is affecting them from an admin or a student or even a parents perspective our peer support policy that you do have yes it's a year but what happens in that year is there every quarter you look every quarter you do a check-in something of that nature it's not

026there and how healthy is this yes you have a 10day window that if you do not like your teacher you get to switch well what if I like my teacher but then halfway through the semester something happens and we have a conflict and I try to resolve it and nothing happens and it just becomes left there there's nothing in that policy to help that so you don't have a healthy policy that ensures that those teachers have the ability to voice their opinions after those 10 days and then who checks in there's nothing in that there's it's assumption I know it was when I was a teacher that the admin would that my admin would check in with me see how things are going and I assumed with my pure um support teacher they had that

027as well but I don't know I never got that um I worked at mcneel for two years and I worked at Aldridge for three years and at no point in time did I have uh an admin ever come to me and ask me about my trauma I never had admin come to me and ask me and check in simply with those questions of hey I know you're new or hey I know you move from one school to the other how are things going how are things going I never had that um and then boundaries it's really important to have boundaries but it's also really important for educators to have boundaries with other Educators because they're relying so much on each other that they're skewing the boundaries between professional life and personal life to the point

028where they are also experiencing that secondary and vicarious trauma not just from the students but also from other teachers having to feel that they have to come to them to express that because they can't go anywhere else um and then that empathy I think every person that gets into the education world has empathy we are all people people um we want to help people we want to be there for them and sometimes I think we get taken advantage of with that because we are in this to help each other and to help people but at what cost to our mental health to our n our our needs as a person and then the last thing traum informed care I think probably every person in here that has a degree in education has gone through at

029least one class of what trauma-informed care is and the importance of it but do we really understand that it's not just for the students no you can do it for the students but in order for a facility to be a trauma-informed care Institute it has to be for every single person that means it's for the administration that means it's for the educator that means it's for the par professionals that means it's for the coaches it's for everyone and Trauma informed care is about meeting people where they are knowing what their needs are being able to go up to them and meet them there that's the one of the major foundations of that that is not happening for educators it's not happening for the workers because they're so busy doing it for the students but nobody's

030looking at them and going hey you need that trauma informed care too you need to be met where you're at so that you can do the best for those students um it needs to be something that is not just for the teacher in my opinion I know most teachers go through that trauma informed care training why aren't coaches going through that why aren't par professionals getting that while as an admin getting experience not just in the basics but then going in depth on trauma inform Med Care going to the seminars and going to that which I offer as well as family services offer at any point any time that is needed I did leave the core principles of the six um principles of trauma informed care because I think that is very important for us

031to think about because every single thing that that teacher has told me within these interviews was focused on trauma and that secondary vicarious trauma falls into this trauma informed care and the need for it if we're expecting the students to get that from the educator we need to also give that to the educator and that means we need to look at our policies and I know for a fact the school district BL does not have any policy in relation to any of this so that is a quick rundown of all that um the last thing I want to put out is I am Belo proud um I did leave and I did start a career as a counselor but I have been bit proud my whole life but if we are bit proud then we

032need to care enough about our teachers to ensure that their well-being is important so that they can also be bullate PR cuz the sad fact of the matter is is the teachers that I talked to that have left I was in a huge class of we started in the district and after five years we had to feel like we got out and I know that that cycle is continuing here at the school district this might be where the change happens if we want teachers to stay here and educate our students then we have to give them a reason to know that they are cared about and that they are going to be met where they are and if we can do that then the B proud thing is not just simply what we want the

033students to say but also what the teachers say and I think that's important um so any questions do anybody have any questions or comments that they want to give me I will do my best to answer them okay any questions from the committee members okay Mr henkins comments and questions beautiful presentation I think I'm so happy that our board policy chair is here and I'm a vice chair so I I would imagine this is going to go forward I think it's imperative that we need to hear this uh as board people because teacher retention is right at the top of our list and the reasons why they're leaving sometimes this gets missed I think or glossed over and or um and not to grandstand but I asked Dr Garrison way back in the fall especially

034when we were ad hoc committee was talking about cutting counselors and psychologists and stuff but we were talking about students and I asked I said what about teachers I said do they have a counselor they can go to um and his response was someone oh yes we do we have that for them um and I'm not saying that's right or wrong but my um my wife works for Head Start and she has for 35 years and she has a service that is a private service they can go to free of charge you know and she's used it when things get parried as teachers get and I get it um I guess I'm wondering if if and I Dr Garrison's not here obviously um and Teresa you might be able to answer if if an assertive

035teacher wants help is there an Avenue for them to reach out I mean I'm not talking about an admin checking in with them but a teacher who is a servant says hey well I'm waving a flag here yes that's great uh can I have a followup to that I guess um do the and and you guys don't have to answer if you don't know um but do the people that would give those resources know the signs of the flags because that's going to be the kicker if the teacher doesn't recognize that they're in trauma if the teacher doesn't recognize they're spiraling which often that is the case especially if I ask a teacher they had trauma they're like oh no I don't think so and then five minutes later they're giving me seven examples do

036we have people trained enough in the district to recognize that too yeah okay great thank you and to your point absolutely the building principles need to be very aware of how to handle this just like FMLA and other things that they have to be on top of but this is key to teacher retention and I really really appreciating you bringing this to light thank you okay right thank you so much um so thank you so much for coming and um you know I'm I felt really like thank you for reaching out to me too to talk about know to talk about this and I was really excited that you wanted to come tonight um I think that it's I think it's a space where there's so many different um expectations and narratives about being a

037teacher I'm just I'm still kind of like processing and reacting I know we've talked already but I'm just hearing fresh again and like as a teacher yeah what you're saying really resonates and what I've noticed myself doing while you were presenting this time because the first you know I was kind of like just writing all the things down but I started kind of reflecting and I'm like you know I've I've had some really great you know whether you know administrators in fact I work with one now that used to work in BO that I work with now which is like one of my all-time favorites but you know I've worked with wonderful people but I've also like completely have had these experiences too like just like every teacher has right and what occurred to me

038is that things can happen incidentally but but it's better right when they happen you know with intentionality and I think that you know one of our goals that's been in our strategic plan it's it's in our kind of our goals this year it's it's probably always going to be a goal is teacher retention and as we you know hopefully get you know continue to have resources that we can build on I would love to see I think maybe more Direction in collaboration right between like the board that like the teachers like you know elevating out their voices and experiences like you've done so in your presentation and like bringing in administration who also might have like a whole different perspective like here we have these things like how do we make this like an intentional

039practice right because there's always ways to to progress and get better and I love how you said that too about like you know we're BL proud and like the way that we sustain that is by like continuously improving on the things that we have so I just um I guess just like as a teacher really appreciate your work um I think that we have some really strong assets in the school district of beloy that we can build from and I I think just bringing that you know intentionality and focus like more at the Forefront um because you know we're often lost in like okay we got a referendum and you got this there's and you're always in survival mode right the other thing I guess that occurred to me this time listening was just you

040know as a teacher you you get into the profession with this mindset of like you know I'm here to sacrifice I'm here I'm gonna I'm going to burn out I'm going to work too hard and take you know get to work at 600 and leave at 6 and then be grading stuff after I put my kids to bed right like we I'm sure we've lived that right but it doesn't like necessarily have to be that way and I think too like you know with my own colleagues sometimes will say like you're still a really good teacher like you're still showing up for your kids you don't have to kill yourself to do it and I guess I did have one other I guess thought in question I just got to remember where I was because

041I got kind of lost in my thoughts there um right there it is okay so I guess it's a little tra to say but you know it's you've heard I'm sure the saying before right a teacher's work environment is a students's learning environment and I don't think I've ever talked to a teacher here in the school district of blate who doesn't feel strongly in a in a positive way about the value of trauma informed care and practices for students I think if we can continue to bring this to the Forefront and hopefully work into our strategic plan and through policy like how can we be more intentional and proactive and making sure that our narratives and perspectives are aligned and like your experience has because of value and matters and here's what we have and

042here's how this systematically can work better I think that's like going to have a huge impact for our kids because you know I mean it really it it it gets it out there it gets it more explicit and when you're like the teacher in the classroom like feeling that it's top of mind and you feel loved and cared for it's easier for you to explicitly share your kids like this is what I'm doing to make sure that all of us are included and cared for and like you know keep it positive safe learning environments all the good stuff right so um I know that was just like a lot of reactions I guess the only question I had for you is um you had mentioned like you know like lack of like policy and practice

043that's something I think would be a wonderful Avenue did you at all get a chance to explore are there districts that have like maybe more like clearly or explicitly defined policies and practices and if not that's okay I was just sort of wondering if you could share that um no um I I I got to look I did look um I looked very intently but this is a very new um thought process since covid and since when teachers had to come back from covid and there was a giant switch of nope I'm done nope I can't I'm not going to do this there has to be a balance that we didn't have since that happened districts are looking into better practices for their um for their teachers to be able to have these resources however

044I I did not get a chance to look at every policy because that's a lot but um for the districts at least around here in the state of Wisconsin and the state of Illinois there is not there is not um policies that I was made aware of that entitle the educator part to get that um extra traum informed care not just to the student but to themselves no and and that's that's not a bad response and I the reason I wanted to ask is I mean I think this is a great opportunity I mean here you are and youve you know you're you're a booer you've done this wonderful work you're here at our board meeting talking about it I mean what a great opportunity for us to be pioneers and really like leaders like

045at least regionally and you know bringing that to the Forefront um teacher attention is a issue in every District right now and I just I think that just adds a lot of value to what you're sharing and you know the possibilities that we have so just thank you for doing this work and for bringing this up for us thanks I appreciate it and I and I have tweaked some of my questions and added more as I've gone on um one of the things I have tried to talk to them about is those instances of a positive experience um and what they had that they didn't have with the negative one and so I'm I'm currently Gathering that de to to be able to kind of look at okay what are the key maybe running components

046that are the same there that can um hopefully lead to maybe more I don't know exact hey if we do this then we can you know get a little farther ahead all right U Mr Nicholls [Music] NOP thank you uh um Dr do this this yeah yes horm I hyphen it I had to hyph it very good presentation I I do have some questions and uh I guess the first one is so in your teaching exper your teaching career did you experience this at both districts that you taught at you said New York and Belo so did you experience that is that what you Le LED you to to where you are today um it definitely um I experienced it in in New York City and in booy but at in different ways um I

047would say that when I taught in New York City I had a very rough time um we had a school shooting we had a student commit suicide we had a lot of negative things happen within the school but then we had Rachel Ray donate entire kitchen to our family consumer aded program so it's was very roller coasy um and I did notice that a lot of the teachers were um burning out but we're happy to burn out if that makes sense which is a very odd thing to say but they were yeah I'm burned out but I'm glad I'm burned out that I can take the extra step and they weren't wanting to go back um I didn't have that same response here when I taught here um uh I did feel a lot of

048the time that burnout was very negative and that it wasn't looked at as something that will happen or does happen that it's a natural thing for us all to have in our lives this not big dramatic burn out but a little bit of that that you know questioning of yourself are you doing the right things you know making those decisions and inevitably in our careers whatever they are whether it's education or not we're going to have those um but it was a little different here in regards to I'm burned out I can't even I'm done and walk away um and I feel like I wish I could talk to those New York teachers because I was it was my student teaching and then I was subbing for a year so I didn't didn't make the

049connections necessarily to go back and ask those teachers but um there was just there was definitely a dynamic and I it could be the culture although I when I was a teacher looked at Beloit in a New York City manner because the school the the student Dynamic is not exactly what New York City has but it's close and um it has some of the things and some of the components that inner city New York City has as well so did I answer that question I could have got I'm sure I got off track there for a little bit no you did you no you did a good job um so no never mind that that question we could be here for an hour so thank you thank you email me we can go we can

050email for an got your email thank you um I I do greatly appreciate your presentation I think we could continue talking about this whole um this whole uh concern that we have and and how we better better support our teachers for a very long time and and hopefully we'll continue to do this um to go with it um I know that we do provide a lot more services for teachers than what are in the teacher handbook um and so maybe it's just to keep in mind that as we again go through that to begin to update that handbook that we begin to include more things in there to make it so we're providing better information to the teachers of the supports that they really do have uh and again just to make it more intentional

051that we do Reach Out periodically um the staff to say okay we do have other supports if you don't feel you're getting it here um you know here's some other options for you some other things that are there um again it's great to always to look at things and realize that okay we can get better at what we're doing um just like everybody else and we need to continue that um but to be a little bit more intentional and informing people of of options and resources that are out there so again thank you very much I do appreciate your time and your conversation okay thank you very much um that will take us to item 2B the summer school presentation thanks Brett oh goodness I pushed the wrong thing here okay good evening um I

052am here uh to show kind of our first uh draft of Summer School uh typical Cadence is we go to the committee twice and then ask on the second night for it to be approved and moved to uh the board so I will be back again um when things are shorted up a little bit more um something that's a little bit different this year is and I'll get to the slide is just our two-year grant that we had written that competitive Grant which um got us around 7 it it was 780,000 um to support summer school has been sign set so we're back to how we were pregrant um and having to think about how to fund summer school so that's the the bigger change and that's why we're a little more in draft version

053because we're thinking about our programming and our offerings um in our summer school this just shows kind of the three big buckets that we work towards and that's support and enrichment credit recovery and what we've called opportunity Bridges um we do have some additional requirements under the reading act 20 legislation offering for summer school which is actually fitting pretty nicely into the structure we had already created which is our opportunity Bridges we're just going to be building that out somewhere so again the vision for our summer school programming is the school district of bloid aims to provide high quality learning and enrichment opportunities that supports the whole child through academics which we call the aath and wellness and enrichment which we call the we path so when students are participating in our summer school programming

054they have some classes that are the a path literacy and math and they have some wellness and enrich enrichment we path opportunities and then these are our goals um something that should be note is noteworthy is originally uh when we had to apply for the competitive grant for summer school uh we had to demonstrate that we had high quality programming and so because at that time the structure we had played um it was it was easier to write that Grant because the offerings that we already had in place DPI recognized as a highquality summer school program um goal two provide opportunities for face-to-face Hands-On learning that's important because um coming out of covid where our students had spent a lot of time with onscreen time we had really aimed towards building a summer school program

055that gave students opportunities for Hands-On learning project based out in the community and even our lit Camp which is in the elementary schools really got books in the hands of students um and it doesn't mean that we won't use some online Resources by any means however that was really a a focus um and I think continues to be because in the summertime we want kids active in Hands-On um so this just gets to the budget and the materials so again the Esser summer school competitive Grant has been sunsetted um so for that reason we're going back to relying on our district funding I had asked uh the finance department to put together a budget so it'll run approximately just under 400,000 and that's based on enrollment so the way that the district um is budgeted

056for summer school is you take the number of students and they're kind of crunched into in um instructional minutes and then that turns into the enrollment um reimbursement that we get back from the state so you have to be careful when you run a summer school program because it's easy to go overboard and when we were looking at that for years ago and then working through our grant to stay within the parameters something we looked at um was uh not so much the expenditures and materials it was more about the Staffing and making sure that we weren't overstaffing some school so that's really been um some work that uh we've done cross departmental um these are our typical resources that we use um we did a larger purchase I think it was three years ago

057for lit Camp it cost about $40,000 at that time and it offers both Spanish and English um and it's a framework for basically working on comprehension um in our k5s and it creates this sort of Camp Dynamic where the kids feel like they're at a camp and there's some songs and things like that involved um so we just usually have to replenish those just like the books and things like that and then in addition we've purchased hegerty kits hegerty really gets at foundational skills in reading and so that's what we'll start to lean into um our Arc reading program also provides tools to get at foundational reading skills um but those are just some different things um manipulatives and supplies to replenish our steam kits that we already have ready to go um um we

058purchased High chap or interest chapter books um in the upper grades so those are just kind of some of the things that we we purchased during that time but again the the overall cost for summer school is really in its Staffing and that ratio between the student enrollment in the Staffing um this year we're going to have three sites uh we'll have the 4K Elementary at Todd and Converse um and that allows uh kind of both sides of town um and of course we'll have those bus stops like we normally do um Todd Elementary has uh a before and after school CLC Grant um that they run a summer program uh they run during the summer and then we also partner with boys and girls club um and I need to speak to Community Action

059a little bit more that that it's upcoming because they have an Early Childhood Center that is opening and so I'll work with them to see if that's an opportunity for a bus stop so then am have a choice because they no longer have Merill Community Center we used to do Merl Community Center and boys and girls club so we'll have Boys and Girls Club and then else I I need to connect with uh Mark Perry just to figure out where that is at and if that's an opportunity their new site um and again we have a path and we path and then we have these Equitable opportunity Bridges and so this was built into our summer program um and again this year really leaning into that first bullet um act 20 legislation says that students

060that are um found within the the below the 25th percentile on the universal screener and have reading plans that the district has to offer not mandate but offer summer school programming that focuses on early reading foundations and targets their reading plans so you'll see in a schedule already we had that set up where we were doing pull out for interventionists we've hired reading interventionists in the district and math to work with kids um but this will be a little more um blown up in the sense of in the schedule and making sure that um we're meeting the parameters of act 20 um Elementary times are here and dates are here um and just those days are off um obviously for the holiday there and then we do a um kind of mid Time Break um

061we want to make sure that staff you know these are teachers that are just coming off of a teaching year they have about a week off and they start summer school so we want to give them a little bit of time in the summer um Ending by August 1st to give them some time off so that they're refreshed and ready to come back uh for the school year um it's it it's a lot to teach summer school a lot of times teachers just need some downtime in the summer um I being a teacher for 14 years can very much uh relate to that so we're also mindful of the time that staff need um this is a sample schedule I realized it's small for you but I just want to I I wanted to provide

062this for you because when we start to map this out and I work very closely with uh relle Elliot this is a lot of her work as she helps to support uh summer school and the coordination of it um we start to create these types of Master schedules and at the very bottom there you can start to see how we're planning the groups for ACT 20 um and so students that will be in the ACT 20 will rotate do a rotation during their a path or academic path while other students are at lit camp and then we're rotating them through so all students attending the elementary can do the a path in literac specifically in literacy and and math either lit camp or their their act 20s um explicit instruction that's geared towards their reading

063plans and then Middle School times um so the middle school and the high school were both in the Cunningham building last year and that's because of uh if you recall the HVAC system and all the other things that were happening at bmhs in the summer so we had to relocate so this year the middle school and the high school will be back at bmhs which is nice for the fact that like the swimming pool is over there and the track and the gym and different things like that Cunningham obviously building has a gym but there were just some some resources um and some transportation that we had to do so this will be nice to be back and we now have a fully air conditioned third floor which makes things um much more enjoy able

064for those of us that are teaching uh in the summertime at at the high school um down below we have those current offerings so this is some more of the work that uh relle and I will be working on um in the middle school we have a lot of Partnerships and offerings and so relle and I are going to be reaching out to some of those partners and determining what are some of the sessions that we can give to the students and again thinking about um our finances and making sure that we're um sustaining a summer school program um that is supported by the enrollment um and living within those parameters so more to come on this a little bit we need a little more time to shore up some of those offerings and then

065when we come back a month later we'll have that for you again this is kind of like what a sample schedule looks like for our middle school students they can always sign up for literacy and math and then we want to do a lot of other fun things I thought last year we had some good offerings um uh and just some different people in the community that came out to support us um so right now our Target will be April 25th when registration opens right now if you go on our on our um school district of beloy website and you go to summer school will'll say like summer school enrollment coming soon uh April 25th registration we have a booklet that we always upload there we'll have this you know all of the Skyward directions

066for parents to register online all of that kind of stuff I think I pretty much addressed everything else there in those bullets um morning session with breakfast we always offer breakfast and lunch to our kids um high school dates and times similar again registrations April 25th uh and these are our opportunity bridges for them is algebra 1 and two and English n um that was a curriculum that was written um a couple years ago by our um Infamous uh Ken Davis helped a lot with that and then our former director Kelly gorad um because we understand the importance of passing algebra and that's definitely a a gatekeeper um one could call that uh content area for kids and in progressing in high school um and then the other one is we always offer summer school

067graduation it's actually one of my favorite graduations to go to um and we'll have kids there you know maybe between 2 3 4 five graduates and those are students that are still counted in the school year for graduating they just had some stuff that they needed to finish and so we give them that opportunity uh if they had some credit recovery that they needed to do or so forth and what I really like about that graduation is um first of all it's small and intimate you get to you get to talk to families and and kids but it's oftentimes kids that have really been striving and they just really want to graduate and they make it and so I'll send out the invite when that summer school graduation is um so that you're all welcome

068to attend we have had board members in the past attend um and then um again uh just reminder for Budget materials and resources um it'll only just be uh what we need to replenish for materials and then we're just leaning into those uh reading intervention materials to make sure that we're building out what's required for ACT 20 and that's all thank you very much do appreciate the presentation um if anybody has any questions if you'll please let me know I will make sure that I forward them on so we get responses to that uh vice president Nichols can we um run over a few minutes to um hear about make 48 great okay that takes us to item 2C a new course proposal um make 48 Innovation experience thank you thank you you got it

069I got it okay thank you here we go good evening um Jeff senders director of uh CTE and alternative education for the district um tonight I'm going to present a quick piece on uh an opportunity that just came about uh a few weeks back uh make 48 Innovation experience um if you've been familiar with the make 48 competition that's been here held here in booy for a couple of years um in year two uh we had a student group from uh blit Memorial who won the competition and then moved on to the Nationals um our Uh current um Project Lead the Way engineering teacher Paul Donovan is also the patent attorney that has worked for that for that group an organization and through that we were able to have a pilot program this year of

070curriculum in a class and so we are piloting it during academic Lab at lunchtime from that grew out this make 48 proposal where they're now doing it as a full-blown course so that's what I'm going to go ahead and present with you tonight is about the course so um this is this is now going to be a full-fledged uh semester long course on our AB schedule um it's to expand our opportunities in our engineering pathway so it would be another um option if we have three courses in a pathway we're looking to put this as one of the options for it um it expands on our previous experiences that we've had in the school district of blit with that they have reserved a spot for us because we have uh had that connection and it

071Blends stem business bus creative problem solving um with this it also has a component that's aligned to skills USA that we can choose to be in a competition that's specific to skills USA um piece with it which is our student um organization so this aligns with the uh Next Generation science standards common core standards for Math and um language arts and so this is very well vetted through the make 48 organization there are only going to be 128 schools in the United States that get to participate in this in the competition format there are opt to participate that are not in the competition format um but there are going to be only 128 in the in the whole United States um we have a spot that is reserved for us but again based upon our

072um past experience the winners from this competition um or what's going to happen is there are teams of three within a class and they look at about 15 to 18 students that are a part part of this they get into what's called a pod where all of those teams will be grouped in with some other students from pods the winner from that goes on to the next round which is the regional competition similar to what was held on the weekend in booy before and that's now the televised conference so there will no longer be going to communities and saying we're just going to open it up to teams and run the make 48 competition the only way to participate now in that competition is through the school programming is what they're going to have um

073they they will go ahead and submit a a video in November and Pitch their uh idea and then continue to work on making changes to it the winners are announced in I believe late December and then they have some time in January to get ready and then they'll compete in the springtime and then if the winners from those ones go on it's the national competition um sometime in late summer early fall the following year so there's kind of a picture of what the bracket looks like that they have proposed um again 128 schools will participate and then uh they move along from there the playoffs in the white are the now film televised make 48 competitions so in the materials I Ed there's a flyer from make 48 um there's a course guide and summary

074that goes along with that so what we're looking to do is put this into as a as a new class and I understand we're sort of out of the rotation it wasn't in our course guide book but the opportunity just came along a few weeks ago and so um I'd be bringing this back again next month to ask then to go to the full board for consent so questions any quick questions okay otherwise just to again if you have any questions let me know and we'll get answers to those um great thank you for the presentation on this program um it's another great opportunity for students in in the school district of booy thank you uh so for a sake of time we'll go to item 3A our next meeting will be April 15th at

075at 5:00 U which brings us to adjournment do we have motion to adjourn so moved second we have a motion in a second is there any discussion all in favor please say I I I I motion carries we are adjourned thank you so for the regular board meeting can we shoot for hello can we shoot for 610 everybody that's four minutes everybody good okay 610 thanks [Music] got there quicker than I thought we were going to get to that one e e e e e can we all get seated so we can get started please thank you Mrs shop you ready okay good evening it uh this is the call to order for the regular Tuesday March 18th regular board meeting uh we're a little bit late it's uh 612 Mr shop could we get

076a roll call please yes Megan Miller present tom Hankins here Brian Anderson cannot be with us this evening um President Johnson is not available this evening she's doing a referendum session uh Greg Schneider present and Amy Levy will be joining us in a little while and Brian Nichols here okay all members are present except Brian Anderson and uh President Johnson and as I said Amy Levy will be joining us thank you could um can I get approval of the agenda please so move second any discussion hearing none all those in favor say I I I I I motion carried for the for the Pledge of Allegiance we have and what happened to my sheet I lost my sheep that's okay I got you so please introduce yourself and the and the girls that are going

077to do the Pledge of Allegiance thank hi I'm relle Elliott um I am uh the director of early literacy and professional development I'm also the meril siply aison and I have Alani and ay from Merill Elementary G to do the pledge today for us good deal I pledge alce to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all and they said we could do a a small clap for them just a small one so as Mrs schope said uh bo President Johnson will is not here but will'll be here later so in her absence uh I have a uh reading a document that I'm going to read to you so please bear with me president president's report

078for March 18th 2025 good evening thank you for being here and for your continued interest and support for the school district of booy tonight I have shared a brief submitted to a brief submitted to me by PR Professor Adams I have known of Professor Adams and his contributions to the greater booy area ever since I was a student at booy College a few decades ago one summer I even worked for one of his initiatives bmark Associates a market research organization managed by B college students Professor Adams has been instrumental in the revital revitalization of Boo's Economic Development Professor Adams Works have inspired and propelled local commercial and nonprofit organizations his vision to grow and beautify de bloy has benefit benefited us all in some manner Professor Adams looks at problems analytically beginning with a thorough

079study of data to identify areas of greatest need he explains things to me patiently and methodically always thought y answering all my questions when I receive briefs and reports from Professor Adams I know the information is accurate this brief school district of blit a note on progress is no different aside from the Scatter Plots none of these are are new data for any of us we've seen these numbers our sources our scores are as reported by the DPI over the last three years let's break these down a little the DPI overall report card score is waited for all school districts and schools based on the areas of achievement grow growth Target group outcome and on track to graduation the percentage weight of each is based on the makeup of the student group de de demographics

080the reason has been done this way is because of the disproportionate challenges marginalized students must overcome to achieve the same success as non-mar marginalized students the averaged achievement score is based on the state test results this past reporting year the DPI changed the cut cut scores from these tests making them incomparable to previous years I have been told by DPA to not compare this year's score to previous years as the test scoring is not the same please note this year's score for English language arts is the same as the previous year both being 31.7 this indicates this year's score may be lower than last year's as stated in a DPI memo if this year Year's result was lower than last year's they would use the higher of the two I am concerned that even with

081the changes in Cut scores the sdb still performed lower than the year before likewise the target group outcome achievement score is all so the same as the prior year both being 5.9 the forward test scores are not to be compared to previous years there were declines from the 2122 school year to the 2223 school year the 2324 school year is when the changes took place what is noted is regardless of of any of these scores Rel relative to to other school districts in the state the sdb is still one of the lowest ranking districts while no one is expecting us to be a high ranking District overnight what we should expect are are comprehensive unbiased evaluations of the data action plans to address deficiencies and accountability so our students and Community know we are taking

082steps to have accelerated growth in our District's academic achievement consider this a plea to our parents families and Community to help us make these necessary improvements students learn learn the subject material much better when they are in school and when these classrooms are well managed families need to be engaged with their students learning behavior and education many of the challenges facing the boy School District can and should be addressed with Partnerships from Community organizations it is the role of the board to have oversight of the school district it is our duty to ask questions study information and provide a vision of the B District's future we don't have to like the data or how we currently are doing but should not accept the continued rank of being in the lowest 5% of the state personally

083I would rather receive and be responsive to this information in a report from a concerned well informed constituent rather than having a higher authority such as the state DPI or Federal Department of Education step in with mandates I believe we can make progress at accelerated rates it is important to consider current information from more than one source otherwise this may lead to incorrect or faulty assessments and perceptions it is accurate to say that according to the 2324 DPI report card the school district of blit didn't make growth it is also accurate to say this growth was not great enough to move us to a higher Statewide ranking in closing we must maintain our focus on the needs of our students we must be able to accept both praise and criticism respectfully we have much to

084be proud of our Theater Arts and music programs our C opportunities our advanced placement offerings are just a few examples of things our students are excelling in together let's shift to an accelerate accelerated growth mindset together let's work to make improvements to our district together let's be Beloit proud and that ends that that do so the next item on the agenda is board member henkins for upcoming events and announcements thank you vice president Nichols good evening these are the announcements for Tuesday March 18th the Aldridge 7th and e8th grade orchestra concert is Tuesday March 25th from 6:30 to 7:30 p.m. join our business services staff for coffee connections at the blender Cafe at the boy Public Library on Wednesday March 26th we still have some referendum in information sessions coming the state line Boys and

085Girls Club will sessions tomorrow tomorrow Wednesday at noon as well as the grenell senior center at 12:45 and wrapping up on Wednesday will be a session at the Merill Community Center at 5:30 there are couple more sessions before election day on April 1st for details please visit our website under the 2025 referendum tab find all of your referendum needs on the 2025 referendum page or feel free to contact Dr Garrison or a board member who will be happy to answer your questions our future board meeting dates include ad hoc committee meets tomorrow 5:00 p.m here business operations and finance meeting at 5:00 p.m followed by regular board meeting at 6 pm on Tuesday April 5th April 1st after you have voted police policy committee meeting on Wednesday April 2nd at 5:30 one last quick reminder

086spring break for students and teachers begins Monday March 31st and classes resumed Tuesday April 8th thank you and this concludes the announcements for tonight thank you board member hins great job next item on the agenda is uh 3A recognition of social workers and I'm going to be assisted by uh Mrs beavers and so um the the purpose just let me read a couple the uh the purpose is is to recognize and honor staff students community members and partners for the outstanding achievements goals or service and that that brings us to our soci social workers recognition we would like to recognize the incredible impact our social workers have on our students families and social communities your dedication to providing emotional support advocacy leadership and essential resources helps ensure that every student has the opportunity to succeed

087both academically and personally I'd like to have the um if if you're here I I would like to have you stand up uh when I call your name and and remain standing please um Abby Baxter Lorie Hall Harmony Shepard Whitney Klein Avery Clifton Murray Amy Langer Stacy Nemitz Martha McHugh Shiloh prit Jasmine Hill Kayla Weller and Audrey Buchanan let's give a give a round of applause for you guys thank you thank you so much let's take a let's take a moment to show our appreciation for the hard work and commitment of our social workers School social workers your efforts create a more supportive and inclusive environment for all and we are truly grateful for everything that you do and I'm going to stand for that thank you [Applause] the next item on tonight's agenda is

088the um recognition of glow art exhibits to honor recognize and honor staff students community members and partners for their outstanding achievements goal or service the Board of Education and District would like to recognize and acknowledge the glow art by kathern banan art teacher at Gaston elementary are you in the room okay great and her students as well as Mandy Kimi art teacher at T Elementary and her students thank you and Mrs beavers just put up the slideshow and this is incredible I got to tell you I'm I'm really impressed this is the Gaston elementary uh glow art show and if you will you just just watch and and take note of the uh of the beautiful work that these CH students did at Gaston [Applause] and next up is Todd Elementary glow show very very

089great awesome thank you Mrs bavers thank you for your assistance on that in putting it on the screen I have to tell you uh last last April my wife's uh grandchildren came from California and and uh Virginia to our house and her one granddaughter is extremely creative like you two ladies are and she did a Glow Room in our entire basement so that was my first experience with Glow Room glow glow work and it's it's incredible so and you you proved that tonight thank you again thanks [Applause] board member Hankins yeah just a comment I was fortunate I'm sorry I didn't get to gason but I didn't get to Todd and Mrs kinch's and uh I was so you know takes me way back I was very impressed takes me way back to college days

090and uh where glow-in-the-dark paint was hot and heavy and everybody was using it on my roommate and I we we glow inth dark painted our ceiling our Ra was not too happy with us but uh anyways it took me back you know and putting those those blue light or black lights on them and stuff like that but very creative and it was fun to go and I'm sorry I'll make it to Gaston next time thank you very much thank you board member Han okay moving on to 4A public comment Mrs Shope do we have any public comments tonight I have one here in the room okay I have James okay that for you no I got it okay is there a high school student in here come on up here you're a senior yes sir

091hold that you know what this is no okay well the this fouryear journey is coming to an end but November 13th of next year there'll be an all school assembly you'll be you won't be there it'll have to do with a young man named Johnny Watts had you ever heard of Johnny Watts no sir okay well do you have you do you recognize some of these names on this sheet p Amari Amari yes sir yeah these These are My Heroes you know why they're my heroes because I was never good enough to put on a BL Memorial basketball jersey but I want you to stay there is that all right yeah this is um hopefully on November 13th um this young man someone will know who Johnny Watts was I just talked to the city

092council last night about making November 3 11:45 Johnny watt day in the city of blit I told them to contact either the school administration or board members because you could sort of fill them in on the story why did I mention you well I ran into someone that said well the school board oh they did this so they can do the simple things are you kidding me to take this story this board of a hundred years and bring this story to look with all the other things you have to do you took the time to look at this story you the family felt their story they knew what it was and they wanted to keep it that way if it was going to be brought on the public how was it going to be done

093you treated the family with dignity and respect and they will always be appreciative of what you did and so board member Greg Snyder thank you Amy Levy thank you her husband kept this ball rolling Brian Nichols thank you Tia Johnson thank you Brian Anderson thank you Tom henkins thank you and Megan Miller if you ever want I always had the confidence that the school board would know what to do with this and you did not disappoint me I didn't think you would because you have the concept of students first if you didn't haven't if you could hadn't been able to take this story and bring it back to life so Johnny Watts this is just the 1933 I mean how many people can walk out of a school with a state championship trophy right for

094a month but I've been on my human factor tour for the bloy school district and I hope I've shared pictures of people holding this trophy like this young man hopefully it brought pleasure to you as as they have holding this trophy Johnny LED bloy High School to three State Basketball Championships in 32 33 and 34 you know what he did his junior year the other team he was the first black athlete to play in the state tournament so in the quarterfinal game they undercut him now they don't know if it was happened for real or not but they broke his wrist and you know what he did he didn't suit it up for this this semi-final game but they this team your ancestors this is part of your genes they got to the championship game

095right Johnny's sitting on the bench with two ping pong pads together bracing his broken wrist his arms like this it's two minutes ago the team is behind and the other team think we're going to win cuz this kid ain't coming off the bench Johnny gets off the bench and he goes into the game The Crowd Goes Crazy they see this young man with his arm dangling within 20 seconds of ENT 40 seconds he steals the ball and scores a winning basket with a broken wrist that's part of your heritage you go to boy Memorial High School you cannot but but succeed and I wasn't I may be dumb but I'm not stupid when I talk to the ball players I got all their autographs they're my heroes but I started with Barbara Hickman she was

096sitting in the audience my third grade teacher give me a break how can you not if I told people if Barbara Hickman told me to sit on I'm not even looking for a chair and here that's out of respect nothing else but I'm glad you were here tonight so this whole I want to thank you again and I'll I'll be returning this someone said hope this doesn't show up on eBay or something no it's not it's not going on BB I'm going to take it back to the school next week and sometime when you're walking down by the gym you'll see three of these what do you think of a young man with a broken wrist going in and winning the game it's crazy it's different you hear what he said that's crazy that's crazy

097what sport do you play football oh okay well Johnny was a was a football player but you know Jim called I mean I could go on I could pick any subject at the high school this I just happen to happen on the Johnny watt story there's many many more well thanks for for coming up thank you thank [Applause] you I'm just going to say a couple things Mr Simmons um your your drive and your perseverance and your and your passion for this has been amazing and you never gave up and that's I think that's one thing that we all need to take away from that never give up and you you you've honored someone that should have been honored a long time ago and he's going to be honored and it's it's a it's a

098special it's a special part of being beloy proud and in a purple night so thank you again okay Michelle that was it yep okay thank you next we have our student board report by anahi aroyo good afternoon everybody so um as we know there was technical difficulties last month so I was given extra minutes to kind of go over both last month's report and this month's report so from my perspective uh from last month school has been going good seniors have been submitting applications for college and scholarships as deadlines approach for this month once again school has been going great me and my peers have been working hard to find ways to inform our peers of the importance of the referendum student concerns last month's was the Hispanic and Latino students have raised their concerns

099regarding everything going on with ice as a student who is Hispanic I understand where their anxiety is coming from I did reassure those students that I've talked to Mrs pels Dr Garrison and Miss Silva our family Advocate who has reassured me that they have a plan in place as the safety of the students is their first priority this month's for students concerns have been pretty much just the referendum as as a student and and with having conversation with my peers right now the worry is the impact it's going to make if it doesn't pass which is why we're putting in efforts to making sure not only our parents but our community knows the importance of it for step highlights I have Mrs pels and this person said I wanted to take a moment to thank

100Mrs pels for all her hard work I see the countless hours she works to ensure that our school continues to stay up and running I want her to know her efforts don't go unnoticed thank you Mrs pels and then for our second one it's Mrs Carla um Miss Carla is one of our secretaries in the main office she not only is a secretary but she also takes the time to build a relationship with the students many students stop by just to say hello and you can tell how much the students love her as well as the staff thank you for what you do Miss Carla next we have um I got the chance to talk to Mr Hoy for um Boys Hockey men's hockey and here are the questions I asked him how have you

101felt about this season he said the season had some ups and downs we didn't have a full roster until the second half of the season so we were playing much better down the stretch which is important because playoffs as this was last month are tonight which once again was for last month uh what was the most exciting thing about this season the most exciting thing about the season is just watching the growth we've made as a team the big eight All Conference team was just announced and we had two guys on first team Marcus Allen and Logan Ty and two guys received honorable mention Jaden I'm going to butcher this P Pon and Drake Joel and then the last question I asked him was what motivates you to be a coach and he said what

102motivates me to be a coach is a relationship I build with the players I love running into players I coached 10 or 15 years ago and talking to them about their lives and what they are up to we always have great conversations about big games or funny things that happened when they played thank you for all you do Mr Hoy and lastly I have program highlight so this month and I'm combining both um it I'm highlighting Jag which Jag stands for jobs for American graduates it's a class offered at the high school I am fortunate to be part of it the way I see it it is a class that gets us ready for the next next chapter of Our Lives After High School we get to visit colleges within 100 miles from the school

103and attend conferences which I had the opportunity and privilege to go to in December which is an all country thing so I got to meet students and make friends from students from Nevada California Arizona any state you name it um and it is all paid from the Jag program so it was a free all expense trip which I thought was very cool and I actually get to go to the one in April in Indiana so I'm very excited for that it's a great opportunity and there's so many more programs that are offered at the high school like this that I think are very cool about in bmhs and that's all I have for my report thank you thank you anahi great job okay now we're going to get into our uh board board committee reports

104um for the Poli policy committee was held uh Wednesday March the 5th here in the boardroom and we went over and discussed uh act 20 and the policies that are uh part of that um those will be on the consent agenda tonight and we also uh had a presentation on the Food Service uh uh report uh from the U inspection by the DP guy and we we uh those policies are have been updated and are also on the polic consent agenda for tonight so that's for the policy committee uh Mr Schneider do you want to talk about the teacher learning Equity absolutely thank you so very much um I do first want to uh thank uh vice president Nichols for allowing us to run over uh we started a little late due to technical difficulties

105and but we still got everything in that we needed to do um we started out with a pre presentation uh by Stephanie horm dismuke on a secondary uh vicarious trauma in Educators I mean we spend a lot of time looking at trauma in students and helping to support them and sometimes we kind of forget that that also happens to our Educators and and it reminds us that we need to do a little better job with that um and also to make sure that um the services that we currently offer for teachers are available for them are also um out and so teachers become more aware of them so they can continue to utilize those kinds of things um it's a great discussion I mean she had her topic was part of her doctor of Education

106uh dissertation and completed with retired staff of the school district of booy so it was truly was a Homebase um discussion and report that was there um we'll continue to discuss that as we go into the future um we had the first presentation taking a look at summer school offerings for for this coming summer um again the plans are for three sites at Todd Converse Elementary schools and at the high school um students can participate in the academic path the wellness and enrichment path or the Equitable opportunities Bridges um and at this time summer school is scheduled from June 24th to July 31st um we also heard a quick presentation on a new course called make 48 um it's a immersive Hands-On course designed as an authentic project uh learning based um model um there

107are assignments and activities that support and inform the final product which students develop um it will expand opportunities in the engineering pathway aligned with skills USA um and also blend stem business creative problem solving for careers in Innovations design and product development um and it it's the students participating in this have the opportunity to engage in competition and it's a very limited number of schools throughout the country that are allowed to participate in that this is going to be a great way for students to to use the skills that they've learned in all their other courses in an applied fashion um a a great opportunity for them um our next meeting will be a month from today thank you thank you chairman thank you chairman schn board member me Miller oh you had questions yes

108okay I beg your pardon I should have asked this back when Teresa was giving the the summer school m morch is and again pardon my ignorance but is bla involved in summer school and then those can those kids go to summer school or do they go to summer school did you say bla yes yes okay so they're yep so they'll all be at um last year we were all in the Cunningham building so this year we all be at the boo Memorial High School and it's both middle school and all high school students at bmhs perfect thank you you bet thank you all right thank you so much um so I don't have too long of a legislative update um I know board President Johnson had wanted us to talk about day at the capital

109and and board member Ley was um kind of enough to represent the board there and maybe I don't know if um maybe we wait until next time if when she's back she'd like to share her experiences so I just have a brief update um I didn't put together like a whole big report because I did last time but I would just say that um just want to remind everybody uh we have an election coming up on April 1st the way to get information about that you can preview your ballot you can find out like where your polling location is etc etc by going to myvote.wi.gov um if anybody got like a device on them right now which I think is everybody in the room you can like Google it now it should just like pop

110up if you put in my vote like in the URL bar um and you just put in like your name your address and it takes you to like all the stuff um so a couple things to preview there is a state Constitutional Amendment regarding voter ID so we do have voter ID laws in Wisconsin There's a push to um deepen that into the state like to amend the Constitution so that would have to go that's what the state referendum question is so there will be two referendum questions on our B they'll be the state of Wisconsin referendum question which you should absolutely research and you know take a stance one way or the other yes or no on um voter ID in the Constitution and then the other referendum question is of course for the

111school district of booy um which we just heard um Miss Royo talk a little bit about this evening um so early voting did start today you can go to the city of uh bloy uh clerk's office I think um just like right downtown today um all the way through Friday the 28th and there is also Sunday voting uh this Sunday I believe believe it is from 11:30 until 3 I should probably double checked 11 11: I'm lying it is from 11: to three y 11 to three um so if that's something you'd like to take advantage of due to work schedules Etc I always I like to vote early because just get it done no pressure in that Tuesday uh but again the election is Tuesday April 1st I guess there was some misinformation postcard

112stuff going around so want to make sure everybody has the right date um and just I guess a last note um there are some discussions at the State uh through committee right now regarding um you know the the forward exam testing language and all kinds of things like that and I guess I just want to take a moment to highlight that when it can be very difficult when you're outside of Education to take a look at DPI and how in the algorithms and how they weigh things I'm really grateful to our all of our administrators back there who've done a really nice job um unpacking our state report card um throughout November through various different lenses and I am just grateful for the last couple of comments we heard um from Mr Simmons and Mr

113Royo just about like the human element of what education is about or what our district is about and um I guess it probably would behoove us as a board and as a district to you know continue to get out there like how we actually do measure growth because it can be very easy to you know look at one number and think one thing and you know all this kind of stuff so I'm just very grateful to our Administration for doing such a wonderful job of putting together um full and accurate data to reflect that um I think that's all I have does anybody have any other questions yeah thank you very much I just um at the state level there's a very couple very important things coming up and I just wonder if you could

114touch it I know Clinton Anderson is having a a session coming up and uh it's very important that we get out and support what we need for the from the state to fund us so if you could just Enlighten us please sure I mean so like are you talking just about like the budget okay yeah totally so yeah there are a couple listening sessions right so the 20 oh man numbers so the 2025 2027 by anal budget will be approved probably like in the middle of the night on June 30th um the which is what you like 3 o'clock in the morning behind closed doors so that's exciting but the governor did bring out a budget proposal that was very favorable to uh public education funding um even in that context I will say how

115it specifically pertains to booy so since you know 1984 we are uh we have been a low Revenue district and that means that no matter whether it's money coming from the state or money coming from you know the taxpayers right it's capped so like our kids in our district get this much right versus other kids in other districts get this much and that's predetermined from a law um that goes back to probably before um even some of our kids parents were born right but in 1994 so having said that it's really important that we show up at those at those sessions reach out to so Mark spritzer uh Clinton Anderson um our Representatives here so Clinton is uh our assembly person marks our state senator unfortunately none of our Representatives like I think you brought

116up a great point last time none of our representatives are on the joint finance committee which is made up of 16 people um I think about three or four of them are vocally in support of public education for reference and what has been the trend over the years is the governor will come out with a budget that says yes we need to you know increase low Revenue District uh limits so that we can make things more you know Equitable across the state and then it will go to the Joint finance committee that will come out with with no we will not do that and it it's just a whole mess so um having said that uh regardless of the outcome of our referendum in April it's going to be really critical that we we as

117a State deep in our commitment to public education um I guess like last note on that uh the 2021 2023 budget from the state for example provided zero spendable dollar increase to public education I know even just today um somebody's talking to me about eser dollars and all this kind of stuff which you can find on our website um it's you could just Google School District vo as dollars it'll pop you right to the page so you can kind of see how those dollars were spent but um Robin Voss back then had said you know we're not going to to provide funding to public education on top of what they had before because you guys have all this Federal funding but the purpose of that Federal funding was to to help bridge opportunities like I

118love that we are highlighting in our summer school program for example because we do have opportunity gaps right um unfortunately the state decided not to provide you know adequate funding for public schools for two years which were arguably the most traumatic difficult two years um you know in recent memory right in public schools so um it's just really critical that you know make our voices heard as a community um our kids are really depending on us um not just here but across the state so um thank you Mr henkins for bringing that up um if anybody would like additional information I know our legislative update last time had all the information for the candid or for the uh listening sessions and there'll be others across the state as well so I guess stay tuned for

119those and just to piggy back on that I know that the Clinton's having a a listening session on this and I don't have it's on my phone in my car uh yeah at the library at uh but it's coming up and also there's a piece of legislation or no it's part of the budget uh to increase funding for special education it's at a bare minimum right now they're trying to raise it anywhere from what 25 to I've heard as high as 70% which is a very high number but it's in the it's in it's in the budget request we'll see what it gets whittel down to but I I I went to hedburg library and I'm going to go to the next one and and make sure that uh we're represented and I think my

120partner here Megan will come with me too you know it um yeah just to confirm yeah those dates are Thursday March 27th um Clint will be at the bu Public Library from 5:30 to 6:30 and then I think um let's see I'm going to make sure I'm reading this right and then also Thursday April 3rd I think it's the same time same place so um I guess just yeah last note on that and I promise to stop talking um so with with since you brought up special uh special education funding so like with our school district for example many of you are probably familiar with you know we've been talking a lot about budgets or you know looking you know we've put a referendum on the ballot and things like that um just for some

121context like so last year if the state had just funded special education to the 60% which was originally promised in the 90s and has never ever been fulfilled in the history of idea or like the Wisconsin's promise to do that um if we had just done that right and we did not have the Statewide voucher program that that has nothing to do with open enrollment there can be a school district um you know that doesn't have any kids enrolling out of their District but they're they still have to take funding out of their own local school district to pay into a private uh school program across the state so you know it's it's not that's on top of any kid who's may be open enrolling so with just two uh those two things alone we

122would have been oh man I just got to check the number it's around like $5 million I'm going to lowball it we would have been like over like well and above like would have been able to meet our needs in our district and then some and if we also didn't have have the funding for the charter school we would have been just shy of $13 million like we'd be fine like 13 million bucks to like do more stuff for our kids and all this kind of stuff so it's really critical those statutes uh really have a lot to do with what we can provide to our local kids and to our local families um uh Federal funding too right like we gave over a million meals out during Co for reference and all of that

123came from federal funding and that's also um being attacked right now so definitely make your voices heard if those are things that you care about thank you for member Miller um clarification on the voting so early voting runs through next Friday uh it's 8:30 to 4 every day except next Friday the end of the the last Friday before the election they close at 5:00 just FYI and the polls and the PS on April 1st are 8 7: a.m. to 8:00 and that's that thanks okay we're going to move on to board action discussion items uh 6A we have uh Robinson Elementary is going to be presented by Vice pres principal Jennifer papy vice president vice president no thank you yeah vice president you're not on the ballot yet that's a yet um could evening good

124evening um I'm here with uh Miss papy who will be presenting um where we are in continuous Improvement planning for Robinson uh Elementary School of fabulous Robinson um and um with that just wanted to set the stage for you I know that uh last meeting we heard from hackit um and knowing that all of our schools have school Improvement plans where they uh do a reading goal and a ma A literacy goal a math goal um and a social emotional or culture learning or or cultural goal um so miss papy I appreciate uh your presence tonight and um here we go all right I don't see as much blue and gold in the crowd as I had hoped to see um but Fridays can always be a good spirit day for Robinson uh we we

125are sharing some slides I won't read all of the slides for you you've had a chance to preview those uh but I'd like to highlight a few things our student count is the highest of the elementary schools in the district uh it will be 493 tomorrow and 494 on Thursday so we are really getting up there to that 500 mark and um the staff is just doing an excellent job of welcoming new students uh many of the new students that come to us uh most recently have come uh from other countries and our newcomers to the United States uh so helping to make a positive transition for them um when I look at our staff members I I went back and forth about how to count them but sort of everyone who teaches students in

126in any way and then the staff members that support that amazing fact to know out of the 10 school district of booy Staff who have been a national board certified over the years we have Terry Ross in kindergarten who is the only Early Childhood generalist uh certified by the national board so we love having her there uh and bringing that experience and then her ability to share that process with others so that that's something if they want to follow to go into that um our points of Pride when we think about our vision really being relationship centered uh Community Partnerships in any of the places that I have been have been super important to me and tying into how we can work together as partners to support our students because our students do not always

127exist within the four walls of the school um but how are we giving them opportunities to know and meet people and resources and experience successes in lots of different ways so bringing people in and getting kids out um I highlighted a few of the uh points of Pride we have a very collaborative staff we are not a fully staffed school so they have worked very tirelessly to make sure that we are still serving students at the highest level through short ages they're always willing to support the needs of the students and most recently uh we have begun two great collaborations uh with the staff where uh I meet monthly with our Bea leaders uh to do some problem solving together and then we have added a component to our leadership team which is also a

128Solutions based team um I did not highlight in blue but I want to point out that we did improve on our state report card by 9.2 points which was an increase by one star so we are continuing to grow in areas that we want to um Robinson had not in the past had a family school organization so this is our first year working with that group uh we are teaching them that they are not fundraisers and they are not um party planners but they are people who can be Liaisons and um other experts to other families in the school to help just build that Ripple of access to school staff uh throughout the building so we had a very interesting family movie night and we learned some lessons and we're looking forward this Friday to

129our first Laria game night um so we'll probably have about a hundred families that come out for that and looking at having a really good time two things that I love the most are our recognition uh programs in both both academic assemblies and then monthly parades so uh students are recognized in assembly are in literacy and math growth uh during their academic assembly and the students just get super hyped up to celebrate and we talk to the students about how any of them could be the next person recognized um and what are just the little things that they can do to get that next level of recognition and then the PB parades uh we take our monthly Focus from character strong each student uh or each classroom gets to nominate a student they get a

130t-shirt that says like I make this school a better place and have a parade through the school families come it's just a really positive experience even with um losing some of the funding that we've had in the past to run Student Activities we still have healthy offerings for our students a minority Excellence organization just say no Club student council Art Club a very active Cub Scout group um and even opportunities for student Athletics we're proud of the cultural celebrations that we have uh we just celebrated Sor board it was on a board meeting night uh our 10th Annual soul food dinner where we really wanted to honor the heart of our school Mr SED Amin um so that was a wonderful chance to have families come together uh I would say it sells out their

131free tickets but the tickets fill up quickly and people definitely look forward to coming every year um this year I took a brave challenge to uh attack Reed Across America week by reaching out to those Community connections that I have and we had over 60 volunteers come in at times that worked in their schedule to read aloud to uh different classrooms they could identify the time of day that worked best for them the grade level that they might want to teach to lots of them brought a favorite book of their own some wanted a book ready for them to read but everyone had a really good time with it so there's a couple pictures from that event the picture up on the top left uh was from our soul food dinner what was super cool

132was the night andales and the fellas came to perform and our elementary Meo students got to sit with some of the kiddos from those groups who were in Meo at the high school and in Meo when they were in elementary school so they got to kind of see what they're building up to what the opportunities are and then down here at the head of the table there's our guest of honor Mr s so just want to make sure he gets all the the shoutouts uh that he deserves um our goals much like any of the other schools are to have an academic focus in literacy and biliteracy and an academic focus in math and then take a social emotional behavioral Focus so um again I won't read through all of this but we looked at

133what is an achievable goal what is something that we can do within the time period and what tools are we going to use and we wanted to focus on the tools that our students are using daytoday in their instruction uh we have some measurements that will be taken on map map tests that happen a couple times a year or the year-to-year forward exam but what is the growth that we're seeing students doing in the American reading company uh work and the assessments that they do within that because that's going to give the truest picture of their day-to-day performance so we'll look at some data there um this is last year's forward data we started forward today so um at the end of the year or into the summer when we have uh this year's data

134I can update these slides to give you a year-to-year comparison some of the strategies that we're using to increase um student proficiency is to do some literacy learning walks with our uh academic coaches our interventionists and then the grade level teachers where they can be in other classrooms and gain new strategies and skills from where they go and then see what reading looks like at different levels as well and then as we've taken on this um large uh activity with act 20 assessment going on we are committed to taking the data that we receive and using it to guide our student growth not just check check we did what we were supposed to do um this slide shows uh that by grade level you see sort of the students in the red yellow and green

135categories um compared to last year I feel like this one changed on me so um grades K1 and three are definitely showing an increase grade two had a bit of a decrease but I will note that that was the group that made the most growth last year so we know some years it's going to be a strong year for that student or for that group of students and some years it might not be their year but the teachers are still giving them everything they can they don't stop here and say well we didn't go as far as we were going to so let's just try again next time they just keep going and this all drives the the tier 2 interventions that they need they still get get those in the classroom from their regular

136teacher so there's already an established relationship and then it determines the number of times that they're conferencing with their teacher during the week which then really drills into the specific power goals that they're working on um and then this is a report that will give us specifically what those power goals are what the growth they're making and then how we plan out those small groups when we look at our math benchmark data if you go back to what was listed as the foundational goal we were looking at making an increase from 31 to 36% of students proficient and this is that Midway point that we're at about 32% so we're making a little growth but we know that we are making grow growth and still aiming to reach that 36 by the last measurement in

137the spring the increases that you see here grows year by year naturally as students kind of gain more reading skills but you see bigger leaps by the grade level as students are becoming more confident competent and confident readers um when they're in third grade they're still acquiring a lot lot of their reading skills a lot of their fluency and things like that by fifth grade you see a lot more independent readers self- selection of books they're still able to be guided into books that would be most appropriate for their struggle to to get them moving a little bit more but you're seeing different growth because they're attacking reading in a different way and and now it's that transition to I'm enjoying reading now let me find those books that I like and keep reading those

138ones so this is an overview of the math goal again growth from 16% proficient to 30% proficient um again right now we just have last year's forward data and we'll give an update of what we do when those scores come but we're using similar to doing some group observations and reading walks together we're also doing math math learning walks with our coaches um and the Eureka math squared has been a really positive experience for us uh and students love the the competition that they can have within imagine math not even recognizing how tailored that is to their individual needs um they just they just like the fun and competition of it so this one uh in math again we were looking for an increase from 16 to 30 30 and at this point we're at

13925 so in math we are getting closer to that final end goal for the end of the year um and then this just is another view by grade level our social emotional behavioral goal is on attendance and unfortunately our attendance did drop below where we were last year but on the next page um you'll see that there's an area where we are making some growth and so one thing that we're implementing now to the end of the year is to recognize every single student who has 95% attendance um and when students start seeing like this is a celebration this is an opportunity this is uh you know the honestly the assistant principal you have to see me for Behavior you have to see me for um missing school and things like that how do we

140make make sure we're getting kids notice who are doing the things that we want replicated and we're going to get that replication through celebration so um we're going to add that into our quarterly assemblies uh and do some positive recognition with them so this is where you see a bit of a change in the trend um in attendance and chronic absenteeism getting better at the bottom yeah so I picked a picture for the end um of the PBIS parade because I just think it's such a positive energy experience the parents line the hall all the classroom students come out in line outside their classrooms we pick a couple fun songs um but they are just so proud to walk through and be recognized for what they're doing um and I just want to have one

141little brag moment because our sebb goal did not have to do with discipline um I will say that I am a firm believer that um discipline does need to be addressed and recorded and documented and handled appropriately I found out yesterday in a training that 82% of our students have not received any discipline referrals this year so that was wonderful to hear because again I feel like a lot of my time is spent with that other 18% and working and decreasing repeat behaviors but what are we going to do to make sure that we set these 82% up as Role Models um and people who other students can look to so thank you for letting me share and I'm happy to answer any questions thank you Mrs pby any anybody have any questions board member

142Miller thank you so much um thank you miss papy that was wonderful um I really appreciated um the time that you took to put uh present that to all of us um I just wanted to I guess I just I want a couple of comments and a question I love that you provided some context for multiple metrics I think that you know we do these board meetings and we get this kind of like Snapchat piece you know like reports and information but like I just I think this is um and and so was Mr MC's um hacket presentation a good reminder that there's like this overarching vision and then everybody kind of has that role to use like appropriate you know get all the information that we need tell us what we need to know

143about the kids how to meet their needs and like kind of move us forward and forward and forward so I it was really nice um I really appreciated it to the cohesion between your presentation and Mr McReynolds um for example like the literacy learning walks are something that looks like it's happening across the district and like that's really beneficial for all the reasons that you said I'm sure and more and I guess I also really appreciated the opportunity for the board and for the community to get a little like snapshot of like what is that continuous Improvement look like like I really appreciated how you explained through like okay so we're looking at this we like what we're seeing here this isn't quite what we're looking for so here's what we're going to do to

144address that like and he are the changes that we're making so definitely appreciated that um I'm just wondering too could you talk a little bit more about like you know you talked about like um kindergarten first and third grade and then there's kind of that second grade winter dip can you like help just for the sake of clarity and understanding for all of us um who aren't like in classrooms like what does that type of like intervention look like like what are things that teachers do that change CU I thought you did a really nice job saying we're not just going to stop and say oh well you know we're going to keep going can you talk a little bit more about like what does that look like at Robinson yeah absolutely so um we

145know that the students have the best chance for success with someone that they already have that established relationship within the classroom we also know that there's great benefit uh to a pullout intervention but we want to have that first level of intervention happening from the classroom teacher because what he or she will do is pull out from what they're already doing tighten the focus pull out the skills that are really uniquely needed for that child or that small group of children to get them kind of where they need to be give them that small group practice and then the data team is able to look at okay so when we've measured this over a few weeks is the intervention working great keep doing what don't up is the intervention not working let's stop let's come

146up with another intervention and try something new so that's one way that we look at that and then um over a longer period of time then it becomes honestly a really hard conversation when we have to figure out who's going to really receive tier3 intervention from one interventionist in a school that has more needs than we can fill um so really looking at again if I'm spotlighting these teachers because they want to help each other and they want to support each other they're going to find creative ways to get to those kids one of the things that we're going to offer um after spring break is some after school tutoring uh for students that um are not necessarily in the threshold to get the intervention but still need some help um so again they come

147up with creative ideas and and we do them and go from there no thank you so much for help you know kind of elaborating on that and I just want to congratulate you and your school like on your on your growth it's really exciting to go up like a star and all that kind of stuff so I mean it's clearly it's got to be very affirming so thank you so much for everything you're doing thank you and I can only thank the people that came before me because I just arrived and then the star was there thank you so thank you whoa whoa whoa whoa whoa M Mrs papy anybody else for board member Schneider nothing okay well I have a couple comments yeah of course and some questions sure so um so you're going

148to do tutoring yes after school yes personto person yes awesome yes I love that I love to hear that uh you did a good job with the presentation I just have a couple so on your on your teachers is that include Paris you're 33 on on page two you had 3 the 33 is the classroom teachers the 6ish number isud includes the support staff okay gotcha okay thank you um and you mentioned you mentioned Cub Scouts and last two weeks ago we heard about the Girl Scouts because they did the pled the allegiance you guys ought to get together with we had two of our Cub Scouts at the beginning of the year okay okay y we had two brothers we had two brothers that came and did it my suggestion is you guys get

149together you come up with Girl Scout Troop and let them come up with a cup what we need to bring are our female Cub Scout members because now it is open to both and we saw boys and girls with the most creative cars in the pinewood derby on Saturday so um yeah maybe we need to bring them in to do the pledge and show off their wheels okay good you one one uh bullet point you showed tutoring partnership with River of Life Church how did you get how did that start can you share a little bit about that from a from a staff member who's a member of the church there and uh and and they're helping tutor yes awesome yes they and she's coming to get she comes and picks up a group of

150fourth and fifth graders all get excited to go with her every every week so it's been fun on the on the on the benchmarks uh for reading and math I just have a couple of questions in just Mrs morch this might kind of go for all of you um when you're when you're comparing you know 32% 22 average or above what is average by the way so I will talk a little more about that in our Maps presentation but it's based on percentile ranking okay okay okay y so we you've got you've got the you know third fourth and fifth mentioned and I like I like that every you know they're going up so is it possible to compare backwards to so the the the the guys that the kids that are in the fourth

151grade and fifth grade what did they do when they were in the third grade what you know you know what I'm saying so we yeah it's the map scores from the program might have to go into it um through the r but we could go back last year and then look at how the third graders the fourth graders and the fifth graders scored and then compare it and we want to look at year aftere growth and then we also have to recognize sometimes it's apples to oranges because it's not the same group of kids but I do like to look at that longitudinal data absolutely okay right thank you you bet thanks Mrs py you're welcome have a good evening thank you okay next on the agenda is 6B Food Service DPI administrative review headed

152by Mrs Don Smith donth yes I think I think the mic's off there there you go thank you um director of food and nutrition for the school district of BL Sarah Warren I am the food service director with Chartwells so I just want to clarify what the um administrative review is it's really a financial more of a financial review of food service because we we take so much money from the federal government they just want to make sure that the money that's coming in is rightfully ours um so the few things that they found in you know like at the high school when they didn't have like two students didn't take a fruit well we couldn't take money for that because it's required that they take a fruit so um they also this was a

153review from 2324 to 2425 to this to the date of January 25th I think so it was it was quite a a long time that they looked at this so I'm going to give you an update on the school district part of it um so we were we did find an error um that we were able to look at in regard to 705 under the FSA does not have adequate internal controls and oversights a federal fund the food of $ 55852 was purchased by Chartwells which was not it was actually purchased by me um so um Mrs Elwood was able to find that um the vending machine that was charged for $ 73661 was in fact um a charge but then they didn't take into consideration all the revenue from that vending machine actually came

154back into fund 50 so instead of us owing the 12200 and some dollars um we owe $492 um so that can't be out of fun 50 because that was in fact um Chartwells did in fact pay for that so the way that our contract works with um Chartwells is we're a p&l account but we're a meal rate so most school districts our fee which means that the school district owns everything they own all the food they own they own everything and then what happens is it's reimbursed that um we actually reimburse them just for an administration fee um and we had that for I've been here 34 years so the first probably 10 years we had a fee account um the only bad thing for for me and of course I always worked for a

155management company was I looked at it like well if you're management company you should know how to run your business and so that that actually laid on the school district if we weren't making any money so I went to DPI and said we need to make this a p&l so the next time it went out for bid we did make an A P A p&l account um food service has since I've been here we've not been in the negative at all we've always had a pretty hefty fund balance um but chart R has been here um about a year and a half um we had aark of course for 25 years I did work for them for 25 years um and we were ready for a change I mean we were just ready for a

156change we had chart Wills the eight years before that that I did work for um and then of course during covid you know things got a little wacky and they said oh we need somebody here representing the district um so I did want to just say that um when we were talking um board member henkins we were talking about um our reviews so the DPI the administration review is different than a a um food surf food safety and sanitation review we do have those twice a year um and and Sarah will tell you about how many employees she had that that are Serve Safe certified so that you can see that it's it's kind of two different things so um and then pretty much everything is updated and loaded into DPI we have till the

15731st there's two things that are outstanding that we have to wait for tomorrow because they wanted 30 days of consecutive um numbers and so she'll get um she'll get that in tomorrow and then um the civil rights of course was the policy that we needed to change we didn't have the whole non-discrimination polic in the policies so we had to change those and then in the wellness policy we had to add um all foods sold in school so that people would know that you know um fundraisers and things like that and of course Mrs pels took care of the fundraising on that side um and I mean pretty much for the district that was really all they found for the district um and then I'll let Sarah talk about um where we were with on

158the Chartwell side yeah okay so I just put you right here what you've done here oh okay all right so uh at gastone elementary which was an amazing uh review uh according to the auditor uh there was an there was an issue with meal counting and claiming the meal counting and claiming system did not re result in an accurate meal count by eligibility and this was specifically in one particular 5K classroom um car cards were handed to the teacher the Stu the students would take the meal But the teacher did not verify that the students had actually taken a fully reimbursable meal so um the corrective action uh consisted of uh we had to correct the meal counting process and we needed to submit 30 consecutive days of the meal counts with the corresponding edit

159checks um so meal Counts from February 5th through March 19th uh will be submitted tomorrow afternoon um end of business along with the edit checks acq claim and then uh along with uh principal Fonda Lewis uh she had has received and taken the offer versus Serve online training uh course through DPI with directions to review with the 5K teacher um and then myself and the assistant director Holly Goodwin we are responsible for spot checking monthly to ensure that they are um in compliance uh regarding uh the meal components and the quantities um so with uh the Food Service program we are required to offer two different fat levels of milk so we have the 1% we have the skim milk the skim milk is called the Golden milk according to the students um so we

160have to make sure that all of our breakfast carts are fully stocked and loaded with both uh fat levels uh unfortunately one C ran out of the uh 1% milk um at the end of the service period leaving only one milk Choice um so the corrective action with that was um just submitting a statement of understanding that two milk varieties have to be made made available to students and in the future um so Chartwells employees understand the importance of insuring milk varieties on each of the cart um on March 4th we did train all staff site to ensure the understanding we brought all of the staff members into um um the high school and we went through a very intense and extensive offer versus surve um uh training uh lots of Q&A lots of really

161good uh questions on their part and um we also had to contact the dairy company because uh they had been um erroneously not giving us enough of that necessary milk uh so we are ordering more skim milk so that we have plenty for breakfast and lunch as well as we'll be spot checking by uh Dawn myself and Holly Goodwin uh incomplete breakfast and lunch production records during the review week with uh Gaston Merill and the uh B Memorial High School the issue that we um that we were experiencing while we have to provide the um the quantity prepared for these um these documents this is a historic this document is used for the entire kitchen staff utilize it to be able to uh understand how much food that needs to be prepped how much food

162was served at the by the end of the day and to make sure that those production records are actually matching our edit checks as well as um with those edit checks what is going into um the into the um meal claiming system so that everything balances out uh there was a column uh bulk quantity so even though we were providing the quantity prepared which was in individual pieces the district is looking for a more bulk uh amount so instead of we made 150 chicken patty sandwiches they wanted to know how many cases we were actually um producing um so that has been um updated and we have been training the staff with how to correctly fill out the production records um one of the things that I have seen not only in this state but

163in Illinois is um site specific Sops standard out operating procedures um food safety for um food safety guides uh Chartwells ENC Compass Group we provide to all of our accounts probably a 5,000 page binder of every possible contingency plan um actionable item sop regarding food safety and handling and storage and ordering and shipping and preparing and cooking and you get the idea but um what the auditor was requesting was that we made it made site specific um sop and food safety um guides for those specific schools just to make it easier for them to read Because if you're going to be you know brushing through 5,000 Pages you've already lost me but if you know you can easily go through tab two tab three it makes it a heck of a lot of easier for

164the Frontline staff to be able to identify what the correct procedure is and um just follow the the Sops that are required so anyway long story short those Sops they've been updated um and so all of our sites are um now now do have the correct sop um food safety uh manuals available specifically for whether you're a satellite kitchen a cooking kitchen or a production site let's see um over at Merill there was an issue with uh meal counting and claiming uh with one classroom this was the uh uh special ed classroom uh the lunch tickets that were taken to the cafeteria in the morning indicating which student is here and having lunch the teacher took the students orders by taking pictures um and and that is okay uh but on this day one student

165did happen to leave school early that day but that additional meal had not been removed from that morning order and um the meal was not returned there for the counting and claiming of that additional meal was split between the students so that additional meal had just been parceled out to the students instead of it going back to the kitchen or being or the kitchen being notified hey we don't need this meal so um the corrective action with that was the meal counting process in the classroom um is when students need uh track the meal uh we do have we do have to submit 30 consecutive operating days of meal counts and edit check and tomorrow by end of business uh those uh meal counts and edit checks will be uploaded um and moving forward the

166standard operating procedure is that the order for the teachers's classroom uh is to give the Food Service staff in the morning the lead uh the lead food service worker then delivers to the classroom and then verifies that all of the students are there as she collects the tickets that is the proper uh protocol for um a satellite or a remote POS which is um an acronym for point of service um and let's see also at Merill there was a non non-reimbursable meals were served during a lunch at a 3K meal program St two students did not take the required quter cup of fruit vegetable or a combination um St meals are serve family style so students within the 3K program it it is it's straight serve so they need to take everything that is mened

167on the item instead of giving them the option to take those green beans or just take something but all of those items do have to be on those on those uh little tiny plates for those students to at least take a bite just try two bytes that I do remember the teacher saying it's a two bite rule in this in this classroom you have to at least try two bites but unfortunately um there were some students um that did not take I'm not saying two students two students did not take the required um quarter cup of Fruit and Vegetable so um moving forward students in 3K they have to take all the components they may refuse to eat something that they don't want um but it has to be on their plate that's the requirement

168um at the High School the non-reimbursable meals during lunch service under offer versus serve students must select three complete components of at least a half a cup of fruit vegetable or a combination of for a reimbursable meal the one item that you have to have on your tray no matter what is either a half a cup of fruit or a half a cup of vegetable um that is that is just the golden standard and it was observed in the deli bar that two students um did not have that required component either of fruit or and or a vegetable we did not count those meals uh for the claim they were removed and stricken automatically but it was noted by the Auditors that that had taken place um on March 4th we did conduct like I

169said prior uh very intensive offer versus training offer versus serve training and we did have to have signature of all of the those that were intended those were that in attendance um on a roster um so during the training the staff needed to be made aware that students must take a fruit a vegetable or a combination um and they cannot leave without the required components um it does it does pose a challenge once in a while but um we do have cashiers that are very um very well versed in how to um convince our students to take a proper selection we have a really nice um fresh fruit and vegetable salad bar and um you know it's very few very few students that um are not that are not trained because you know these rules

170have been in place since I want to say 2008 and um so anybody that has come up knows okay you got to take fruit or a vegetable um but you do have some not many that just steadfastly refuse I am not taking it and because we do not um we can't claim that meal so the students just um just take that sandwich or that slice of pizza and just and just go ahead and go um we also in the deli bar it was observed that the um the deli meat was um under portioned so what we needed to do was make sure that our staff in the deli bar understood um the production records understood uh the recipes and were trained on how to use um the scales for weights and measurements to make sure

171that that um that slice of turkey they were actually getting a full 2 oz of meat meat alternative um so we needed to um complete a portion siiz study for our deli meat as well as the taco meat um for the uh the Sono line and um we retrained the staff uh we went through the um the serving utensils like I said as well as the um the uh scales and measurements so that has also been uploaded to DPO DPI for their approval um and then you know it's always train train train we're always training and retraining and retraining and retraining so it's it it is an ongoing process um we um we try to implore the importance of of the staff understanding um that um measurements are important because it affects diets it affects

172of course food cost it affects um if you have a diabetic it's going to affect you know um the carb counts that that they're dealing with um it and it affects um just the um the overall um standardized R recipe and and portion control that's that's what we live and breathe on so it's it's it's really important that they understand that they are the front line and that um you know it's it's it's because of what they are doing on a day-to-day basis with feeding these kids that we have to make sure that these rules are followed in and adhered by according to the USDA and and the DPI um something that I do want to highlight um Don had mentioned that we do receive two um every School receives two Health Department inspections a

173year that is a state mandate and a USDA mandate um we do have currently 50% of our staff is ServSafe manager certified so 58% we have I I have 58 I'm sorry 50% of our staff is Serve Safe certified which means that 29 out of my 58 part-time and full-time employees 50% of them are Serve Safe certified this is really important because to be a lead and to be a cook in any position you have to understand um food handling you have to understand hot and cold temperatures you have to understand that you know those thermometers really really are important um you can get a you can get a lot of people sick really really quickly just by negligence and so to have so many people that we have been able to put through um

174the Serve Safe certification process um I think uh speaks volumes to Holly Goodwin who is not here right now but she is our surfsafe um Proctor and instructor but she has done a tremendous job um getting um our staff um certified now something that I do have on my on my um my agenda moving forward is uh we do have a program called a fair check Fair check certification is an allergy certification um we all know that there are students and that suffer from food allergies all across the board you know you've got the the eight allergens that are just really really scary to deal with but it is my goal that um that we do have 100% Fair check allergy certification 100% all of our staff and Associates um working with the food and

175serving our students um will be allergy food fair check allergy certified um and let's see another thing to boast about is um so yesterday we had um on March 17th at the high school we did we did have serf safe manager training we um we had 11 come to that class six of them passed and then um on top of that we had an additional five uh ladies that we're that will be taking the online course but in their native language so English is not their their preferred language we're offering it to them in Spanish and um I think that not only does that help you know strengthen the the Chartwells team um but it helps the community as well by being able to make this available to um the Hispanic uh residents and employ

176of booy and that will be all any questions do any board members have any questions Mrs Levy thank you so much um thank you for the thorough presentation uh much appreciate it quick question and I know that there are certain requirements with what a child needs to take in order for us to count that meal are there any guidelines on food waste and I know temperature and serve safe and all of that is so important but if we are not able to account a meal and there's additional food so many kids um in our district are eligible for free and reduced lunch which means that there may be food insecurity there um are we able to if there is a surplus that would otherwise not be used um to serve that to students possibly after

177school on their way out is there any process for for an option like that that's a really good question thank you for asking that um at one point the high school did have a um a love food hate waste table a share table of sorts so the students would come through the line they would grab their breakfast items whatever they didn't want they we would leave they would leave it on the cart so anybody that would want it could come and and take it the issue that we experience is um um time and temperature abuse and um so with the time and temperature abuse um pulling it back into the kitchen taking it back out trying to recirculate it into the inventory it just it gets very tricky as well as um being able to

178offer it up in to the um to the school setting it gets um it can get very tricky with just food safety concerns um and unfortunately if you know we it's unfortunate but we do have to dispose of those meals and I understand for for like hot foods or or things like that but non-p perishable items like if it's apples or cereal or granola bars or are you able has that program been discontinued are you able to do that on it discontinu thank you yeah any other board questions go ahead yeah it's kind of on the same wavelength that I'm not critiquing at all I know from being in the food service and actually working in school lunch programs an enormous amount of waste which is you know I'm not blaming Chartwells I know kids

179take it and throw it away it's just there's just no way to resurrect that it's just I know I'm just it's it's embarrassing how much goes and you guys know when you empty the trash it's like yeah you know I there's no way to I can speak on that um when I I used to work for Chicago public schools and I did a waste study one of the schools on the southwest side five days um and I told all the students um if you not going to eat your fruit leave it on the table because I wanted to count and at the end of the week sad but say but it was seven cases of bananas that were going into the trash so that that's that is I get it absolutely that's the frustrating piece

180well one of the things that we talked to DPI about because we do have a share table at the high school which they absolutely hated they you know they wanted to turn their head um but we do have pantries at three of our schools so we are kind of working with DPI to see how can we at least do the fresh fruits and vegetables or anything that's packaged can we put it in the pantry because then we know because the pantries are being used by at those three sites so we're looking at that the other part is we have a blast chiller at Cunningham so anything that we had that we could blast till it actually freezes it within like minutes so to use it at a different time if that's what we needed to

181do I mean we're not crazy about any leftovers we're not crazy about reheating them um um it's just it's just poor quality but if we could blast chill something and we were able to put it in the pantry you know we're working with the DPI to see can we do this because we agree that you know we hate seeing it in the trash too and so do our custodians because we hear a lot of that and a little bit of followup I'm just asking because I don't know when you if you Ser put something on a plate it's gone you know you can't really but if you have like a pan of whatever peas beans even the hot dish can you refrigerate it and reuse it sometime in the future or freeze it if it's

182not been dished out y yes yes you can however I try to air on the side of caution um when it comes to Quality so if we're dealing with something that has been cooked put on the serving line sat on the serving line and then we're going to drop that temperature and then you're going to put it you're going to put it in the cooler and you're going to put it back into the into the oven to heat it back up there's it's I'm sure it's fine but it's not pretty to look at and I love food so it's very important about presentation and kids kids kids pick their food with their eyes so I want them to eat green peas not brown peas but I absolutely get what you're saying I know Megan Miller

183you know in the interest of time I'll just forward questions thank you so much for the presentation thank you um I do have um one more question so the food that goes in the trash it's do you know if any school districts have any sort of composting programs I do not off hand prob speak to that we did compost with the the public works for probably two or three years what we would do is all that food would go into five gallon buckets and then our drivers would take it out and they would pour it into this vat because we went through the Wastewater to see how this worked um but our driver got a terrible bacterial infection doing it his all his hands and everything from this food so we had to discontinue it

184but we did love doing it wow thank you so yeah thank you next we have the fall winter Benchmark map scores we have Teresa morch presenting and the purpose for this is map is an adapted online assessment that is Norm referenced and used to inform instructional practices and student learning the key Focus for math is growth each student is assigned a projected growth score based on the fall RIT scale um we utilize map for students in grades 3- 12 in grades 8 through 12 the data only represents students that are selected for intentional purposes the report indicate the reports indicate the academics academic outcomes within a range low low average average average high average and high Miss morch thank you um and on the uh board rcks that described that's the description that um board

185president uh just read and so that's the top paragraph of this slide as well so thank you so much um Miss Johnson the second paragraph just shows the different ways that sdb utilizes it um so we utilize it in grades 3 through 7 to look at um student growth um in literacy and math um and this can be taken up to three times a year uh fall winter and spring and then we also in the upper grades um again look pull students for interventions um so when we pull the data districtwide it's not all of the students in grades 9 through 12 excuse me 8 through 12 so um I attempted to pull together enough slides to try to give a comprehensive overview of map and what it is and if there's additional information you're

186looking for I'll be happy to follow up um sometimes in these presentations it's hard to gauge what exactly folks are looking for or interested and then how much is too much data how much is not enough data um so I am I'm happy to follow up if there are um additional questions so this first slide just gives an overall comparison um to where we were um in Fall which is in blue of last year into where we started the year and then where we were in Winter um where we were last year and then overall where we are this year um in reading and the other piece uh that I wanted to address is back here where it talks about how the reports are looking at low low average average high average and High um

187earlier when one of our schools were presenting Mr Nichols had a question um kind of like what does that mean and so when we look at this slide this is our fall to winter um the first bar graph up at the top shows where the students scored proficiency wise um in fall and then where they are in winter and so they pretty much stayed the same that doesn't mean that there wasn't any growth it means where they're expected to be this time in fall and where they're expected to be this time in Winter we would like to see more kids proficient in Winter than in Fall however they didn't lose growth because the the RIT score for that grade level increases as the year goes on so if they start the year with an expected

188RIT score of 205 they they may be expected to end the year at a 210 mid year they might be expected to be at 208 if that makes sense the other thing that's important to understand about map is this is an internal assessment that we use to inform instructional practice and really it's effective when classroom teachers look at it and they look at students individually to see how they're growing because there is a projected growth um and then how schools can look at it this particular uh report they break it into quintiles so if you picture a classic bell curve it's 20th 20th 20th percentile groups right so um in the lowest percentile Group which is the red it's 0 to 20th then you go 21st to 40th 41st to 60th 61st to so on

189similar in the bell curve Theory would be like if we did a random sampling we filled this room with a 100 people and everybody in this room took a state standardized test or in this case a benchmark assessment how statistically the theory says is you would all shake out into these different quintiles we would have people that are below average we would have people that are average and we'd have people that are above average and that's the theory of the bell curve many people in education over time have pushed back against this this approach for different reasons but this is the way that this assessment Works um and so statistically what we would like to see is more of our students in yellow and Y yellow blue green and blue right and so we would

190say that this right now if you me if you drew this on a bell curve is statistically negatively left skewed because we're still seeing some of most of our students in those red and orange and so our goal is to move the data to the yellow green and blue in maps the yellow which I'm calling average reaches down to the 41st to the 60th percentile um ideally we would look at 50 percentile and above but it just doesn't doesn't shake out that way so I grabbed the yellow group the other thing to know about Maps um we have a new rep and I actually had a meeting with her uh today um the maps is under a it's nationally normed so these are kids across the country is how they determine these writ level scores

191and where kids should be at grade level um postco the national RIT score has dropped has decreased just like we saw in nape and other National assessments so nwaa is doing a national Norms study and they'll come out with new level sets next year in 2025 to give a more appropriate account of where students are really at um from a norm referenced place postco so that will be coming out and then in additional to that because um we have new state or updated state standards and updated cut scores they have to then follow up with states that have changes to do a linking study um because you can use these reports to give you some um projection into where you might test in a state standardized test and so there's some work that's happening with

192NWA and maps and any other like Star any other Ben Benchmark type of company that uses a nationally Norm referenced assessment um Mrs morch do you want questions you're going through these or at the end I think maybe at the end I know that was a lot and so I'll go through just the data and then take questions at the end does that is that okay with you it is I do have one sure question about the layout of this the orange dots or ovals at the start of the uh card line is that the um 50 th percentile or the median percentile for this group of students yes it is and so in in what you'll see when you look from fall to winter is whether we're go moving up or we're moving down

193and so in this case they stayed the same percentile rank yes great question here in our reading um you it is noted here that we did fall a couple percentage points in our third grade reading based on our fall Benchmark to our winter Benchmark um and so this is an area of need of improvement um as we continue to work on third grade proficiency something that you often see in these types of Assessments is that um the students are really beginning to lean into comprehension um and this is what maaps is all about um early in in Reading initiatives they used to say in the early grades you're you're learning to read to read to learn um when Common Core came out they challenged that notion in the sense of kids should always always be

194reading to learn but really in those earlier years there is a transition that happens I'm just trying to learn the decoding and the actual code of reading learning to read and then once I can and I AFF fluency then now I'm working on my comprehension reading to learn and that's where that kind of phrase comes from um and this is our winter map in grades um 3 through five so you see where I have the 29.3 average 33 and then the 36.6 average that is just simply the sum of the yellow green and blue columns because of that bell curve percentile ranking um looking at it I'm thinking that um when they do this study that the proficiency cut scores will be decreased because the nation itself has dropped in outcomes as it's recovering it

195it feels like Co is far away but it's it's understanding that across our country it's still the students that um were part of that are still in our system um and then this is for our map um in grades 6 through 7 so we have 36.2 and then 29 um in the winter for seventh grade I provided some demographics just the racial and ethnic breakups um if you're interested in seeing um further demographic groupings like El students or students with special needs those types of things I'll be happy to provide that for you I just didn't in this particular presentation again sometimes it's hard to identify what's all the information that we're interested in um and another thing that I like to do when I present this is to look at the all group we

196want to look at how are we on an average so 32% is all of the students together and then we can see how the different racial and ethnic groups shook out um and here is our map overall the percentage of students average or above scored higher in fall and winter this year than in last year so this is good because we're get beginning to see growth within the system so last year students didn't score as well as this year students um for math exciting here we did improve proficient the number of students that met their proficiency level um by three points so similar to the reading everybody moved up well most kids moved up for red scores but even more um in this case uh met uh the proficiency that was expected for winter and

197here's the map scores for grades three through five and again the averages we can still see that high need um for improvement um in that red first percentile group um is still work that we need uh as a district grade sixth and seventh average for map in math and then this is the um racial and ethnic groupings I wanted to include this slide because um it just brings a little more of a rounded picture of our middle schools because I have the sixth and seventh grade uh reading and map data so I wanted to include this slide just to show you um so they take the preac twice a year in fall and in Spring and so you'll expect the um spring scores to be higher than the fall scores because it's it's the same

198right basically the same assessment and so something um that is exciting here is if you look at the percentage of students um that were proficient last year in math are not as high as the students this year fall so that means our eighth graders this year are outperforming the eighth graders last spring so there are uh a few months ahead um in growth and just some big Ideas um that I pulled from looking at the data that individual student growth continues to be a focus um the reading score stayed the same throughout fall and winter however grade three scores lost growth by 2% points so that's definitely a conversation um that we need to have with our elementary schools um and reflecting in their data the mass scor showed growth in comparison to fall to

199winter by three percentage points so we're on a steady growth there um I thought about how the board set goals for 2 percentage increases on the forward exam so this is good in math because if we're internally showing some growth hopefully then that'll that'll translate to those board goals um in the standard test different assessments different testing environments for those however it's good to see internal data moving um there are persistent unequal academic outcomes across demographic groupings by race and ethnicity in both reading and math so that continues to be a focus of ours within our buildings and and how are we um having Universal goals for all but then having targeted strategies to make sure that all of our students um and that connects to the next bll um there continues to be a

200focus on strengthening our core instructional practices with our teachers and that's through um our coaching that we do the learning walks that we're doing um along with our um Equitable multiple levels of systems of support em LSS I have to slow down there um to make sure that I say it right just this week um on Monday when we had professional learning uh as I've mentioned to board before we now have a data dashboard that's being used districtwide uh Frontline student analytics and we launched that the summer and we've been doing um a gradual training um in bringing people into uh the loop so that it's more um institutionalized and sustainable over time um there's an implementation plan there and so on Monday we um included several staff and building teams to begin to dig

201into that data and use that tool and when we see those students that are still in that um first quintile how are we meeting their needs and so really really strengthening um our systems and structures that we have in place for our msss which is differentiated levels of support I believe will help to uh move our our data um so that it's no longer negatively left skewed bell curve but more towards the right side um so that's some work still that um our district is aware of and we are currently working on to address and then the final piece is just to which is is good the prea is indic indicating growth and proficiency levels across core and content areas um this is a good predictor of potential increases and ACT scores um in the

202future if growth continues as our eighth graders move into the high School level um as we know um two years ago we had growth in the act and then last year we dipped down in the act so I'm looking forward to um seeing the prea scores improving which they have had Improvement on because as our students get to that 11th grade um year where they take the ACT I'm hoping that this prea will help to be a predictor and that's also something new that we started Ed in our district two years ago um and so getting teachers to to reflect on the preac and instructional practices in grades um eight starting in eight and then also now in in in nine and 10 um I think will really help to improve that ACT score overall

203any questions are there any question um Mr henkins or go ahead thank you Mr Mork you're welcome um we hear a lot of talk about covid and if a student entered post let's go postco and if a student came into our district postco as a what three four year old where would they be now third grade I think that was in 20 yes so these scores are postco of third graders yes and no something that has really been discovered is actually pre the pree so like 0 to three has had significant impact because a lot of children at that time were not in uh daycares or in learning environment so if you talk to Early Childhood people they they speak on this quite a lot about their lived experiences that students coming in as four-year-olds

204are not where they were preco because they spent so much time at home and they didn't have the same type of socialization and and and things that happen in 0o to3 programs all right be that as it may when will you look at it and say okay these kids are out of preo or postco I mean through another three years is that what you're saying um I I think when they move out of our system right so Co is going to be here until our students move out of our our 12 grade it doesn't mean that we're not going to work on recovering and acceleration which we have been but it I think if you look at the national research on it it's having longstanding effects well I'm just talking about that class when that

205class and you're looking at i' I've learned since be on the board in fact you've enlightened me a lot on on third grade scores are indicative and DPI looks hard at d are scores and they being the spring board for further education I'm kind of disheartened cuz we heard in the fall that you were excited about this and that these programs and to see these slip I'm I'm just questioning you know and I I know you're very aware of it I'm not trying to grandstand or anything no and I appreciate that um which is why I wanted to call it out tonight in the presentation and it's also important we always say best practice is the triangulation of data so where we're seeing growth in our foundation skills on our ear Miss papy referenced that

206tonight when she said the arc materials that's ear's assessment we are seeing growth on students meeting their Benchmark there um this is another assessment where they just they didn't meet all of the growth on that particular day um and it doesn't mean I'm invalidating it it just means it's another measure to say we still have work to do and I know you're real I realize you're going to be testing again so he's got a little bit of time to make some improvement in your professional opinion are you seeing some improvement yes I I do think that I mean when I'm in the classrooms you know I have to be honest with you the year uh I came here in 2020 and we were still virtual and so I was here when students first were in

207the classroom after that and even as something as simple I was in first and second grade classrooms the challenge that students were having with their gross motor skills holding a pencil was challenging because you know those are the types of things you just kind of take for I mean I've taught Early Elementary so I don't take pencil grip uh for granted it's something that has to be taught but when we had students at home for that period of time they were not writing with pencils on a regular basis like they do just naturally in a classroom so handwriting I mean things like that that you wouldn't think of had impact really did um learning school how how to come just to school um has been something that our our early elementary schools have had to

208overcome um and so I think I answered your question yeah I mean it's all kind of tied together I'm just wondering as just a board person or general knowledge you know when are when are we as Educators or you as Educators we're going to get away from not I mean it's not it's a reason why and when can we get away from that and go okay these are these are real scores well I've I think all the scores are real since since the pandemic or preo and I I kind of cringe a little bit cuz some of these kids have been in three two 3K and we're still seeing some I understand the long-term effects and I expect to see that as they go forward but a certain class a second grader those kids did

209they have this you know what I you you know what I mean yes I do okay thank you yep I receive what you're saying thank you Megan Miller thank thank you so much um so yeah I I just wanted to react a little bit to the presentation um I really appreciate you putting it together and I I think like we've heard a couple times tonight um people kind of reflect on like data and context and it's it can be a tricky thing in education because like a lot of the tests that we have to use to assess student growth or progress are not educator selected they're like mandated by politicians and so like for example I know we talked a little bit about act and I mean like there's um like a whole peer- reviewed

210research kind of article on Eric that just talks about how like on an independent analysis of the alignment of the AC to Common Core State Standards most of them are a very weak match so I think actually Mr henkins has done a really great job like when you presented data saying like well are we matching curriculum to what we're being assessed on like in forward and like absolutely we are because that's like State Standards driven but then it's like here comes the A and that's not designed that way and so I appreciate the contacts that you're giving us about like you know we're using multiple metrics like this piece tells us this about kids we're making these you know reviews and revisions just like we heard from Miss papy right so like we're going to

211look at that third grade stuff and say all right cool what do we do next like you said there'll be like a discussion kind of thing so I mean could you speak a little bit since this is something that I think people maybe just like need a little more context like who are outside of like the industry like for example something that comes to mind even like with act 20 is like when you do an assessment of student learning the closer you get it to their curriculum like what they're learning like the better picture you're going to get of what they actually can do versus like here's like like you said like a moment in time out of context right I don't know if you can speak to that a little bit I would appreciate

212it thank you sure I I probably could give an entire hour presentation on assessments alone probably longer than that it's actually a passion of mine I know that that is not exciting to a lot of people in the room but it is to me um so there is actually someone by the name of I believe it's Dylan William it's either William Dylan or Dylan William it's one of those names where it can be reversed um and he does a he does he talks a lot about the importance of formative assessments and in classroom based assessments and that's because you're you're thinking about what are we actually learning in class and is this assessment really about the learning that's happening or is it an assessment that's outside of the learning environment um bless you and so

213if I'm learning about um race search of insects in my classroom with my students it it would behoove me as a classroom teacher to give a formative assessment on formative meaning where are we at in our learning about what insects are right there's that type of assessment and then there's a comprehension assessment like Maps or even further away a standardized test where we're asking right read a story about snow and answer comprehension questions it isn't about insects which what you've been learning about for 3 weeks it's something entirely different and that's important reading and that type of comprehension is important to assess but it's just understanding the context in which the assessments are being applied and how the outcomes because really the purpose of assessment is to improve and inform instructional practice so how immediately

214close to the assessment is the learning a formative assessment is is very should be reflective of the learning that's happening that day that week that month a standardized assessment is much further away from the learning and so how we take those results and reflect on them to think about improved practices is really the importance of assessment um and so I hope I get at what you're asking um and and as Educators you know as as many of you know on the board I've been in this for a long time and that assessment conversation shifts back and forth um depending on kind of the politics of it all but in the world of educational reform there's always been a press on the importance of really classroom based authentic assessments formative assessments to inform instructional practice no

215I really appreciate that and then I I also just wanted to speak to um you know I was it's Mr henkins you know I I thought the same thing like when I first looked at the presentation I'm like oh I want to see you know like what are the trends and I'm thinking about Co and grade levels you know I have a 13-year-old a 10-year-old and a seven-year-old and so my 10-year-old's that fourth grade class so that's you know she was in 4k like in 2019 right so like when all that you know all went down and you know I think like I guess from like a parent and a teacher perspective I'm going to like share something Then followed up the question I guess like what I'm I've totally like the lack of exposure

216to like language Rich environment is something that is really apparent to me like in my day job as a teacher like when you look at like those different grade levels and I see it in my own kids like my my 10-year-old has done like an amazing job like kind of like catching up from Co because of like the intervention and things like we're providing already in the district um and like watching kind of her progress um and comparing it to like you know my seven-year-old who you know was lucky enough to have some some to some degree early child but there's definitely like differences when I compared to like my 13-year-old and you know all kids are different and all that but it's like you see kind of those themes and Trends um could you

217speak a little bit to like in this touches on what Miss papy talked about earlier too like the the responsiveness and and I guess like just like the the change that we made that's built into like the how we're offering instruction and like how we are responding to those things and how that is like data informed like we're using like we can test for transferability of skills or we can look at Mastery of skills and we you know we can hone in on like those different pieces and how we teach if you could like yeah um so one of the things that informed um our choice in selecting American reading company was it's when you look at materials one of the things you really want to look at is the design of the materials and

218the way in which they've been designed and so something that American reading company does is it took this old concept of guided reading but tipped it on its head because the old concept of guided reading was couched in this on a balanced literacy framework where you were um over reliant on the 3 queing system and so the American reading company took that concept of small group instruction which is used to be called guided reading and calls it Equitable conference schedules and so when the students are moving through their level of books um they're and they're assessed with the Earl law ongoing it identifies um what their goal should be in what area of foundational skills they should work on um and that's what's called Power goals in American reading company and the teachers are are

219to create an equitable conferencing schedule meaning that they meet more regularly with the striving readers than they do our students that are on and at a level doesn't mean that those students aren't met with and they aren't challenged but the idea is that the the ones that are striving are met with more because they need more support and so um as they rotate through those groups they're focused on those power goals and then those power goals are changing as they're moving through the levels um of of the decodables and so um that's an examp example of the way in which we're working to meet their needs that's just embedded it wasn't in the old reading curriculum um that this District had and so coupled with that with act 20 and the requirement of the universal

220screener and students needing to have reading plans we we can begin to see an overlap there um something that I think we need to work on is the rate of reading so um the way that they're scoring fluency in the Universal screener is the rate of reading and I know you're no stranger to this Miss Miller and so a child might read all of the words on the page but if they're not reading the number of expected words within a minute it's usually like rule of thumb 40 words per minute let's just say then they're not meeting what's considered um a passing score on the universal screener and so that's something that going forward we need to practice our students often times are able to decode but it's not fast enough rate rate of reading

221and so um that's something that I'm seeing uh that we can bring into the fold as a supplemental um to our American reading company to meet those needs as well and ultimately we want automaticity right um it's stressing rate of reading is is not necessarily as important as decoding but you do want automaticity because it does lead to improved comprehension thank you so much and just like question if you could provide I don't know if you the extent to which you would know this but since you mentioned it in your presentation um just like about how the Norms like haven't been updated right since covid and because third grade is you know it's it's a turning point year in in many ways for many reasons um do you have a pulse on like to what

222extent are we like matching or diverting from from Trends sort of across the board like in third grade and like do you anticipate like is this like a bit thing that like might change as they update Norms or is this more of like a generalized issue gu um well what the rep said today is the the reason why Miss Mor I'm sorry before you continue I have been informed we are at our two hour point so I will entertain a motion to extend the meeting another half hour so moved second motion by Brian Nichols seconded by Megan Miller any discussion hearing none all in favor I I I any oppose motion carries unanimously thank you go ahead Mrs Miller I mean Mrs Mor sorry no worries so to efficiently answer for you um when I

223got off the phone today with the rep what she said is that they are doing a national Norm um study because it is nationally in a l right and she said think about it with nape what happened across the country with nape scores is the same with the national their National assessment everyone's scores are lower than they once were so they're re-calibrating those scores right so we definitely obviously want to be responsive to what is telling us I just want to make sure we have the proper context and like how to see what you've reported yep but it and it also means with that that yes and also we need to move more of our students out of that first quintile um and we know that absolutely thank you so much you're welcome thank you

224Brian Nichols thank you board President Johnson okay so take going forward from for Mrs Mor I mean Mrs uh papy's presentation can we compare can we PA compare sixth grade seventh grade to third fourth and fifth on reading the reading scores yeah what do you mean by compare help me so seventh grade we're at 29.1 average and above yes okay that's lower than grades 3 through six yes that's correct okay explain yeah I mean I I I guess I don't have a definitive answer you I just yeah I would like to see as the grades go up the kids proficiencies go up and that's part of why I included eighth grade um preac because there is a dip in that seventh grade group however for what ever reason on the prea they are starting to

225bounce back there and so I'm I'm hoping you know and they're different tests so they they tell different things um but I am hopeful that the prea will indicate ACT scores because what we're scored on on a more pragmatic level for the report card is the forward the prea and the ACT those are the standardized tests and so Maps is that internal Benchmark kind of that litness test of where we're going um but I'm I'm also closely monitoring those standardized tests as well yeah and I don't I don't have an exact answer of why the seventh graders dipped more so than the others I'm sorry I just don't thank you yep Miss mortek while you're on this slide I actually did have a question about this one um are we looking at the same cohort

226for those two groups no okay so I'm wondering because in your parentheses you said this demonstrates growth are you talking about growth of the student academic achievement or growth in terms of improvement of instruction growth as far as academic outcomes I'm going to assume that there's been a change in instructional practice which has led to those so we would expect to see lower scores in Fall than we do in Spring and because it's right the kids are taking the test twice but they haven't yet taken the spring one this year so I couldn't do a spring to Spring comparison so this is last year's eighth graders as they left in Spring this year's eighth graders as they came in in Fall um because what we want to see is growth over time uh kind of

227to Mr Nicholls point you know if the seventh graders score 35% this year next year we want to see scoring 40% right like we want to grow grow and so I wanted to show this to say it's remarkable to me just to look at the math growth here because our our incoming eighth graders scored more proficiency a higher proficiency than our eighth graders last year in Spring and so that's showing growth that they grew actually um last year a seventh graders and and we had our new math adoption so I don't know if that's a a that I don't know if it's the change in instructional practice with the materials you know there's it's hard to draw a direct correlations but something's happening in math to see I would think to see that change thank

228you any other questions from Miss mortek thank you welcome next on the agenda we have the 2025 referendum discussion the purpose of this is to discuss consider and take action on suggestions and feedback board members have to share after listening to the response of different community members and organizations the the board the board should discuss the future of the Cunningham building the reason I uh put this on the agenda again this week or this meeting um is because after two um referendum sessions as as I was exiting some of the concerns were um shared about the lack of a Westside Middle School um I'm not looking for a long drawn out conversation here tonight but if other board members are interested in um having this discussion I have um discussed with um Mr bricko and

229Dr Garrison this um item and um I would even entertain a motion something to the effect of to move approval to have the facilities Department present a report to the board which will include physical considerations cost time timelines and enrollment projections um necessary to use Cunningham as a middle school I did talk to Mr Brio again earlier today to confirm that he would be willing to um work on such report and if there's anything that I have left off that he would include but if any board members have anything that they'd like to add into the report please let me know Mr henkins I'm fully in favor of researching it I think it be a very positive movement in the right direction for the climate of our district and the westsiders uh the reconfiguration back

230to that you know I'm sure in this study it's going to take long long time to to figure out you know the present occupants of Cunningham and what we do but there are plenty spaces available I'm it's just going to be I think a very worthwhile discussion and uh I I applaud Mr bricko for taking this on so I would like to if you're looking for a motion to just to research it or take it in the next step I would like to make that motion how that looks or sounds I'm not sure okay but maybe you want to hear you want to hear from all the board members so sure um Miss Miller your hand is up thank you um yeah I guess um yeah I mean it's certainly I think I've heard that

231too people bring things up I think it's important um to highlight the context it's been a minute since it was discussed and I think sometimes uh some things that get lost in the discussion are like you know what was the context what were the causes and outcomes I'm a a little weary of having the conversation you're I'm not sure if Dr Garrison or Mr brick or anybody were able to join us tonight um for us to even because like I guess I'm a little reticent to be aemotion to do something without getting their info because I want to make sure we do the right thing I of course am totally in favor of revisiting shedding light recalibrating and like where where were we white and like you know what have been the changes outcomes or

232whatever since um one question I have in addition to like why you know maybe asking for if it's appropriate to ask for re us to revisit like why the decision was made to begin with you know what were the factors and and why was that the best course of action as recommended um my big concern is the entire state of Wisconsin is projected to have declining enrollment so like outside of the issues that are unique to our community because we do have our own Belo School District reasons there's also a state projected decline that's been projected by wasbo so if we're going to have that conversation I think we also need to kick around the possibility because this was what was thrown out when that decision was first made the possibility of having to consolidate

233down to just one Middle School not because it's something that we would like love to do because I don't think any of us up here would like to do that but I don't want to speak I'll speak for myself but out of just like necessity like right sizing being responsive to enrollment so I'm not against having some kind of a presentation by any means I think these are really important things right to share and like you know provide an update I guess I just want to also make sure that we don't mislead people to believe that hey we're like I don't want to dangle something in front of somebody and I guess I feel like as just the board up here without administrative like input I just don't know that I have all the information

234I need yep thank you and as of uh 6:45 this evening when I was with Mr bricko he he knew that this was on an agreed absolutely full fully he is ready to present this he was hoping he would be here tonight to even answer some questions but he's still at that other meeting but he was fully in support of of doing a report what and me asking the board what to include as I mentioned enrollment projections so we're not getting ahead of ourselves but there is still um some frustrated um community members that this happened and perhaps if we could include yeah an explanation of of why it happened and we may end up saying hey we really don't need two middle schools one one middle school but let's you know get some information

235and find out what we should be doing um if I can just quickly respond and then I'll jump off um that that sounds good I appreciate that you shared that about your conversation Mr bio I think just a little input for like what I'd like to see in a report then just the two things you mentioned also um just I think it would be interesting to see like if and how all of the facility possibilities fit into like our 10e facilities plan would be a detail I would like to see just so that we can share kind of what those plans look like and like you know timelines and like what from their perspective makes sense thank you so much vice president Nichols thank you um yes I I too have heard heard the comments

236you know they've never stopped quite frankly I mean anywhere I go every once in a while somebody brings that up uh up from this side of the river and um you know that happened uh that had happened to be my first the night I was sworn in this place was packed and out there was packed and now people were out in the hall and then we're here about that so yes I I think it's worth worth looking into and I would be glad to Second uh second Mr board member henin's uh motion to to do the to do the due diligence to make this see if it see if it would work thank you um Greg Schneider um you know I I think it's a good thing to go back and to review the economics

237of the decision to as we downsized our our middle schools um with the reconfiguration um I know a lot of the numbers as we look at what cost would be for for different buildings to be used in different ways has been presented um but again maybe it's time that we need to make sure we present these again to the community so they begin to see what the actual um cost would be in order to to um make any difference or changes in in Middle School configurations um and I think as we move forward that it's also we make it clear that this is not a promise that we're going to do anything different we are just going to go back and relook at the numbers um and the feasibility of of a building being used

238in a different way thank you any other discussion on this oh go ahead Miss Miller sorry um Mr Schneider just reminded me of something too I think like that also has to come with the context of since you mentioned reconfiguration um I'd love to hear too like an update on guess like the the the gains or changes or or whatever the situation is of going back to that K12 68 model um that's something that I've also like prior to us making that decision was a regular topic of discussion um Mr Nichols I would say on par probably with the experience that you've had right with the with what you had just described so I think because those two things were sort of like interconnected I think it would be nice to sort of to bring

239that context in as well because that might inform our future decision-making depending on what Mr bio has to share thank you um Mr henkins did you want to make a motion then yes IID like to make a motion that the School District administration move forward with a study feasibility study for the use reuse of Cunningham as a middle school okay and if I may for clarity we're not looking for a study but a a report Court um I'm I'm a study may take months okay what whatever time Mr bricko can put together okay as a first step I'm you know not to throw money at it but okay so then may I ask you to reward that to the report rather than study yes a report rather than a study sh with no time stamp

240on it just so we're going to move forward with it I think is that okay Miss shop when you're ready would you mind reading back the motion before I ask for a second so what I have is the School District administration moveed forward with a feasibility report for Cunningham school to be considered as a middle school is there a second I'll second we have a motion by Mr henin seconded by Brian Nichol any discussion go ahead Miss Miller yeah I mean I think just to reflect kind of the discussion we just had I'm just wondering if if we might want to amend that just to say like some sort of like report and update on the facilities I mean I like like how use word feasibility but again I think if we're if we're being

241that pointed about can we or can't we make this a middle school I think that's a little cart before the horse like I think like what I'm hearing us say is I think that's a popular thing for a group of people and I I don't discount the validity of that I I don't know that we want to say hey like can we can't we just that one thing I mean I think how are we being most purposeful and I mean certainly geographically Equitable with the facility space we have like what makes sense with our projections I think it's important thing to be mindful of I don't you see what I'm saying yeah I I do I do understand what you're saying we do have the feas the um facilities study that was done last year

242so I'm not um interested in spending more money on a new facility study I trust um U Mr Brio's ability to bring a comprehensive report to us listening to what we've said what we've asked for I think he will do a good job I'm sure he will I guess I just like I I guess when I'm hearing the motion is really focused on can this be a middle school and I know that that is certainly something that is is going to be considered and I'm not saying it shouldn't be I think there's I'm not talking about redoing a facility study I guess like you know looking at things like projected enrollment like building usage like data that he has that probably he's when you had that talk with him a couple hours ago probably what

243he's planning on talking about I guess just to Greg's point I just don't want to say hey we're considering making this in middle school and now we're going to have this report and they're like ww no we can't like you know I mean that's that's not fair I think to the community so I guess just in the spirit of transparency I just want to be careful with how we word it phrase it I'm totally all about considering and hearing all those things I just I want to be cautious about communication setting expectations all that Y no and I understand I'm right there with you and that's why I asked to have the things like the enrollment projections and whatnot um um for for clarity and openness um this is something that U Mr bricko um

244uh brought to my attention last summer and we have been talking about this off and on for the past several months um it's um something that I think he is ready to move forward with a report that will be comprehensive and again I I trust that um he will have this well thought out and bring some something to us but to back to what m said it I understand that I don't even with the wording of the motion doesn't really preclude us pigeon Hol us into just using it as a middle school I think that'll be bore out with the report and if it's not feasible then you know I don't think we're nailed to that you know it it'll come out in the report and I think the this board is open to re

245you know looking at different options and which will come out of the report well since you're asking me yes same page I just like my I'm not I think I think you and I are saying the same thing I just want be really careful with how we're wording that motion because people aren't necessarily going to like listen to this whole conversation we're having they're going to see a posted agenda item you know what I'm saying that that's all I'm reacting to but yeah I think we're on the same same wavelength okay there's a motion and a second on the floor all in favor oh I'm sorry um Miss Levy has her hand raised no problem I was just going to briefly add that me we may want to consider changing the language to looking into

246um alternative uses for Cunningham and that way it stays broad it doesn't appear to be leading that this is what the direction we want or expect to go so I just wanted to throw that out there for consideration Mr henin I'm um there is a a motion and a second um I would prefer us to either vote this up or down and then either redo the motion if needed um so I will ask Miss Shope to reread the motion again the School District administration will move forward with a feasibility report for Cunningham school to be considered as a middle school motion by Tom henkins and seconded by Brian Nichols okay um all in favor please say I I I I all oppose n nay okay motion does not pass as it is tied I will

247entertain a motion rewarded um Miss leevy I was going to make a motion but I think you had it worded better than I was going to I move approval for the administration um to compile a feasibility study for alternative uses for Cunningham middle school and I'll second with the clarification with with all of the information we currently have right like like I think Mr henin said really well like we're not going to throw money and time at the things yep second then motion by Amy Levy seconded by Miller Miss sh did you get the motion so what I have is move approval of the administration to compile a feasibility study using resources we already have for alternative uses for Cunningham school is that correct yes okay all in favor I I I I nay anybody

248else opposed okay motion carries um 521 next on the agenda is the consent agenda typically there is no separate discussion of the items unless a board member so request in which event the item or items will be removed from the general order of the business and considered in their normal sequence on the agenda would anybody like any of these items removed Miss leevy sorry about that thank you I'd like to remove item D policy 3455.462185 minutes doesn't have the time that we adjourn and most of our other minutes we do have that so if we could just include that thank you okay I will entertain a motion of approval of the consent agenda minus um item D so moved is there a second second motion by Amy Levy seconded by Tom henkins all in favor

249I I i i i any oppose motion carries unanimously Miss Levy um item D policy 345 point4 promotion and retention thank you so much yeah we just need to remove section for the appeal process I can we clarify that section four the appeal process is supposed to be removed oh my apologies I thought everyone read both documents um so in policy 345 point4 promotion and retention section four has an appeal process if the parent does not agree with the recommendation but if you also look at third and fourth grade promotion um procedures there's no need for an appeal process because if the parent doesn't agree for the retention then it doesn't happen and it doesn't matter what the other factors are so as we discussed at the policy committee if we could just remove section

250four I think we're good may I add something please so after policy committee I did a little bit of thinking and I the guide the guidance is for third and fourth grade third to fourth grade only so we did kind of have a discussion there could potentially need to be an appeal process for any other grade level just something to consider so if I may um so just one concern [Music] um if we are having conversations after the committee makes a decision it's helpful to close that Loop so we understand why information is being left in that the committee asked to have it removed um and just for clarification what grades are covered I'm unsure what you're asking what do you mean what grades are cover so in the policy um it talks about how

251promotion and retention works and in the document that was attached to that policy for the committee to discuss it specifically talks about third and fourth grade the guidance so if I am a parent of a fifth grader and the school is recommending retention and I don't agree with that um so if my child was getting ready to go into fourth grade it's my decision but are you saying if my child is getting ready to go into another grade it's no longer my decision as a parent I'm I got to make sure I'm following here so it's the opposite y it's the opposite if you're going from third to four fourth grade and we want to retain you and the and the parent says no thank you it's the parents right to move on correction so

252my question under the same policy yep if my child is going into fifth grade and the district wants to retain my child and I say no thank you are you saying it's no longer my choice as a parent it's only my choice if the promotion or retention consideration is with respect to fourth grade in regards to State Statute yes I think in in in the district we would always entertain a conversation with the parent and I just want to point out the appeal process is only um in regards to not necessarily the decision but did you follow the process just like an expulsion appeal it's not you're you're not appealing the decision you're just appealing whether or not the process was uh followed so according to the document that's attached your in the decision and

253if the parent doesn't sign off then the student moves forward it doesn't matter what the other factors are I Believe In The Guiding document there is no appeal there's no need for an appeal because it's the parent decision correct but I I believe you just said in the guiding document the appeal is this understand you no so here's my other concern my first question in the policy committee was I was concerned that the appeal process wasn't thoroughly laid out and so I was going to bring that up for us to discuss but then when I read the supporting document there's no need for an appeal process because it's the parents decision but if you're saying that only applies to students who are going to potentially be retained from moving forward to fourth grade and no

254other grade of student then I think this needs to be pulled entirely and taken back to the policy committee so that we can have uh an outline of what the appeal process is because right now it just says you submit the appeal it doesn't say who's going to get back to you it doesn't say when they're going to get back to you it doesn't say what next steps are if you don't agree with that process and all of our other appeal processes have that laid out is there something I'm missing sure I mean if you feel like that's what needs to be done then sure we would no no I'm just asking if there's something that I'm missing because there is no start and end to the appeal process it just says you you submit

255an appeal and in other appeal processes in the district it's laid out what happens when sure and who is responsible for those steps I understand Miss Levy um Mrs Levy I'm sorry is that a are you are you suggesting a motion do you want to move that back to Poli yeah with this new revelation uh I actually move that we move policy 3455.462185 approved as part of the consent agenda so do we need to undo that motion we would need to resend that motion and send the policy and the rule back to the policy committee now that we have new information that wasn't shared with the committee okay so do I will entertain a motion to resend the policy 345 point4 rule one promotion criteria I move we resend the decision um actually to retire

256policy 345.8 rule one second okay so M Mrs Levy has a motion to retire policy 3454 rule 1 promotion criteria seconded by I'm so sorry to resend the motion was to retire it because that's how it's presented no we just need to resend that motion not retire it but resend that motion oh you didn't say I'm sorry I thought you said retire no it's it's slated for retirement and that's what we approved so we need to resend the motion to retire are sending the retirement thank you okay any other discussion on this hearing none all in favor I I I I I any opposed motion carries unanimously um Mrs Levy would you like to make the next motion sure no problem I move that we return policies 345 or 345.8 and 34.4 Rule one to

257the policy committee for further discussion second motion by Mrs Levy seconded by Mr Schneider any discussion seeing and hearing none all in favor I I I I any oppose motion carries unanimously I would entertain a motion to extend the meeting 30 minutes so moved second motion to extend by Brian nich seconded by Megan Miller any discussion seeing and hearing none all in favor I I I any oppos motion carries the next item on the agenda is the human resources employee employee recommendations are there any open S session questions for the HR committee report employment recommendations exhibit a are there any closed session questions on exhibit a I will T entertain a motion of approval of HR committee report employment recomendations exhibit a so Move Motion by Brian Nichols is there a second second second by

258Amy Levy any discussion hearing none all favor I I I I I any oppose motion carries unanimously the next item is executive session a motion may be made and a vote taken to convene the Board of Education and close session session pursuant to section 19.85% is there a motion so moved second motion by Megan Miller seconded by Brian Nichols any discussion hearing none Miss Mrs SCH may we have a roll call please yes Greg Schneider I Amy Levy I Brian Nichols I Tom Hanid I Megan Miller I and tia Johnson I motion carried unanimously the Board of Education May reconvene to public session in order to take action if any action if necessary on items discussed in closed session thank you everyone for being here tonight