SDB - TLE & Pupil Services Committee; HR Committee; Regular Board Meeting - 6/21/2022 (5:30 p.m.)

001good evening it is 5 30 and at this time i'd like to call the teaching learning equity and people services committee to order um ms shope may we please have a roll call for attendance please megan miller present greg schneider johann winfield present i have miller and winfield present in the boardroom and schneider absent thank you very much at this time would anybody like to make a motion to approve the agenda emotion all second any discussion hearing none all in favor please say aye aye aye any opposed okay motion passes unanimously and it looks like i'm in the wrong meeting so that's cool we're not going to say the pledge right now sorry about that okay here we go may i have a motion please to approve the minutes for may 17th emotion i'll second

002any discussion hearing none all in favor of approving the may 17th minutes for the committee please say aye aye aye any opposed okay motion passes unanimously which takes us to um section two uh discussion items high quality social emotional learning update welcome thank you [Music] dr keiser do you mind presenting no thank you good evening i'm melissa beavers the executive director of pupil services i'm here with eric weir we are going to be presenting tonight on uh social emotional learning updates um so just i just really want to introduce and i'm going to pass it off to eric to do the bulk of the presentation but i just really wanted to let you know that in doing this work our ultimate and overarching goal is just really fostering culturally responsive social emotional and behavioral wellness

003for all of our students to eliminate the disproportionality that we are facing with our federal identification in the district so that's really overarching in all of the work that we're doing in pupil services um currently so um just to preview um we had some non-negotiables when going into this process we're looking for a new resource for social emotional learning for k-8 because we haven't done a review in about five years so some of the non-negotiables going into the process that were really important to us were that the that the materials were representative of our population of students um that the materials were both in english and spanish student-facing so that it's not just translated materials but that it was student-facing that there was a braided in a continuous level of support and coaching for our

004staff and number our fourth non-negotiable was that the that the resource was non-cumbersome for the people delivering it for our students so with that i'm just going to pass it over to eric and he's going to go through the review process all right next slide so like missy mentioned the current resources that have been used in the district really haven't been evaluated over the course of five years for sure possibly even a little bit longer it was hard to kind of note back when second step was onboarded into the district but we did a thorough review of our current resources which is second step k-8 and then seven mindsets uh which is 912 currently um seven mindsets was on boarded just two years ago but since it was onboarded during pandemic we thought it would

005be just as beneficial to kind of review the impact of that resource and make sure that it still really is the best resource to meet our needs in our district and so that process consisted of conducting fidelity checks within the classroom and providing feedback to staff and administrators those fidelity checks were conducted by two of our coordinators in our departments we'd carry oscar and sam wellness and they would go into classrooms they would support staff in delivering the lessons and then they always left with leaving a positive note on things they saw really well and then circled back with that same kind of positive feedback and some things to think about to that teacher and administrator in terms of moving forward with implementing that resource they worked really hard to script monthly morning announcements so

006all of the buildings were provided a uniform script on the theme for that month and which portions of that resource really helped to braid that theme into everything that they were doing with in culture for their buildings and then we were real strategic with providing ongoing professional development by the companies of both second step and seven mindsets to all of our staff and administrators throughout the course of the year so that they made sure that they were able to really implement that resource to the best of their abilities then we went we developed a district-wide team that was had educators professional educators staff and administrators to really go through the curriculum and try to identify areas where our resources maybe didn't address some of our needs as well as we either hoped to or maybe

007didn't address them at all and so that was provided by doing a legging skills inventory where we really looked at what skills were our students struggling with and did these resources help to address those lagging skill areas or not and then we provided staff with a survey to be able to give their feedback on just what they thought in regards to particularly second step and how it addressed the needs of our students after that then we did get exposure to that team from multiple vendors so we had mind up fly five quaver sel character strong seven mindsets and second step just came and kind of gave gave an overview of their product allowed participants to access the platforms that they were in so they could kind of play around with it and get a feel

008for what those resources had to offer compared to what we currently had it was important for us to include second step because they had in response to the pandemic done a overhaul of their curriculum and had actually launched a new k-8 digital platform so prior to our district's been using classroom kits and then six eight was using the digital platform because there wasn't a digital platform available for the earlier grades so then we had the vendors do classroom presentations so they were asked to come and actually deliver a lesson that they thought was their best lesson or activity that would get students engaged and excited about their resource and what and get teachers excited about their resource and what it could do for their classrooms and so those presentations were given in hackett merrill mcneil

009and aldrich and then feedback was solicited from both the students in the classroom for those presentations and the staff that were in those environments and so based upon all of that work that we had done moving forward so the next slide tip um we are pursuing character strong which uh specifically purposeful people um as our resource for pre-k through fifth grade uh we are pursuing seven mindsets as um an extension so instead of just nine twelve we're gonna pursue seven mindsets six twelve um and then we also partnered uh in supporting our music art and pe teachers with providing them their access to the resource quaver sel so that they can work to embed sel into their everyday curriculum in those environments and that request was spearheaded by the music team at the elementary level

010in particular but getting giving access to all of those groups so that sel is not just a standalone you know lesson given but they can start to kind of weave and embed in and then we have carrie oscar with us this evening too and she's just going to give a quick overview of some of the highlights from purposeful people and seven mindsets and why we chose to go that route good evening y'all uh so as eric said talking about character strong first who we'll utilize at the elementary level they base their curriculum on 10 identifiable traits that are on the right hand side research based they really have a holistic approach from my perspective as well as the students and teachers really felt like this was the most engaging resource and one thing that really

011stands out to them is they are backed by a university that supports a customized implementation and that was crucial for us beyond just an initial training what support could they provide next slide please uh the one that says research based thank you so much um and so when we looked at some of these uh resources as a team we obviously are looking for one that provides our students the best opportunity to be them their best selves and so looking for curriculum that provided the competencies of self-awareness self-management social awareness relationship skills and responsible decision making so next slide and to wrap it up as eric said looking at for sixth through twelfth grade seven minuses already currently exists at the high school but expanding it like eric said down to uh sixth grade as well

012very similar their mindsets the seven mindsets that they hold as their pillars are on the left-hand side they're very similar um in terms of services however they actually offer they offer implementation support as well but they also offered a coaching aspect and when we look at our disproportionality collectively and really where we are looking to support students it was really um important to us that on a very basic level in terms of just classroom but also administrative support to coach through the program so that is just a difference between the two it just wasn't available with the other but is informally available with character strong but it it's an actual um line item for seven mindsets in terms of support for six through twelve questions well i'd like to thank everybody for the presentation that

013was outstanding um i'll save my comments i saw a board member schneider um joined in at 5 36 it looks like so the full committee's in attendance to any board members have questions or comments go ahead mr winfield thank you so much for the presentation that was pretty awesome i just got one question does um seven mindset have a parent uh component where we can uh get get the household a little more involved with what we're trying to do for their children yeah thank you we didn't officially make that a slide um yes officially many many of the curriculums in both of these character strong and seven mindsets have uh ways that you can share out the lessons as well as as as well as um like parent accessible online features so so but also

014we could co-facilitate in-house a pd um and then both of both companies character strong and seven mindsets i know you're asking but i just want to clarify them both both have pieces built in when we built in our coaching and consultation they're coming on site several times throughout the school year and that's what we asked so they call they like on the line item it might say an event and so that was one of our priorities to exchange out maybe a traditional service another pd or something that we felt like we could lead in-house for family events so yes awesome thank you thank you board member winfield board member schneider did you have anything i missed the first part of the presentation but what i've heard no sounds really good um i have no questions

015at this point right sounds great um how was the how has the staff received um seven mindsets has it been like a positive response from staff or like are there any concerns from staff on that i have gotten nothing but positive feedback um in fact i just got an email on saturday from a staff member over at bla saying they use it in their 12th grade advisory and it's been very meaningful and helpful to the students that's wonderful thank you go ahead i would say collectively yes i think my deep thought on any social emotional curriculum is what is the culture and climate that supports it and so the high school is tough right i mean having a high school teacher be engaged and wanting to teach sell is um it's just different we're just

016trying to grow our gore mindset there in terms of growth mindset and so i would say collectively not so much around the um feelings of the actual program but looking for a lot of support which is why we purchased up to get just lots and lots of support to um help six through twelve this year so we just looked at what was the feedback that we got and a lot of it wasn't around the actual content it was around the support or the schedule or growth mindset collectively i would say well i appreciate the responsiveness because you know any it all comes down to the implementation and staff's willingness to support that and and their feeling of readiness right so thank you for that um other board members have any thoughts questions feedback um thank

017you so much for taking the time to put this together i look forward to hearing more thank you all right that takes us to uh item 2b the achievement gap reduction or agr presentation on miss moritek thank you uh dr gilrud is on her way perfect thank you this is our agr report we do this twice a year in its achievement gap reduction and it's tied to our title funds so it's a strategy that we use in our buildings for our early grades and so she'll go through it and just explain it but just for our new board members it's a twice a year presentation that we give beginning and end and we have to have goals and then we talk about those goals at the end of the year and how we met them

018and that's to be within compliance of our title funds thank you all right so as theresa mentioned right this is the second of two reports that we provide annually so agr is our achievement gap reduction plan to use to get and use state funding and the agr grant allows us to choose strategies we get to choose up to three strategies so the three strategies they allow us to choose from are tutoring class size reduction and coaching as a district we have chosen class size reduction and coaching to use from these funds and then we've been exploring other funds to support tutoring as teresa mentioned this that we have a timeline that we follow every year so in october we provide goals to dpi around what our funding is going to be used for and what

019kind of gap reductions we want to be able to see and then in the fall we do a report to the board so i come here and i share with you the goals that we've selected for the year and how we intend to meet them in february we provide a report to dpi that actually maps the data that we've collected from the beginning of the year and then in the spring i come back and i do this report again for you we're a little bit later than typical but here i am nonetheless and then june 30th we submit our final report to dpi um that actually like gathers all of the the data from across the year and it is a pretty rigorous report it's desegregated data kindergarten first second and third grade in both

020math and ela and then we spend our summer months really um reflecting on the analysis that we've done from the spring and that report that we submit in june and we use that reflection then to develop our goals again for the fall so this is really a cyclical process that has been ongoing we are currently in the second year of a five-year rotation with this grant which was renewed two years ago so just a quick reminder in the fall when we presented our goals we had both reading and math goals and our reading goals were really to use the implementation of our new curriculum resources to utilize an assessment as a part of that process it's called erla or the independent reading level assessment and when we did our baseline collection at the beginning of

021the fall we saw 17 of our students were meeting or exceeding grade level goals based on that erla so the goal was to move from 17 up to 42 percent and then we also wanted to really work toward closing gaps with students and so we were looking for one and a half years of growth in 25 of our students in math we really made a shift over the last year and how we have set this goal it looks similar to past years but it is actually pretty different um so we use for kindergarten through second grade a common benchmark assessment that's aligned to our priority math standards um and then in third grade uh students switch to taking that math map assessment and so we use that um as our data collection tool our assessment

022tool but the shift that we made this last year was moving from thinking in terms of growth to really thinking about the percentage of students that were meeting grade level expectations so in years past we've written goals like we would like to see our students grow by 10 on these assessments this year we said we would like 10 percent more students at each grade level to meet grade level expectations so a it's a it's subtle language shift but a pretty significant shift in how we're doing our our work um so here's our data and there's actually quite a lot to celebrate um so if you've had a chance to look at the report and i know it's relatively small i'm going to share a few highlights for you from fall to spring we did meet

023our literacy goal so overall we are we are exceeding 42 percent of students meeting that grade level expectation on erla and so it's very exciting for for us to see that movement this year another thing i want to make sure that i highlight in this data set is that in second and third grade we have about 20 percent of our students that grew by one and a half years or more so that's really we're starting to use our tools and the new curriculum to close gaps which is a really important goal for our department and then for math again lots to celebrate here we again met our math goal um so we do have we did make um we did move more than 10 percent of our students um towards grade level expectations this year

024which is really exciting for us and when we looked at the state of the data point that's most exciting to me is that more than half of our second graders are meeting grade level expectations which really sets a strong foundation for third grade which is a critical math year a critical year for math learning i did want to point out that third grade it looks like it's 17 percent of our students meeting benchmark for the year but our map assessment is only provided in the fall in the winter so that is a winter score um they still grew by more than 10 i don't have an end of the year score for you today so um while we met i don't know what that final score is we did we did meet our goal um

025by january which is pretty exciting so we won't relive the celebrations column but i do want to talk a little bit about those opportunities so we are really going to continue to press i'm thinking about one and a half years growth in literacy as a way to continue to close gaps we would really like our to see our students um reading at grade level and like even exceeding grade level right so we really want to to um make strong readers in those early grade levels because this is really focused on those elementary students and similarly with our math we really have um taken time to look at math data this year across lots of different years so longitudinally and one of the things that we noticed is that first grade is always one of our

026lowest performing grades which suggests a curriculum issue honestly um and so one of the things that we are we are currently doing is really picking apart that first grade curriculum to look at ways that we can support our teachers in in supporting our learners um the other thing that we are going to do for next year is as i'm going to talk about in a minute we're going to launch a pilot program third grade's going to be included in that so we will have a benchmark assessment that will give us fall winter and spring data as well and one of the one of the things that we have seen this year with our benchmark assessments in math is that teachers giving the teachers the ability to see the kind of questions that will be on

027the assessment and really understand the common errors that students are making on those questions has informed their decision making in ways that getting a normed assessment just can't do right when you get kind of that whole score at the end even if you break it down by strand you don't always understand what learning hasn't happened so having the benchmark is really supporting that and we've seen a lot of growth where we've seen where we've had the benchmark in place so we want to continue to do that that growth with our third grade as well and that's that's it that's our report for today a lot to celebrate pretty excited about this data thank you so much for the presentation really appreciate all of your work on the curriculum piece and taking the time to put

028this together um any questions from board members at this time or comments go ahead board member winfield thank you so much um thank you for the presentation i got a couple of questions my first question um i don't know if anybody on the board could remember this but you remember book it the little piece of hut thing i had lots of this is it possible to bring that back because because i just remember i remember my kids being excited excited to read at the first second third grade level and we used to go to the pizza hut on prairie this is not um advertisement but we just go to the pizza hut on prairie and i have six children that came through the district and it was amazing how this that that little that little

029thing from working school and uh my wife she she worked first year if i worked second shift but like on the weekend once they got that filled out i i noticed that they were really intrigued about reading so like right now i have to like they're grown kids and they still read comic books and stuff like that is that something that we can bring back i appreciate that because i was one of five children and i loved my book it so i appreciate that um with the reading program there's something called the 100 book challenge which was a huge parent engagement component which was one of the deciding factors as our when we when we selected so that is embedded and i'm sure as schools are beginning to dig into that some schools did things

030with it incentives and so forth i even know of a school that kind of flipped it they are looking at vending machines to get books as an incentive to use with their esser funds so there are those types of incentives floating around but not sure if we've locked in on the original bookket but we'll look into that though some of those more because i mean we want to establish a love for reading ultimately right in an intrinsic way but kids like that stuff too so um thank you for that suggestion no problem um second question i noticed on some of the slides there was some kids that was not um assessed yeah do we um take an attempt to reach out to the parents so we can just get that those kids that's that story

031the schools generally make multiple attempts at doing those assessments because of the way that we have to do the report the students that are here at the beginning of the year if they move away um they're counted as not assessed um so some of the some of the not assessed are really students that are not in our district anymore um but there are students that you know aren't assessed because they had a prolonged absence and schools do make an attempt but after the window closes it's generally hard to make that stuff up and so we move forward but yep thank you so much thank you board member winfield board member schneider um i guess the question i had is i know that you mentioned there's the gap between the achievement scores in kindergarten and then

032in first grade um i you know as you look at the materials and the curriculum i'm wondering what what it is that we're missing teaching in kindergarten that they need in first grade so as well as looking at what we need to change in the first game great curriculum what else can we do to enhance the kindergarten curriculum to provide some of those basic skills to help prepare them for the changes in math requirements for first grade boy am i glad you asked that question because i have a whole presentation on that coming up really really what it boils down to and i'll address that a lot more in my next presentation but what it really boils down to is that our elementary curriculum has been very focused in math on building procedural fluency which

033is important for students to be able to be strong math learners but our current resources don't go deep enough in building conceptual understanding so that transferability from year to year gets lost along the way and so as students continue to go through their grade levels the gaps grow great thank you thank you board member schneider and thank you very much um i wanted to just comment on i'm really glad that you took the time to talk about two things first i liked the one and a half years growth because i mean we have we have a district with kids who have you know a lot of different learning styles due to a range of issues i'm curious if like how does how or if does like trauma-informed instruction play a role in those advances or

034is that just something that is like so well embedded into practice or i'm just kind of curious if that's a component have you had any conversation around that not as far as trauma informed you sorry no that's fine um really the the benchmarks with the urla are where that that benchmark assessment is and then just being laser focused on what their specific goals are it's very very individualized for every single student and i think that does go to what you're talking about as far as really understanding every child and really meeting their needs just in time so that's the best i have as far as um and arc is very much more culturally responsive and relevant than our former literacy resource was um so that's another thing as far as engagement and teresa talked about

035that love of reading and really helping see students see themselves and and feel the literacy um as much as possible so no i really appreciate that and i was really impressed when you when there was the original presentation on arc for that culturally informed piece and i like i said it's probably just embedded right in there but that actually transitions nicely the other thing i just wanted to highlight and appreciate appreciation for is talking about giving teachers that that professional space and informing their their professional practice because like really it all comes down to implementation and like any curriculum is only as good as how it's implemented so i just want to like celebrate the work you know that you've done providing coaching and resources but certainly the professionalism and our educators i know that's

036something we get a lot of feedback from like you know like kind of let teachers teach and i really appreciate the focus on the instructional practice less so on just like because there's no like magic curriculum right so this is like this there's a lot to celebrate here like you pointed out i really appreciate you taking the time to share and put this together does anybody else have any thoughts or questions yeah great work thank you i would add because kelly's going to present that the materials do matter right so there's no magic bullet but the materials have to be high quality have to be aligned to standards and so moving away from where we were at in reading to where we are now right we had an antiquated reading program that was poorly rated

037and reports in all three areas and so it's critical because even if you have high quality instruction if every day you're teaching with materials that aren't aligned right and so that's a nice segue into why we need to move forward in our math programming as well well perfect yeah thank you no thank you very much and why don't we just roll right into then item 2c updates from the math department and math vision statement i know there's one thing i'm going to forget and i just want to have it thank you thanks yep appreciate it okay [Applause] well hello again i'm still i'm still kelly grow rude and i am the director for instructional leadership in steam and so now i'm actually speaking with my primary hat on as we think about what work we

038need to do within the math department and we'd like to share with you there's been a lot of work happening around math this year but it's been probably a little bit hidden and so we really do want to share with you um what's been happening and where we're where we're headed next two years ago we shared this as we started really thinking about the work that needed to happen around science and math we worked to create we worked with teachers actually to kind of create a statement that represented stem for the district and that really is that engage we want to in in the school district of beloit engage all students in using stem to solve rigorous relevant and real life problems um and we are going to like we we listed here some values

039we're really going to focus on that top one around equity and access because there's we know when we look at our data there is work that needs to be done particularly in math to increase equity and access and build math identities so that our math learners know that they can do the math that's around them in the world um so we just we wanted to start right with as we move forward we really want our math instruction to be anchored in what are called mathematical practices and these are sort of the habits of mind that students need to get in to really engage with 21st century math learning and so it's probably not a surprise right many of us when we were in school and i know i had this experience myself um a teacher

040would model a problem for us or several problems on the board and then we had a worksheet or evens and odds right that's the kind of the common thing one through thirty one odd um and that was kind of the way that we learned math it was really around computation could we understand what was being modeled for us and repeat it and that really came about because that drove a lot of economic outcomes right that's what was required of us doing math out in the world there have been quite a few shifts right through technology and different forms of industry that have really put pressure on math communities to change the way we think about math learning so as we've been moving um to try to really engage our teachers and our students in the

041kind of teaching and learning that needs to happen we're really shifting away from the question how do you solve and moving toward how do you do things like predict or model how do you know how can you show right because those are the questions that the the the world is really asking of us um and if you think about just on a personal level right over the last few years how each of us has to go about understanding math just to make predictions about our own relative risk and safety right you don't have to look far to find examples of how math learning really needs to shift for us to engage in the world so this was the mindset within which we really started to enter this work and in the spring of last year

042dpi issued new state standards for mathematics those state standards include three important instructional shifts that were named in the previous set of standards and those are really helping students develop deep conceptual understanding and connection between concepts that's really that idea of transferability that i was just talking about with agr um that students need to engage in coherent math meaning that their math learning from unit to unit and grade level to grade level needs to be able to build on itself so that students can bring their math learning along and so also so that students can bring what they know about math from their their life and their home into the classroom and really be a part of that that math learning and that we want students to really engage in rigorous mathematics and rigor in

043math is a little different than saying rigor in other subject areas rigor is really defined in mathematical learning and it means that we take a balanced approach between teaching students procedural fluency conceptual understanding and how to apply their math to real life problems so in any curriculum that we're going to be looking for going forward we really want to see that balance so that we're really meeting the rigor but the state added two really important instructional shifts that we are leaning into as a district the first one is that we want students to identify as mathematical learners we want them to build their mathematical identities and we really want our teachers to also have opportunities to continue to develop their math identities if they're going to be teaching math some of them may not have

044gone through school feeling like they were lifelong mathematical learners and we need to give them the opportunity to really go about building their own identity for math the other thing is that we want students to be flexible users of math we know there are some really efficient ways that you can solve problems using algorithms and different strategies but not every problem needs to be solved that way and so we want students to identify and really strategically think about the kinds of flexibility that they have with their math so that they can solve problems and that's really how we innovate right is we we get students that understand that math is flexible and it's not just a procedure to be followed so as we entered the fall and i know you can't see the data set

045but that's okay you understand what our fall math data looked like right our outcomes were not strong across grade levels we were not seeing students performing a large percentage of our students performing at or above grade level and we really want to make a shift so that our students can do grade level work we do however when we look at our data longitudinally we do see fall to spring growth almost every year at every grade level so we know our students are learning math when they're in the classroom but they're not learning enough to close gaps and they're not holding on to their math learning between grade levels and so we'll see a drop and then we actually relearn right that math again over and over and over again so we want to move away

046from that model because it's like being on a treadmill it's not helping our students grow the other thing that we know is that we are coming up on the end of our contracts with our curriculum resources and so if we look at those curricular resources and you look at sort of their evaluation within ed reports which is an independent review group they are aligned to grade level standards for the most part and there's some exceptions to that but at most grade levels they are aligned to um the the standards they aren't however meeting expectation for rigor and that's because both of them prioritize procedural fluency over conceptual understanding and so there's a lot of procedural fluency in application and a lot less time building that conceptual understanding and i think that that's one of the

047big gaps that we currently have in our curriculum so we really engaged in a process this year of trying to understand both our learners and our teachers and really going deep doing deep data dive with our math data so that we could plan for it and so meredith is going to share with you some of the work that we did this year all right so as we started to date a dive and want to understand what's happening in our math classrooms we actually went to the students themselves and talked to them who better to find out what's going on in the classroom than our learners so we actually went to all buildings in the district and we talked to students from kindergarten all the way through 12th grade and let me tell you talking to

048kindergartners is the best thing in the world to do they make you feel happy so overall a couple of themes emerged through our conversations our elementary students really wanted to learn the hard math they talked about things that their sisters or brothers or cousins are doing in the next grade level and i want to get to do that math so they wanted to really keep progressing in their mathematical learning and they also talked to us about they wanted to have choices in what they were learning and how they were learning it so whether it's logging into a computer and playing a game there working on some paper or playing with the manipulatives to help them understand the math our middle school students said that they really wanted to be supported in multiple ways with their

049learning they wanted their teachers to be able to speak to them and teach them in multiple ways so not just saying the same thing over again but teaching them in different ways and then our high school students wanted to be actively engaged in the learning process they wanted teachers that talk less but they wanted to be doing more as the student one thing that was really awesome is they actually wanted less technology in their math classrooms they wanted to be able to draw and model and do all of that on paper to understand the math they also wanted project-based learning and again they wanted that multiple entry points for learning another group that we talked to was both the teachers and the administrators one of the things that really came out with our teachers is

050that our curricular materials are not doing a good job of helping them meet the needs of all of our students i think that goes to show in the data that you guys have seen one thing they really want our materials to do is give them a wide variety of strategies so that they can meet the needs of all of our students another thing they talked about was they want opportunities to be able to learn the math at a deeper level themselves because they know when they know the math more they're going to be able to teach it better they want confident students that are able to work together to solve problems and one teacher said it best of i want to see smiles on my kids faces and the light bulbs going off and i

051thought that was great and then our administrators one thing that they really said is they want to learn more about how to help support our teachers in the classrooms and help them with that instructional pedagogy so we collected this data throughout the fall and then as we moved into the winter months we really worked at developing a new math vision for the district and so this was done um collaboratively and with all of the insight that we were able to gather from students and teachers and administrators and our instructional coaches so our new vision um drum roll right for math learning in the district is that in our math classrooms we strive to develop mathematically proficient students who project confident math identities and who believe they are capable lifelong math learners and so this really

052for us means that in the classroom students will be focused on grade level math learning that students will build on what they know be able to bring in prior understanding and really build on that understanding that we we do a lot of work to help students understand the why behind the math so not just the procedures but the conceptual understanding that underpins those procedures and that we want students doing a lot more of the thinking right so they're going to be doing the talking they're going to be engaged in productive struggle and we're going to have to give them tools to be able to do that work well and so as we were really thinking about this vision we came to three important pillars that are sort of going to drive some actions that we're

053going to be taking going forward one is that we have to be able to provide a coherent and relevant curriculum we have to be able to provide resources to students and teachers that are engaging and that help them do the work without making them go to a lot of other places to gather those resources together our teachers are going to have to work on creating rigorous and inclusive classrooms and again i mean rigorous in the sense of that balanced approach so not just about procedure but conceptual and application as well and that our students are going to have to do work building their own identities and really figuring out how a mathematical identity can serve their agency in the world and so we're really going to be working on all three of these collectively and

054i know we've included in board docs um this vision statement and it's got a second page to it again this text is probably too small for you to read but we've included this here because we want you to see that we've really unpacked all of those areas into teacher actions student actions district and building and coaching leadership actions we've really thought about what is it going to take for all of us to be accountable for doing this work well and so i share this with you if you're curious and you want to read the language it is available in board docs but we did this because we were reminded as we were putting this this vision statement together in the words of lacey robinson that justice is found in the details of teaching and learning

055it's those details that matter because we have to be able to identify the intersection between our expectations which we've now named and the practices which we're hoping to really support and so we've been working um pretty much through the winter and spring on developing a pilot program plan um and so this this slide is actually interactive you can actually if you're curious and you want to see we're sharing our work if you want to see our work you can click on the links and it will take you to documents that actually will show you what we're trying to do we went through a pretty extensive resource review process where we narrowed from about a dozen down to six resources we actually then went through a process of engaging with others nearing that six to four

056and then we had a pitch day where we brought vendors right next door and had them actually share with us the different resources and from that we've selected two which meredith is going to tell you about here in a minute that we would like to pilot next year we have also worked through a professional development plan so you can actually see month by month our intended professional learning for teachers which includes getting support from the curriculum resource providers for our teachers along the way so they're actually going to engage in our plc times and help provide some coaching and support we have already put together a program evaluation plan and identified how we're going to be collecting data against our pilot programs for next year so we know what sources we're going to be looking

057at and what we're looking for and then we've also formalized a rubric for evaluating our pilots and put it into a form so that teachers will have the opportunity at the end of the year and probably throughout the year to provide us some feedback as we go all right so meredith is actually going to walk you through a very very high level overview of the two resources that we're looking at all right so the first pilot material that we're going to use this year is eureka math squared and on ed reports it is all green which is excellent so not only does it have that focus and coherence it's going to be rigorous and it's usable for both our students and our teachers key elements that are in this curriculum resource are students are doing

058problem-based learning we saw that in those student interviews we saw it in the teacher stuff so we need to make sure that our materials have that there are instructional routines that promote discourse in the classroom and community building we want students to identify themselves as math learners we know that discourse and community building are the way to that tasks get more complex so we've got an entry level and then as the students progress in that lesson in that unit throughout their year they get more complex that students are growing in their math learning i in this material is careful attention to mathematical identities representation language building and using of math models and then the high quality instructional materials also allow our teachers to learn in that material and give them that information that they mentioned

059in their surveys the other material that we are going to look at this year in that pilot is illustrative math and again those exact same key elements are present in this so we've got two very high quality materials that we are going to be looking at and illustrative math is also all green on ed reports what i am super excited about is how both of these present math to our students so an example of a third grade math problem using eureka mass squared a person is at a grocery store she wonders how many soup cans are there and she's got this visual representation well we can solve that problem in many different ways so as students are starting to learn multiplication they might attack this problem in one way but if they're not there yet

060they're going to figure out how to add and stuff so we really have multiple ways for our students to learn and build in their math identities and then an eighth grade example and this one i wish i would have had when i was learning how to solve these types of math problems it's called a hanger model and we have two sides of an equation that are equal weight but they have different shapes on them when we have math problems that have x's y's and z's sometimes our students are like that's not a number how do i solve this problem well one of the great things that they do is they put a shape to it and it helps students to start to see how can i cancel out from one side and the other side

061to still keep the two hangers in balance and then they start to add that x y and z into it so it really helps students visualize something that can be a little bit more abstract because for so long we've only dealt with numbers and now we start to add letters into the problem so again wish i had this in eighth grade i heard that so our our pilot program we are intending to engage four elementary schools at each one of those schools there will be two grade levels that will be piloting materials and each grade level will pilot a different material so at each school both resource materials will be represented similarly for intermediate schools two grade levels fifth and eighth grade will be piloting materials and again each resource will be represented at the

062school the reason why we're doing that is we want teachers to talk to each other about these different resources and really look through them together our coaches we realize that this is going to probably put additional burden on our coaches our coaches are very excited about this work and we are working within our coaching team to develop expertise so that they can work with each other and have each coach go deep on one of these resources and become um then a reference for for other people in the district we are we are going to implement these materials for the entirety of the year one of the things we know about high quality instructional materials is that you cannot do just a single unit and understand how well it's working there are a lot of both

063learning and language routines embedded in these materials and we need to give our teachers some time to become familiar and really learn how to use those well so we're going to do these pilots for the entire year each pilot program comes with student materials teacher resource materials an online platform that includes teaching and learning materials and assessments both of them also come with some very like unit specific supplementary materials manipulative kits and we're getting professional development as well so all totaled for four grade levels in eight buildings right we're looking at ninety four thousand dollars um to try these for the entirety of the year because this is an update from the department we also want to make you aware that in addition to our core curriculum pilot we are also going to be piloting

064a supplementary material our teachers have told us repeatedly and actually our students told us in the focus groups especially our secondary students they're kind of over dreambox and so we are going to be bringing in imagine math which is a supplemental math program it does connect to our current curricular resources and the ones that we're piloting so in any case a teacher gets to connect this up to what they're doing in the classroom but one of the really key features of this program is that we can assign multiple pathways to students so we can use this program to both support the the core curriculum learning within the classroom we can use this program to support tier 2 interventions so they can get a different pathway assigned based on their specific need and we can create

065pathways for students outside of math so when we have science or social studies or cte leaning in on those math skills and we need students to get a refresher we also can create pathways for that as well so it's a really kind of a neat platform it will be k-12 our dream box is currently k-8 and our sixth seventh and eighth grade students if i'm being honest don't like to use it very much so they don't so this will be a k-12 program one of the really interesting features of this program as well is that our third through twelfth grade students will have the ability to chat with a licensed math teacher so they if they're practicing problems and they get stuck they can chat back and forth with a licensed teacher now we had

066an opportunity meredith and i had an opportunity to meet some of these teachers they undergo weekly professional development they are actually really really well trained they're some of the outstanding teachers um but we get transcripts of every chat that happens so if we ever have a question we have that we have that chat but more importantly districts that we met that use this platform mine their their chats to look for opportunities for professional development because when they see strategies that are working for their students they get to take those and replicate them in their classroom so that is a really neat feature of this program another feature of this program is that it com the the learning can happen in multiple languages so students can chat back and forth in their native language if they're

067more comfortable with that families can engage in their native language if they need to do that after hours so there's a lot of really neat support that's built into this program that we currently do not have we talked a little bit about incentives before one of the one of the neat things about this program too is that students can actually collect what they call think points and we are going to launch a challenge in the fall for students to compete across the district to collect their think points those think points are actually going to be converted by imagine math into real dollars which they are then going to donate to community action so we have the opportunity to have our students give back um while they're learning math and compete against each other which when

068we do dream box challenges the kids really engaged we see those weeks as like heavy use weeks and then not for next year because as you notice we're biting off quite a bit right now but in the future this program also has a family portal and it's not just about supporting student learning in math but it's also about helping families parents grandparents learn math and so we have the opportunity to jump in on that at some point in the future to really engage our families at home in learning math as well so this is we are very excited about this product we hope it takes hold in this district because it's got a lot of neat features just um as an aside as kind of like just a really bonus cherry on top of the

069sundae it's also 15 000 cheaper than what we're currently paying for with dreambox so it's kind of like a win-win-win and when we learned about it we were pretty excited it is a relatively new product but i think it's going to be one that's that's um really helpful to us as a community so now i have said a lot i'm just going to share here's our timeline we have a lot of work that we intend to do next year to make sure that we have strong pilot program we are looking toward doing an adoption in the 23 24 and 24 25 school years and we will of course bring that back to the board as we move closer to that decision and that recommendation so that's it for us i'm open for questions thank you

070so much board member winfield i am so excited we are we are too so um math24 are we bringing that back is that part of the module i don't know if anybody remember math24 yep so math 24 competition still exists it's run it's it's not for um exclusively for gifted and talented students but it is run by our advanced learner program and they did actually have a competition this last year so madison um reopened their in person competitions this last year so we did go in the fall yep um and i also want to commend you on making because that's my my whole thing it's got to be family orientated so i know um i have a sophomore she's a junior now she was able to help me with my college homework last year so

071i know that she's learning but she always talks about how she don't want to use this or a computer to do her math she's a brilliant young lady so i just commend you guys on listening to the students and getting them away from the technology i appreciate it thank you so much board member winfield board member schneider i like the new concepts in both of these math programs i knew my granddaughter in another school district is using one where they they get a problem and they sit together in small groups to figure out how to solve it that sounds kind of like what's going to happen in me thank you board member schneider yeah um i have like a million different wows so i'll just like so thank you and this is amazing and i'm

072just gonna hone in on echoing board member winfield i love that you took so much time to dig into to the students and what they they needed and what they wanted that just my et heart light is like blasting with glow right now that's wonderful so this all looks um really sound and very exciting so thank you for all your work on that anybody else good thank you so much thank you thank you i have one more i'm sorry oh no please go ahead guys um what is the teacher's expectation when the pilot are they want to help as a district to model like the same um teaching material for each third grade whether it's on the west side whether it's on the east side whether it's tide whether it's hackett something like that is

073that is that the expectation of the teacher so for example um each third grade class within a building will have one of these pilot resources that they're using and they will be connected to another school that is also piloting that same material in third grade and then our other two third grade classrooms that are going to be engaged in the pilot will be doing the other resource and they'll be they'll be connected as well and our instructional coaches are going to work across the district to support all the teachers as they do this work they've actually already begun digging in and we actually started training including some of our teachers this morning was training on some of these materials so we've actually done a lot of like the alignment work and started the professional development

074work already people are pretty excited i think right now that's amazing thank you yeah thank you all right that takes us to item 2d um avid update reboot um i believe that's miss moritek the presentation do you have that so this is uh jeff jenner's he's our director of cte and alternative ed and he's going to be talking about the implementation of avid in our secondary schools thank you good evening again my name is jeff stennerus avid avid is getting a reboot here in the blog school district it had been here before um so avid stands for advanced advancement via individual determination um and what it is it's a school-wide system that works on college and career readiness i've been pushing a little bit more of the cte side and some of my trainings that

075i've been to as well it's a framework for developing a school culture that closes the opportunity gaps and that's so their mission statement to close the opportunity gap and i heard that from my colleagues here as well you know what are we looking to change that opportunity gap and it's designed to increase the number of students who are finding success beyond high school for some higher learning for some career paths and making themselves a little bit more available it's not a remedial program it's not a quick fix solution or a school within a school and that's kind of a key thing that it's not just we're going to get this program we're going to do something with it and it's just going to make things change right away so what do we have here and

076this this is a reboot so we started all over so this this past year 21 22 was a planning year and here's the timeline that we've had and the timeline goes through i've been through several trainings um already we've engaged the conversation with principals uh dr keiser and i and and and teresa moritek we talked to them about this is what we think avid is and can do for your school do you want to be a part of it it wasn't a we're going to have you do it however many schools want to come on at our secondary level and so that's sixth grade through 12th grade all four of our intermediates joined on both of our high schools joined on so we have all six of our buildings who want to be a part

077of avid uh they selected their site team so we've worked as an administration they picked out a site coordinator we wanted those people to be champions for the initiative champions for this project going out throughout their school they picked their site team members site team members ranged from secretarial staff to paraprofessionals to special ed teachers to counselors to teachers to administrators that are on their site teams they've also attended an onboarding workshop that happened earlier this year so we've got the ball rolling started through this planning year and we go to next year the next slide is now the implementation here now we started into that this summer we have 40 uh 38 individuals including myself are going to minneapolis for a three-day summer institute one of the schools aldrich is doing it digitally virtually

078because their dates just work differently so we've got approximately 48 49 people within the district who are going to be avid trained this summer and some have done it before but avid is now a reboot some of the things have changed a little bit and we want everybody to start again from zero we don't want to say what happened in avid before whether it was good or bad we want to have a reset and we want to make sure we're building that community as we talked about connections with this so um and i've got a couple more trainings throughout the year so we're going to go ahead and start avid in the schools they'll all get to determine how they want to implement it um we go to the next slide there mr keiser so

079the site teams again they are going to set goals to align with what they're already happening in their schools right to their continuous improvement avid is not another thing avid is going to be a part of what they're already doing they're going to work within the building promote and provide access to rigor you can't just say that we have rigorous pieces we have to go ahead and build it into what our content our curriculum our culture of our school and then they're going to work to guide the implementation within the four ab domains instruction systems leadership and culture and we want these things to be embedded so the site teams preliminarily they have told me that they're going to do this it is a school-wide system in the past it was an avid elective it

080was a class there was a targeted group what they're going to do is we're going to start by picking some of the strategies dr keiser if you go to the next slide wicker is one of the things writing inquiry uh collaboration organization and reading and the focus is what are you going to pick that's going to move the needle in learning at your site each school can choose a different one what they want to they have to figure out what is their continuous improvement plan what are their goals within their school what's their culture and what are they going to do i've heard some of them decide organization and when they go to their summer training they'll be able to hone in on that a little more someone talks about a note-taking strategy which is

081part of organization some have been talking about um just what they want to do about how do you write in a certain way someone want to talk about inquiry how do you ask questions how do you get to a deeper set of questions and cost is higher learning is it just you're gathering information are you just processing or are you going ahead and you're actually doing some analysis of it an evaluation of it so they get to choose so we're letting this be really driven by the schools themselves and really what it is is we want to provide we want to go to the last slide there dr keiser we want to make sure that we're providing again this opportunity gap reduction we want this to be available to everybody we want people as my

082colleagues said we want them to find their math identities we want them to find their learning identities we want to make sure that we're raising the bar we're providing access to quality education whether it's precision of language i went to one of the schools that i visited every every hallway every classroom they had a poster that they used i think it was orange green and yellow highlighters orange meant one thing green meant one thing and yellow mint another thing and every class i visited that day at that school and it probably was in about 10 or 11 classrooms different contents and this was a middle school all the kids had highlighters all their papers whether it was a math worksheet with problems they had different color highlighters on it was just the culture of the

083school and the kids all knew that this was what they were doing and it was an avid strategy and it again it permeated throughout the rest of that and again we want to reach all students and so the schools get to go ahead and have their choice of who their site team is who are the people that are going to move the kneel what's the strategy that's going to be implemented and work within your school culture in your continuous improvement plans to work with the math initiatives with the with the literacy initiatives that we're doing with the cte programs uh whatever it might be so we're really excited i said i was just finalizing plans today about driving and hotels and make sure everybody's um in the in the proper community practice they all get

084to choose their community of practice so when they go to a training they get different avenues so a social studies teacher can do a history social science one counselors can go to a counseling one uh we've got some who have been trained before they ask can they take a different one and we're actually doing that as well so that's where avid is in a nutshell one year of planning we're not starting the implementation year the plan is then for um to then move into the elective classes eventually um again if sites want to we're not forcing them on we want them to decide what it is it's going to help for their culture thank you so much for the presentation um uh go ahead board member winfield i just had um a statement maybe a

085question i'm not for sure um my daughter was an avid when she was at aldrich is there a model for like our elementary schools there is there is one for elementary we've not embarked upon that yet we started with the secondary level um one of the sites that i visited was an elementary level and it really sparked my curiosity but you know as kelly growth said you know we we're biting off a lot with six schools jumping into it right now and trying to do it all the way across so we're that's on the horizon though perfect thank you thank you and i think board member schneider had to go or is he still here oh you do oh board member schneider did you have anything no okay i thought i saw him sign up

086okay that's okay um i just want to thank you so much i mean um avid is huge i really appreciate everything that you shared i also appreciate your conscientiousness about you know not biting off too much right and making sure we're honoring capacity and i love the idea that schools are choosing and kind of selecting you know so it fits into their culture and it can really truly be um you know implemented and i just want to say i'm so happy that my kids go to the school district of play because this is all really exciting stuff so thank you you're welcome it is exciting right mr anderson talk to me about just that choice process again kind of describe that again this is the year planning the survey where the the six or the

087the secondary schools had the choice yeah we we met with them early last school year after i came on board and um we talked about avid and dr keys are presented he's had some experience with avid teresa mortex had experienced avid and we said this is what avid is would you like to be a part of it because we don't want you to take an initiative on and then not be able to follow through with or not feel that you have the capacity to go ahead and do it at this point we really want you to understand it is a part of your culture we don't want it to be the one more thing so that was the first choice do you want to and so that started with the admin teams deciding that here's

088what we want to do and then it was they get to then choose their site team who's going to be a coordinator and in in most cases they've chosen somebody that's not themselves they i have one site one administrator who is a co-coordinator but it is other people they want them to be having the ownership with it and then it filters down to what is the choice of how you want to implement it you know some of them you know some schools are going to implement it at one grade level to start off this year and then move it on to further another say we want to do it across three grade levels right to start off with so it's whatever is going to help their culture so that they've gotten that choice to figure

089out where they can make the biggest difference and then also get to choose whatever strategies and i've been stressing to them one or two strategies don't try to bite off again too much that you can chew but what can we become really good at that's going to make an impact in your school so it started right from do you want to be a part of it all the way to what is it that you're going to choose and who are the people you think that can deliver that in your building and how many are involved how many you said all the secondary sites all secondary sites all four intermediates and both high schools all joined in eagerly okay and then this year is year of implementation yeah and that starts with so we're going to

090summer institute in in july the bulk of us and some of them are taking in august uh digitally and then next year we start the implementation so it then will become a part of professional development in our preschool time and then they're gonna start putting that into practice in whatever grade level or whatever format they've chosen to do at their schools so after after what's after the year of implementation well we continue on we build some schools and say if they're starting with one year they put it across to other grade levels they can choose another strategy uh the avid elective classes are on horizon there's already been a discussion some schools said they would like to try the avid elective already in year two others were saying well maybe we want to go till

091year three we want to make sure we're building the capacity of the students and the teachers first so again we're leaving that choice up to them but it's it's not just the status quo it's what is the next step that you're going to build to be further um you know while our intermediates are four through eight secondary is six through eight but if the strategies are working and they move the needle they can certainly utilize those in grades four and five within their building as well right okay thank you thank you so much does anybody else have any closing thoughts or questions from mrs tenders thank you so much for the presentation all right that takes us to our action items section three first three a we have the uh the blight virtual school programming

092thank you so this was a presentation from um last month and talks of moving platforms for our blight virtual school from our k-12 incorporated to wisconsin virtual school and so um we took the feedback um and clarified any questions that were provided we didn't receive any additional questions so i leave it up to miss moritek and mr stoner is to ask for the motion yep i just wanted to add thank you for the sake of time we did go back and reach out to families to increase our percentage of feedback so that is updated in the slide deck so we're just asking for a motion to move for approval to move forward sounds great um before i call for a motion did any board members have any other questions comments okay at this time i

093would entertain a motion to move beloit virtual school's programming platform from fuel ed to wisconsin virtual school beginning in the 20 to 23 school year i move i'll second any discussion hearing none all those in favor please say aye aye oh hey you're back hey sorry board member schneider i wasn't sure if you were there i apologize thank you okay great so that's three eyes any opposed no great thank you so that concludes item 3a thank you so much for your work on that and that takes us next to item 3b restore to practices hi good evening again i've got the same team up here with me and for the sake of time i am going to um kind of move quickly through the first couple of slides because our second half of the presentation

094is bringing back the answers to the questions you guys had at the original committee meeting when we presented i do also want to recognize we have new root on the line with us rosa's on there to help answer any additional questions should we need that so we're back um with restorative practices with our recommendation of new route for action i just really i have kind of the history there just a reminder that new route is based out of chicago it's not a program it's really a mindset shift again we're really focusing on our disproportionality that's our ultimate goal when our team is up here in front of you new route really focuses on the need for advocates for young people and making sure that that they have what they need when they need it they

095believe in impact over intent i just wanted to share again their vision mission and values and it's very student-based equity braided in there as well i'll let you guys read that and then that next slide is really just the journey that they bring us through and the first being a consultation which we've already gone through with them how we landed on the recommendation for new route the next is the wellness check which is really the assessment piece in the baseline there's pre-assessment and post-assessment and i know we talked about how do we measure the progress and we'll get into that a little bit a little bit more the third aspect is the collaborative strategy and they really use that wellness assessment to co-develop targeted scope and sequence for what we've identified as root causes for

096our community so again it's very individualized and that's done through professional development coaching and consultation that that learning and then the fourth piece is the learning and coaching and that's the implementation and monitoring the work that's actually being done through communities of practice through professional development it's just very data driven so it's skill development implementation and then impact and the the data is braided in there so i'm going to pass it to eric and then kerry will also provide you some addition additional information thank you so these next few slides we wanted to just share with you guys should you approve our partnership with new route tonight who our team would be supporting the work we do here in beloit there's a lot of information they have some very fascinating bios so if you have

097not read through them yet i would encourage you to do so they bring a lot of great resources and experiences to our district and our community but should we move forward with them we would be working with kathleen kathryn rayford the next slide then another member of the new root team that would support us is tanisha mcdonald we then would also be able to get some support from clem fox and finally everett daly the next slides that we're going to go through really are the slides that are going to answer the questions that were opposed to us last month when we were in front of you guys initially providing you with some information so just really what is restorative justice we use your sort of justice and restorative practices oftentimes i think they get used

098interchangeably but restorative practices are really the what we do um to practice the mindset of restorative justice which is a mindset that values relationships at the center of community building then the next slide there was a question about impact and code of conduct and so it's important to know that this process is not going to be linear and it's going to take time it's going to be a multi-year partnership with the organization to really get the work embedded into the culture of our school community and you know on board with our families and our students and everyone and so in doing that we're really looking at working to help make a shift so that there is accountability but a different lens of accountability so it doesn't mean students wouldn't be held accountable it's just how

099that accountability is provided might look different from what we currently see it it does not replace our code of conduct however route did let us know that in their partnerships oftentimes districts then do engage in some facilitated conversations around embedding language that is used within restorative practices into their code of conduct thank you um so following up on some more questions that were asked of us last month um it was explicitly asked you know what shifts can we expect years one and then what also can follow in years two and three so just starting within year one in summation a mindset shift really having administrators start to utilize restorative practices or think about how they could use them within their building creating their future vision within their building and then building their implementation plan which

100then uh will have them progress into years two and three next slide please in years two and three like we said in year one it's really administrative and building champion facing but years two and three moving towards um staff students and families and so we really um expect within with the support of new route and years two and three a real culture shift within buildings um continuing to build teacher confidence and efficacy um increasing student belonging as well as obviously what we're most interested in is all of those as well but at the bare bones of the data decreasing out-of-school suspensions as well as office discipline referrals and then new route works together to build a culture and climate team within the school that really supports these movements and there was an explicit question as

101well about okay like we've talked about through many of the presentations from our colleagues too how do families become involved what's the involvement and so they take three approaches one is paired proactive communication up front what does this mean what are the misnomers about restorative practices restorative justice um so just just really proactive paired communication presentations as well as community forums they've been more than willing to address with us which i really appreciate a lot of companies will add that as a line item or things like that and mr rosa and new root has been just very proactive about let's work together to make sure that we're giving the best message to the community and then they also think it's really important like in many of the things that we've talked about tonight the transfer

102to home how can we support families in supporting their kids within um their growth so those are their three three ways that they're going to be able to help us so big thanks to miss roses zamora's on as well but honey yeah you can't see us but we can see you uh questions if you have either for our team or for her she she is uh just steadfast and a champion for the work so it's been a pleasure to get to know her fantastic thank you um board member winfield i just want to say thanks um the community is going to be really excited to know that we as a district is really trying to bring bring everything together for the benefit of the kids so i really appreciate your help thank you thank you

103board member schneider it's perhaps lost to the digital universe again so i'll just um echo that thanks you did a beautiful job addressing our questions i'm just couldn't be more excited so thank you so we're looking for action tonight any other comments before we make a motion keep up the good work yeah thank you for the presentation something to think about is like as we get as we go through the summer to think about the back to school time uh as a board member concerns are i know we have policies that we talk about code of conduct and when students and staff because there's staff conduct too but when people don't meet expectations there are processes that happen in between sometimes those processes end up at the board in terms of expulsion hearing or even

104with staff you know board action that has to happen in the human resources committee but from the student perspective i don't want it to be lost on our community uh the things that we're trying to do to develop the culture altogether through the restorative practices but as you have said clearly that it's not an abdication of the code of conduct that you know there's expectations for behavior and just from that place of teachers and leaders in buildings what is the overall you know feel climate and culture in the building and what is it like in the individual classroom the learning environment disruptions to our learning environment are things that we have to take seriously because these are as well here tonight that these are some of the leading concerns that um that our staff and

105our community has so to continue to be able to have classrooms where students are gaining a year and a half or more that's something that we just have to address and so as we continue to work with new route and especially thinking towards going back to school there will be some information that we'll ask you to share again as we you know position ourselves to our community understands what the expectations are and our students do also because sometimes people mischaracterize these good efforts as oh they're just hugging thugs now they're not doing anything about student discipline um and that is far from the truth but we don't want our good work to be maligned and mischaracterized [Music] thank you very much for those thoughts and comments anything else all right um at this time i

106would entertain a motion to recommend moving forward with a new route emotion i'll second any discussion hearing none all those in favor please say aye aye any opposed all right motion passes unanimously thank you so much for taking the time um thank you miss samora right for being here this evening we really appreciate it and all the work that you guys are doing um that takes us to our meeting closing our next meeting date will be july 19th 2022 i assume at 5 30 at this time uh motion to adjourn emotion all second any discussion hearing none all those in favor of adjourning at 6 55 pm please say aye hi hi thank you very much have a great meeting you all right for those that are watching uh online we are moving to our

107regular board meeting because we have a presentation and our human resource committee meeting will follow after our regular board meeting so i'm going to call this meeting to order at 7 06 p.m mrs show could we have a roll call please yes brian anderson has indicated that he is unavailable this evening due to a prior commitment spencer anderson present amy levy here sean levy present megan miller present greg schneider johann winfield present so i have um everyone present except brian anderson and it appears that greg schneider is not with us right now okay thank you uh okay is there a motion for the approval of the agenda so moved second moved by board member a levy and the second by board member miller are there is there any discussion yes there is actually i have

108a question are we since um part of our regular board meeting includes closed session are we gonna recess before closed session to to do hr and then come back or how did you want to handle that um what do you want to do so basically i guess my request then would be to amend the agendas so or i guess we don't really have to on the agenda but if we could recess before closed session from this meeting jump into the hr committee meeting do that one to completion come back to the regular board meeting and then go into closed session so we can adjourn from closed session if anybody wants to watch the hr meeting it will be so late then i'm agreeable to that so we don't need to make any changes to the

109agenda though then right we'll just recess okay all right having that discussion has been moved and properly second all those in favor signify by saying aye aye hi hi all right passage unanimously we'll be led in our pledge of allegiance by board member winfield 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 now we are item to a referendum discussion action we have a community survey presentation and next steps rob take it away all right yes sir will do uh as i'm pulling this up um i want to thank you for your flexibility and allowing me to present uh virtually again tonight and just left orffordville and we're in waukesha and with you as well

110and so i i speed but that's not that bad so this was this was good to have it virtual i appreciate it um so what i want to do with you tonight is review the results of your community survey report um i believe i have now met all of you i believe i was with you for one meeting after your new board members joined the team but uh same floating head my name is rob dimith i'm the research director at school perceptions um and and we help educational leaders just like yourselves uh do three things gather organize and use data to make strategic decisions and really the point of this slide at the end of the day is just to let you know that this isn't our first rodeo um we've been in business for

11120 years uh we've done 10 000 staff parents student and community surveys all in the name of school improvement just like the one that you're seeing the report for tonight and those 10 000 surveys have been spread across more than 850 districts what we want to do with you this evening is review some of the content of your survey uh reminds you of how this survey was initiated how it went out certainly we'll go through the results in the analysis and then i will leave time at the end for wrap-ups and questions as well so just reminder on our process um we initiated the survey um by households within the district receiving a paper survey uh so it's not a random sampling it is not a phone initiated survey although you could certainly take the

112survey on your phone uh our surveys are initiated via paper so that everybody has the opportunity to be educated and it's more inclusive process that way as opposed to a random sample so once received somebody could fill out the paper survey and return it directly to us we did not want you part of that process in the name of confidentiality those those uh data pieces came back to us or if somebody preferred to take the survey online they could use the one-time use access code that was printed on the front of the survey uh emphasis on one-time use so once i hit submit or finish on my survey um i was not able to take it dozens and dozens of times and skew your data it was a one-shot deal once i once i hit

113submit to finish i was all done however we did provide the district with some extra survey access codes just in case adults in the household didn't always agree um or just in case it happened to get recycled off the off the kitchen counter so what did that result in well as you know your survey was in may of 2022 i mean you had well over a thousand respondents uh the response rate was 7.6 but the good news is that um really in any community regardless of its uh in the midwest in wisconsin or anywhere else we really see our data quiet down after about four to five hundred uh results it it's fairly jumpy in the first couple of days as different opinions and thoughts come into play um but once we're over a thousand

114respondents we really feel quite confident in the data and the good news is because you do live in a larger community relative to the rest of wisconsin that large number of total respondents really makes your margin of error go down as well so that that plus or minus that you see on each side of a percentage um you're below three percent and so i'll revisit that point a little bit here but the good news is that uh i i look at this number first and i'm pleased when you have over a thousand respondents we then ask for age um and this i always look for a bell curve that breaks up top um 18 to 24 year olds are always the fewest of the survey takers we might as well make a template there with

115one percent uh because 18 to 24 year olds i get excited when i get the type of two there that's a big day for me um they're always one percent it's uh they're the least likely to fill out a survey they're also the least likely to vote um not a not a resounding endorsement of 18 to 24 year olds but it is the truth uh and that's not a beloit thing that's not a wisconsin thing that is a that is a nationwide thing and they're the most likely to have just finished school they're they're sick of talking about school or they could potentially be away at college and so they wouldn't they wouldn't receive the survey if they no longer live in beloit um then you see a couple of upward steps here and we

116always see a little bit of an extension between 35 and 54 and that's what i want to see that is what i'm looking for and the reason i say that is because those ages there in the middle are prime working age and prime parenting age so you're capturing a lot of your staff and a lot of your workers in your community and a lot of your parents there as well and i always tell board members and administrators that um if staff and parents aren't even interested in taking a school survey then nobody will be interested in taking a school survey so i like to see those lines a little longer in the middle and that is what i'm seeing here um while i don't know the data in front of me i believe your 65

117plus is a little over represented and that's also good um reason being is unlike 18 to 24 year olds your 65 plus have perfect attendance at elections they will be there they will let you know what they think um and so i'm really pleased when we can see a good turnout from that 65 plus and um they're the most likely to be retired obviously and and be on a fixed income by nature of being retired once you hit 65 plus not everybody but certainly out of the age groups here that's the most likely to be retired uh so we have to know what they're thinking and we do in fact that was the largest group of your survey takers uh we asked if a survey taker's primary residence was within the school district um overwhelmingly

118people said yes 78 to about 22 here a reminder um about why we asked this so inevitably somebody will ask and say well why would you send this to people who don't live here and it's a really good question the answer to that is it well it's threefold um one as a staff member there's no requirement for me to live within the district i could commute in from elsewhere uh but i have an email address so i i will get the survey that way uh for penny any parents who open and roll into the district by definition they don't live there or they wouldn't need to open enroll um so they would get the survey because they have an email address and if i were to own some property um maybe i have maybe i

119don't live there but i do own property within the district and it has a mailbox then i would also get the survey but the point of this slide here is that even though some of those people might be very influential their influence is kept because they can't vote there um so we need to focus on some of these slides moving forward on the 78 percent of people that do because they are the ones that control an election within your district boundaries um here we asked in which municipality do you live the overwhelming majority of people said the city of deloitte but we did capture some survey respondents in the town of deloitte and the town of turtle as well these two pie graphs we purposely put next to one another um we asked are you

120an employee of the school district of beloit and we said do you have children currently attending a school in the district what i want to see here is that your staff and your parents are taking the survey but i don't want them to be the only people taking the survey because most people in any given community aren't employees of the school and don't have kids currently enrolled in the school system so i want to see that both are represented but i don't want staff and parents to dominate uh proportionally in your population that that's not the case and that's exactly what i see here so this is good news uh and then finally um 87 of your survey respondents said nope we don't have children younger than school age and 13 said they do uh

121so certainly you'd be able to desegregate upon this data too uh here um we asked how somebody identifies in terms of their racial identification so about three-quarters said their racial identification was uh white uh about one in ten said they prefer not to respond uh eight percent identified as black or african-american six percent as hispanic latinx or spanish origin of any race and then we did have uh more uh more down towards the bottom more than one um asian other american indian or alaska native or native hawaiian or pacific islander um and just as with any other respondent data points here um you can disaggregate the district does have the power to do this and say well only show me data from uh people who identify as asian or maybe people who prefer not to

122respond answer the remainder of the survey in different ways so you can slice and dice this data to your heart's content and compare groups and see how they uh responded differently or the same throughout the survey uh here i apologize that the colors might be a little bit more difficult to see on screen um but what this does here is it's a preference question so note that the question doesn't say how do you receive school information because i could get information in a way that i don't want to get information so instead this is saying how do you like to how would you like to be communicated with uh your non-parents non-staff want to be communicated with or and rather want to see school information in the beloit daily news and to a slightly lesser

123extent district mailings that go to their house and then another step down to tv radio the website and social media this slide is in descending order of non-paris non-staff or that purple bar your parents are represented in blue so they have a little bit more flexibility in terms of where they're going for information um two-thirds of them want emails um otherwise you're seeing a great deal for the school and district website the newsletters social media and the beloit daily news as well then let's launch into your results and analysis so the first place we asked about is the section was titled your feedback and it said we are committed to providing every student with a high quality educational experience this high standard includes a deep caring for people unity and addressing issues in partnership with

124our community we know we have work to do and that's why we need your input the following statements will establish a baseline to measure our progress and each item begins with the word the district um so what you're going to see here and and i recognize that some of this will take some time to digest but for the sake of of summarizing and really taking you to the points that i really wanted you to see some of these slides i'm going to skip through a little bit more quickly and then as time moves on i'll give you time to study them and certainly um your district leadership knows how to get a hold of me and so if you do have any questions by all means let me know our our relationship will certainly not

125end tonight um i'm certainly happy to answer any questions you might have about this data um the other thing to note here before i move on to the data is that all of these items were on a likert scale now what that means is people have the opportunity to say for each item they strongly disagree they disagree they agree they strongly agree or or they're just not sure or they don't know and all of the items are set up so that in a perfect world um everybody would say they strongly agree to everyone all of them have a positive connotation attached to them obviously no district is perfect it never happens but an ideal world um you'd want to have 100 agreement or you'd want to see every score be a five because if i

126say i strongly agree with something my score behind the scenes is given a five if i say i strongly disagree with something my score behind the scenes is given a score of one uh so just kind of bear that in mind i'll repeat that a couple of times but note that that's your range one to five can't get better than five can't get worse than one um and your percentages will show up here too so here are some of the slides that i think i'd like to give you some time to digest um your feedback section was broken up into several areas there was a communication section there was a culture section a leadership section an academics and development section and a support for learning section now that's all fine and well and good but

127what i want to do for you is take this derivative data in a slightly different way and say well what are the top five items for each group in other words looking just as staff for instance what are the top five top five items that they most strongly agreed with then i did the same thing for parents and caregivers um what are the top five items that they agree with the most and then finally i did that one more time for non-parents non-staff and i said well what are the items that they agree with the most i put those in order and then i said well is there agreement across the groups and the answer was yes if i look at the top five items that were mostly agreed with by each of the three

128groups there was a lot of overlap and actually on a lot of these slides you're going to have a lot of overlap so what your staff your parents and your non-parents non-staff agreed with is yes you have social media accounts that help them learn about what's going on at school they agreed with that um all three groups agreed that you employ high quality teachers and staff third all three groups agree that you have a website that's an effective place to learn about what's going on at school and finally all three groups agree that you have up-to-date classrooms and technology to support student learning those were the four commonalities across the groups and then each one had one that was slightly different so your staff what floated to the top for them was uh that you

129effectively partner with local businesses and community members uh your parents and giver caregivers um they said that they are communicated with effectively and for non-parents non-staff they also said effectively partners with local businesses and community members so taking a step back then what's in green is what's common across the groups what's in black didn't didn't line up across the groups and just as a reminder i don't want to sound like a broken record but just as a reminder this is on a one to five scale so if i strongly agree my score is given a five if i strongly disagree it's given a score of one so three is the middle and as you can see here every single one is above the middle it's above three um looking that on the other side of

130the coin i then said well where did each group have a disagreement the most with each item or just in other words looking just at staff what are the items that they most strongly disagree with what are the items that parents most strongly disagree with and what are the items that parents and non-parents most strongly disagree with and again there was overlap here in fact the top two items that each uh group most strongly disagreed with um are the first two rows those are those are in the red font those two red the school board is doing what it takes to make our district successful and the district is heading in the right direction otherwise the remaining three um and actually some of these approached uh three your middle point especially for parents and caregivers

131here this is pretty close to your middle point developing student character but the ones that are in black are the ones that each group saw differently then so staff for instance disagreed with the idea that the district has the support of the community that it's maintaining a safe and secure campus and has high expectations for students parents and caregivers they disagree with items such as high having high expectations for students administrators are doing what it takes to make our school district successful and the district is developing students character and then for non-parents non-staff items that they disagreed with including administrators are doing what it takes to make our school district successful the district communicates with me effectively and the district maintains a safe and secure campus um we had a section that was for families

132and staff only just by nature of them being most connected to the school there are some answers or there are some items rather that are just a little bit easier for them to answer but i did the exact same thing here what you'll see in this report and what i want to give you a chance to digest in the future is they also had a special culture section they had an academics and development section a support for learning section and then i said the same two things now note that the third column is gone because now we stripped out non-parents non-staff and we're only looking at staff and parents and caregivers but the items were the scale rather was the same we said what are the what are the items that your staff and parents

133are most strongly agreeing with and again there were four that showed up in each list your staff and parents and caregivers are agreeing that the district is ensuring all students have access to technology that you're helping students understand and use technology that you're teaching courses that are challenging and relevant and that you provide support for students with special needs the two that are different between the two groups your staff are saying that the district is helping students choose courses that align with their plans after high school whereas your parents and caregivers agree that you're providing students with academic support during the school day when needed same idea same groups and actually there was complete overlap here so now we're looking at which items did these two groups most strongly disagree with complete overlap so your

134staff and your parents and caregivers are both disagreeing that the district disciplines students in a fair and consistent manner disagreeing about creating a healthy and respectful school environment providing effective social emotional or mental health support or providing support for students who struggle and then finally encouraging students at all levels to take rigorous and challenging courses now there there are other uh elements of this survey that i'll get to in just a second uh but i want to pause here and recognize that obviously you do a survey and it's not always a fun or it's not always a fun experience there are things that you don't always want to hear there are things that you're looking forward to hearing what i will say though is that data is more difficult to digest and look at when

135there's not agreement among groups that's very difficult to do then you know what do you do do you listen to your staff they're very influential they work there do you listen to your parents they're your your customers so to speak in the business of education or do you listen to your non-parents non-staff because there's the most of them they're they're the largest proportion of your community the good news here is that even if it's some data that you want to see or don't want to see there's a lot of overlap between them which i think helps in terms of where we're going to put our resources it allows you to drill into areas that you really want to fix as opposed to being spread too wide and too thin and then what do you do

136so again even though it's not maybe data that you always want to see the fact that people are in agreement isn't necessarily a bad thing um looking ahead then um we had some other sections future planning so obviously there are finite number of dollars there's finite minutes in a day there's just finite number of resources that you can work with so we then ask your stakeholders knowing that those things are limited where do you want us to put our resources the way that these slides are set up and one thing that i want you to think about in the future is um two things the first thing that i do on a slide like this is first i look and say okay the items that people were rating are on the left hand side the

137three groups here are represented for each item so how um staff how they divvied up their votes are in grave parrots are in this kind of teal color and non-parents non-staff continue to remain in purple and what i do when i look at these slides and say well are are there areas where the bars are about the same and if so is ever a group saying yeah plan in this area or is every group kind of saying no you know don't don't put your resources in this area sometimes i i then look and say well are there are there bars that really jump out farther than other ones and for instance um you see a couple of them here your staff and your non-parents non-staff they're a little bit further out in terms of improving

138student discipline so your staff and your non-parents non-staff are saying hey one area i want you to focus your your efforts moving forward is in that top area here um one area where your staff are really kind of sticking out a little bit is expanding socially emotional mental health services for students they want you to focus on resources there and one example of your parents where they stick out a little bit is better preparing students for life after high school um what i did then is i took all of the items and i spread them across four pages i did the same idea here i said well are there items where all three groups are saying yes these are areas where we want you to put your planning your focus your time your money and

139resources and again you had some overlap here uh there were three items that floated to the top which included improving student discipline recruiting and retaining high quality staff and improving school safety and security in terms of areas where all three groups said you know no at the end of the day if resources are limited we want you to put less focus on these areas the ones that show up are integrating technology into coursework and operating technology accessing devices frankly that's pretty common for these type of surveys over the last year i think people are a little technologyed out after looking at a screen especially for for certain groups in the population when you when you had to go remote for covet um so that's one point the the other thing to note about these is

140the phrasing of the question is important it is not necessarily an evaluation of how you're doing and that's a really important point and the reason i say that is because if you're doing really really well in an area well then it would make sense for me as a survey taker to say well you're already doing well so why would you put time money and resources into an area that's already going well but i could also make the same argument i could say yeah this area is going really well make keep going you know but keep your momentum going so i want you to put resources here so the point of me saying that is the wrong way to read these slides is by saying well here's what's going well and here's what's not going well

141that is not what the question said because again i might not tell you to put your time money and resources in areas where i already think you're doing well that may not be the way the survey responded responded so again not an evaluation just people saying this is where we want you to focus your planning efforts we then had some advice um choose up to five pieces of advice you would give a new superintendent same data breakdown here in terms of how the data is presented so same groups same colors same idea are there bars that are roughly the same length or are there bars that stick out but i did the same thing where are where are your pieces of advice where where is there agreement among the three groups where all groups are

142saying the same piece of advice um one floor to the top here is everybody saying you should engage with staff to build consensus and ensure they feel valued and hurt all groups are saying be willing to listen to various opinions take a position and then own the final decision all groups want transparency about the district's data and decision making processes and all groups are are giving the a new superintendent of advice of uh do your best to improve student achievement where there is um in terms of of where each group is saying no this is this is not what i'm telling you to put advice or what was on the bottom including participating in community events and activities and organizations and building relationships with local business and government at the end of the day all

143three groups of stakeholders were saying again you know as a new superintendent you only got 24 hours in the day like the rest of us so if you're going to do things these are areas that are not quite as important to us relative to some of the other areas that you see here then finally the last two bits of your survey and then certainly i'll leave time for questions we noted that you are kind of putting your big toe in the water so to speak for operational funding um that you serve about 5 500 students um which is down about 25 compared to 15 years ago which by the way is quite common i think i just read those numbers i want to say about 71 of districts have fewer kids now than they did

144before and i don't don't write that number down exactly don't quote me directly on that but i want to say it's ballpark um close to 70 of districts have fewer fewer kids now than they did two decades ago but at any rate um in the state of wisconsin uh uh state funding is tied to enrollment so the math is pretty simple there are fewer kids fewer state aid and many districts uh so this isn't just a beloit thing many districts in fact about two-thirds of districts in wisconsin have sought and have had voters approve an operational referendum to help address these funding challenges so the point of that was we have challenges and this is not just a beloit thing we then ask the question would you support the district pursuing an operational referendum to

145maintain programs and services for students uh your your parents a majority of excuse me your staff a majority of staff in gray say yes go ahead and um pursue parents at about 52 percent and their non-parents non-staff are a little bit split right around a third of each are saying yes and no but what's interesting to me here is you're not sure is fairly high for all groups typically when i see not sure i'm looking for a number that's i don't know high teens maybe low 20s or or so it is not uncommon for the not sure and you're approaching about one-third or so especially for your staff and so what i'm seeing here is um kind of a thirst for people saying truly i'm not sure you know what's the money going to be

146used for um how much is going to cost total how much does it cost me how much is going to leave my wallet and so what i'm seeing here is there are certainly groups that are saying yeah go ahead and pursue but i think every group will benefit over time by saying all right here is exactly what we're going to do with the money here's why we're in the position we are and here's how much exactly it's going to cost you um and typically what we see then is is you're not sure where people will will float into the columns that are yes or no may not always be the the data that you want to see but at least you'll know that over time the not sure will get fewer and they will split

147up into yes and no uh for your facility funding planning of your of your section of your survey we went through and we talked about various um uh uh items that uh need to be brought up to date or need to be fixed across the district in your building so everything from your plumbing being upwards of eight eight decades old to your internal finishings your safety and security uh some of your athletic areas your locker rooms and so on but just mathematically you know your maintenance staff does all they can but these kinds of things can't be covered in an annual budget and here um what i see is uh your capital referendum support at least to pursue a capital referendum increases a little bit actually it increases a little bit across all three groups

148your staff and your parents are both about 60 and your non-parents non-staff support went up a hair too but you're not sure is still a little bit high so i want to pause here to connect some of the dots um it's not uncommon to when we see operations and capital projects at least the the opportunity to explore together in the same survey it's not necessarily surprising that people might lean a little bit more towards yes right now for capital as opposed to operations because capital is a heck of a lot easier for your average doe to understand it's a heck of a lot easier for me to understand there's five people that understand school finance in wisconsin unfortunately you working with lisa boyce in that at bear you're in good hands with her um operations

149are hard for people to wrap their minds around right away whereas if i back up here in my own house my furnace doesn't last forever my roof doesn't last forever my doors don't last forever um you know my my fire alarms don't last forever my plumbing doesn't last forever these are things that are very easy to understand and typically what you'll find is things that people do on their own homes when people understand that hey you know you also got to do that your plumbing doesn't last forever your fire alarms aren't going to last forever and people that usually tests pretty well the other thing i'm seeing here is that um a little bit more of your survey was devoted to the explanation of a capital referendum as opposed to operations and i think that's

150part of why you see some of that support go up a little bit because it's just easier for people to wrap their minds around again operations are hard um they're very hard and it doesn't mean that they're not done they pass actually quite regularly but the hump to get people over to say here's where we've been and here's why this is needed and sometimes a dollar in isn't always a dollar out it is a little bit more of a home the other thing that i would say here and something to keep in mind is it seemed like as the survey went on and people got more information about what exactly was needed support for facility work tended to go up and the reason i say that is if i back up quite a few slides

151here um going all the way back to the beginning all three groups agreed that you have up-to-date classrooms and technology to support students learning and that's kind of an interesting point you know groups are saying at least at this point our classrooms and technology are mostly up to date for what i need but as the survey went on and people learned more about what it is you could potentially do it seemed that people said yeah you know what you're right there is work that needs to be done and this is some of the projects that i recognized um and so support tended to go up a bit finally then some overall satisfaction these were on a scale of one to four so it can't be worse than one can't be better than a four uh

152one being poor and four being great so what you see here is um we said how is the district doing in each of the following areas those four areas being a delivering a high quality education b keeping the public informed c managing funds appropriately and d building pride in the community now i think this slide is all well and good but there's a lot of numbers here and this slide is a lot for me to digest so what i like to do then is kind of put all things together here and say well let's put the respondents together and let's boil this down into saying what percent of people say we're doing great are good and then what is our average so the ones that float to the top here are delivering a high quality

153education and keeping the public informed over one-third of your survey respondents are saying yes you deliver a high-quality education and you keep the public informed and both of those scores are kind of hovering between the fair and good range here both both between a two and a three um the ones that are just below uh fair are building pride in the community and managing funds appropriately at a 1.97 average and a 1.82 average so again the difference between the two is this again now are now familiar constituent groups all three are are broken out here for you to say well how did how do the perspectives change based on all three uh but this will put everybody together and say well at the end of the day how are we doing in terms of our

154greater good and how are we doing on our overall average lastly then uh we said on a scale of zero to ten how likely would you be to recommend the district to a friend or family member and you're right around that neutral range um the five is always the one that is very typically the longest actually and one of the reasons for that is we don't offer people a cop out here we don't offer an i don't know we're not sure we kind of if people are going to choose to answer the question then they have to choose something that don't know and so we kind of force people towards the polls and some people truly feel neutral it happens in every district some people truly feel neutral but some people are kind of say

155i don't really know i don't want to give you a zero i don't want to give you a 10 and so they say neutral because they don't want to know when and they're ready to be done with the survey um so that that's not uncommon for for um for that to be a little bit longer so let me uh pause there and do some summary so what did we learn we learned that across the sections of your survey the the your feedback the parents and staff section the advice section the the the planning efforts section uh we learned that there's a great deal of overlap among your subgroups regarding what's going well and what isn't the advice for a new superintendent and where to focus planning and resources and again that's not necessarily bad news

156to have people agree the second thing that we learned is that the district should then begin to clarify plans for an operational and capital referendum the community members can begin to under understand the answers to three questions and this is kind of the and i call it the homework or the to-do list for for a facility steering committee or for you as board members but people really need to know three things first what projects are needed because if you're gonna offer a solution then people have to know well what's wrong to begin with why why would i take money out of my wallet what's wrong with what you got right now two why are those projects needed and three and probably most importantly is how much will those projects cost um especially right now um

157we're seeing projects where people aren't necessarily dissatisfied but they just they they can't afford some things right now so kind of getting that sweet spot of what are the projects gonna cost and that's exactly where we'll we'll step in and help you out again it is kind of helping you after you put together a package of projects that you believe needs to be done in the school district deployed um then we will work with you to develop a survey that will help you ascertain well how supportive our people of these projects in the community is it is it about 50 does it below 50 but this is kind of the homework now and and it's important homework because when people don't know the answers to these questions they typically will say no because most people

158unless they're your biggest school lovers most people will say i don't know where the money is going to go but sure i have a little bit out of my wallet they really need clear answers for these so that they begin to make the decision on whether or not they would support something moving forward so i recognized that was a little bit of fire hose ranking that this this report is now shared and i do recognize that there's a lot of data in there and some data that we didn't cover uh but i i did tell sean i told him a half an hour i'm nine minutes over so i didn't want to take too long on my soapbox so by all means if you have any questions however i'm happy to answer so we will

159mention again that we do have live translation uh so rob you were moving expeditiously uh but we're gonna slow it down a little bit uh so that they can keep up and at this time i'll open up questions to board members i guess we'll start with board member a levy rob thank you for all of this information and i love the way it's laid out and easy to read i'm so much appreciated i just have one question so it was helpful to see the difference in support and kind of uncertainty with a capital versus a operational referendum but in your experience does that support tend to increase or decrease when you combine both capital and operational yeah it's a really good question um the the squishier answer the one that's maybe less satisfying is um

160support goes up when people are ready to think about it and and what i mean by that is uh some districts will say uh you know november is coming up we gotta shoot for a november referendum or april's coming up we gotta shoot for an april referendum and that's really not the way we encourage people to think about this um it's the best time to go is when you're ready to go the best time to go is when you've done a survey or people feel like they've been communicated with and at least have some angling about what projects you're going to do so the reason i say that is because typically what we see is as people learn more information support does tend to increase it and not everybody certainly but we in kind of

161a rule of thumb support will go up as as people get more information the addition to that is and what's kind of interesting here and i don't want to sound like i'm contradicting myself but um typically the overwhelming majority of people will recognize that an operational referendum and i don't want to put your words in your mouth so i don't feel like i'm doing that but um typically people will realize that an operational referendum is more important than a capital referendum and and and we typically see if we pick the two next to one another operations does get more support and i think that's probably good news because people are recognizing that no matter what the building is you know if if the teachers if we're not keeping the teachers that we want if we're

162if we're not paying teachers in a way that they're not looking for other jobs if we're not keeping up to date on our curriculum then you can have a glitzy glamorous building but the inside of the school is really what matters and people do recognize that they want a wide range of courses and they want to retain high quality staff and they want to make sure that curriculum and technology is updated so i guess the the more direct answer to your question is i think support will probably increase as people learn more um and i think relative to the two i would not be surprised if if operations ends up being slightly more supportive than a capital referendum so thank you and that generated a follow-up but again i'll be very brief um and and

163you can just give me a yes or no and i can save the details for a later discussion but do you have a sense when it seems like education is important which is good do you have a sense of when oversaturation happens like when too much information about it kind of is not moving the needle in either direction and again out i'm good with the yes or no and then the nuance of that can happen later um i have yet to see a district that has over saturated it maybe is my my simplest answer there can be over questioning people do get survey fatigue uh but i'm not really certain that there's a lot of oversaturation in terms of information um the caveat to that is most people want information but they're not ready to

164make up their minds until a couple of days before the election actually happens we like to put our surveys out to about six months before and people will tell you what they're thinking um and and they'll um and they'll and the data holds up quite well um but then you know everybody has 30 things on their to-do list every day and so it's not uncommon for people to re-engage with survey information closer to when the election is actually happening thank you next right next board member uh board member schneider do you have a question um is will more of the raw data be available to us in the future uh yes is the answer yep you'll be able to have access this is just a summary report but you'll be able to have access and

165you could slice advice in any way you want in fact you could say show me people who support a capital referendum and then you can work backwards and say who are they are they younger are they older where do they live but the short answer is yes you have access to all the raw data good thank you no that's fine um yeah no i mean i guess i was gonna wait and see what other people had to say i'll just make a comment that i'm not really surprised by any of the feedback but i i see all of it is really great opportunity um for education just coming off of the teaching learning equity and people services committee tonight we have like just a plethora of wonderful things coming down the pike in addition to

166the really great stuff that we're already doing like i'm gonna want to highlight again our literacy curriculum that was just implemented last year and so i think as just kind of speaking to the point of rome wasn't built in a day as we continue to leverage that education piece looking at what we have been doing starting to see some of that data come through and then adding on these layers i'm really hopeful this becomes a really great opportunity for us to to easily market better to our community all the wonderful work that's um and you know transpiring in our school district so i'm excited to kind of talk about the marketing piece when we get to that all right so a couple questions rob um thank you for the work one of the things that

167you mentioned i see is like the consistency as the group's overlap so as those messages are held by our staff our parent caregiver group and even our non-staff non-parent uh non-parent caregiver group since it's consistent it i feel it helps us to easily understand what we need to answer and then the focus those are clear improve student discipline improve safety and security retain and recruit the quality staff and then even with the advice for the new superintendent a lot of people had questions as to why were we conducting a survey what does that mean and the feedback that you provided is is the reason why to understand what people are actually thinking so when as you say that the best time to go is when people are ready what does that look like in terms

168of the next steps you had the the survey i mean you had this slide that gives a summary but kind of what are the next steps for us um good question so november would be too quick um and so that that would be a little bit off the table our recommendation and and whoever you choose to work with your architect your construction manager they will really be helpful here but excuse me uh your next steps would be to um very likely form a smaller group and maybe that's some of your board members who want to be involved in your in your facilities and or your operations areas um that could include some some of your community members who want to be involved as well but really the next step would be uh probably over the

169summer months and then perhaps into early fall you would really lock down and say um and by the way what i'm about to say uh you figure out what you want to do at your buildings and the way you do that is when you work with a construction manager an architect and they provide you that facility audit uh and you may have already done that but um what that typically provides you is is what do we need to look at in terms of the infrastructure of the school you know everything from roofs to buildings exteriors versus what do we need to improve upon in terms of the classroom quality are they the right size do they have the right technology and so on so they'll provide some pretty easy to understand reports and i know

170they're easy to understand because i don't know a darn thing about architecture and i can understand them so they do do a good job with that um but don't say you know here are some things that uh that look good here some things that don't and so as a committee then you would need to say well all right if we do projects x y and z or if these are something that flows to the top that we really need to have done now as opposed to 10 years from now um then how much are those things going to cost and then you come back to baird for instance and you might say well you know we're looking at an x million dollar project what is this going to look like in terms of tax impacts

171how much money would actually come out of people's wallets to do so and you do the same thing for operations and obviously that that doesn't include an architecture an architect or a construction manager but to your financial advisors they'll say here's what your financial projections look like over the last couple of uh or the next couple of years so it's really locking down into what are our high priority projects as opposed to in the future and how much money are we actually going to need for an operational referendum and then when we step back in is once you have an idea of how those look then we'll work with you um as uh maybe probably towards late summer early uh early fall in order to put what you decided into a survey and it might

172look something like we as district leaders are recommending the following whatever insert projects three four five ten projects here's how much it's going to cost survey respondent you tell us whether you would support it or not uh or it could be various buckets of projects it might say we can improve safety and security what you know what priority would you give this we could fix the potholes in the parking lot and are building exteriors you know what priority would you give to this we could add on to our cte space at our high school what priority would you give to this and then your survey respondents and they would mark through each and then they would let you know how much money they're willing to see leave their wallet and then you'd backtrack and say

173well what are one of our high priority projects within the budget that the survey takers are telling us they're willing to stomach um those are kind of two two survey strategies that we'll move forward with but really cutting the chase you would need to decide what projects need to be done from facility-wise um how much are those going to cost and then from an operations perspective what ask are we are we going to make and for how long all right and then again um like for operational what ask are we gonna make and then for how long uh and that process again you said is it throughout the summer early fall and that would be like towards april so backing up if you decide to pursue an april referendum um we like to have a

174survey out about six months before so maybe that would be uh we have a wide range it could be some some districts are ready in september some districts see surveys hit mailboxes around thanksgiving um but we'd like to maybe have something out in the fall uh because then time can get very tight we want to have our survey out for about two and a half weeks or so um and you'd have to have your resolution sealed and delivered 70 days prior and you don't want to make that decision the day that it's due and that's typically around late january so we'd probably want to have results back to you december uh probably so that you can have time to think about it then you can have time to think about your next steps and then

175in january you'd move forward and actually work with your legal team to craft what a resolution would actually look like and then get that in front of the state and your county um your your board as well to make sure that it appears in the appropriate ballots okay thank you good question so um to follow up on that line of uh questioning so working with bray architects to do our master facility plan they're already in that process um they've completed their indoor interior and exterior review of the physical plants so now they're in the process of meeting with and getting questions around the aspirational pieces so the timing of this will be during the summer we should have some preliminary information for the district and the board to start to consider for that time frame

176because without putting any established time frame the earliest we could go or plan to go was april so um that's been the art the artificial timeline because there has not been a definite timeline that's been established yet for this question to um to be considered and to be placed on a ballot all right thank you any other board members with any other comments i'll add a quick comment uh kind of following up on what uh president levy said that uh good thing with uh taking this or the results that we've seen from the survey that all the items that we need improvement on or that we're doing good are all pretty much the same through every subgroup um so it really gives us a nice easy way to narrow down on the things that we

177actually have to focus on as a board to start uh getting those numbers to improve and um i'm actually pretty happy that uh we did the survey and gives us things that we can work on right board member one field um i just had a question for rob is this some this data is this communicated with the the staff non-staff and parents that did the survey um meaning like what what is the next step and having people be aware of it yes sir um typically yes um and and the reason i say that is because people are it's funny if you were to do this survey again tomorrow right away your scores inevitably will go up for keeping the public informed because just by nature of doing a survey people feel more communicated with so

178my best piece of advice would be to a post this on your website in the name of transparency and in this scheme of things there may not be a whole lot of people that look at it but at least i know as a resident of beloit i could look at it if i wanted to i can review it and even if i chose not to take the survey it's there for me to look at um the other thing that i would recommend doing is as you start to think about what are some areas that you are going to put more resources in um i i can't say i'm a communications expert so this is this is an easy thing for me to say but really following up and saying we learned x in the survey

179and therefore we're going to do why is so important i i can't even stress how important that is because then people say hey i took that survey and now they're listening to me and now the next time a survey comes out you better believe i'm going to take it again because what i actually answered um had an impact on what the district was doing or you get the people who say god i wish i would have taken that survey because now they're doing something that i don't necessarily want just like just like in an election if you don't show up and vote then it's hard to complain about the outcome um so i would say that letting people know what you're doing as a result of the survey is going to be your very best

180friend because then people are more willing to take him in the future and it builds trust and people can say they they listen to what we what we told that's really what people want people want to know that i spent the time i gave you 15 15 minutes on my busy day to do this and i want you to do something with the data that i give you so i would say um constantly communicating about what you're doing as a result of the data and posting this will go a long way in in terms of transparency and and building a rebuilding trust i hope that is that is that helpful yes sir it is thanks rob okay thank you rob some follow-up well uh um and and megan and sean may know how to find

181me um for better or worse they know where i am and so if you do have any questions or you want some review of the data by all means let me know otherwise as your facility and operational plans um coalesce a little bit and get a little bit more concrete we'll step in and i'll certainly be back with you all right thank you have a good night any other thoughts on that subject as we close out i'll just say like seeing this the second time it kind of comes into focus a little bit more uh rob did present a preliminary uh for myself and the vice president as we were able to see some things very helpful as he gave the comments of you know we learned x therefore we will do y as a

182result of the survey uh many of the things are listed there things that i mean those are the perceptions that i thought were out there um and so like i said we'll we will respond all right we are now at item 3 a public comment for those that may have tuned in later coming late we are in our regular board meeting we still have to do our human resource committee meeting but we had a time commitment with rob our presenter of our survey information all right is there any public comment mrs shope okay no emails and no one in the board uh in in the board uh room for a reports of the board superintendent board report thank you board president levy so um this evening's uh board report um being my last uh superintendent's

183board report um i wanted to take uh just a few moments here to kind of do a retrospective in terms of things that have happened since my tenure here and this is just a sampling this could go on for um many slides and and uh because a lot a lot has been done but for the community just to sometimes you get lost in the in the details when you're doing the actual work but from the time that i joined this team some of the things that have happened over these past 24 months has been things like within the first 28 days that i've arrived here in beloit we did a reopening plan over the past year we've been working with drew and i know he's eager to continue the work with this board because of

184the work that we've done in collective commitments the number of strategic partnerships that the district has had has grown when i first started the ymca the boys and girls club the public library and community action were the first four that had reached out since that time we have strengthened and expanded our partnerships with head start rising queens filling the void rising queens and filling the void together combined created 608 kids these are organizations that are working directly in many of our our secondary schools working with our staff working with our students and helping to bridge that that divide in terms of adults and students and community and school district we've expanded our partnership with uw set which has helped us increase our special educational special education staffing pbs kids reached out to us with a

185five-year grant that has transformed itself into a parent engagement as well as a staff engagement around early literacy ford ngl has wrapped up a lot of its heavy lift with our high school transformation and there are many more partnerships strategic partnerships that we have started and are are growing other work that we've done we re-established the equality committee with our work with cambio positioning that committee to start to do some work across our organization namely with a compensation plan and with our strategic plan having individuals from this committee that are sitting on and being a part of the policy making structure the academy structure and portrait of a graduate as you've seen in our beloit metro buses as they drive around our community our continuous improvement structure selling on plc plus as our as our

186framework for continuous improvement as mentioned by vice president miller our literacy adoption and some of the work that we're starting to see particularly with our kindergarten students as they move forward we've had a couple of different presentations over these past couple years around our cceis or our early intervening funds and how that has created a coordinator of specialized behavior supports who has helped to lead some of the work with sel and restorative justice which we heard earlier and is coming forward on consent agenda tonight our full student services team in each of our schools prioritizing the fact that you cannot have high quality instruction without the supports and the fact that pupil services and teaching and learning are not two silos but they are two sides of a whole child expanding our dli program into

187new schools as as already mentioned our math and restorative justice pilots that will be talked about in our upcoming board report and then expanding and coherent communication protocols across our schools and our communities so having a community hub web page you heard from miss cristobal and miss acevedo who have talked about the increase in the amount of communication within our our community and with our families leveraging the fact that many of them look to our website and look to our sdb app and their smartphones for up-to-date information and certainly last but not least is the conversations that we've been having about capital and and operational referendums and so having a forecasting tool that helps us not only with answering those questions but helps become a part of the fabric of our budgeting conversations moving forward

188case in point in next month's business committee lisa boyson will be coming back and and providing a school finance 101 which was a an outgrowth of the last time we had budgeting conversations within that committee and so having those forecasting tools um from baird are going to help with those conversations moving forward i couldn't round out the conversation without talking a little bit about our strategic plan and our compensation plan which are both going to be coming up this later this summer for approval the strategic plan again from the design team work we've identified five areas priority areas that we've been working with teams in the community and in the district around in the area of whole child having objectives around academic achievement social emotional learning and health and wellness in the focus area of

189equity explicitly addressing disproportionality putting together systems and structures across our system and then having those data structures that will help monitor and then we can publicize those that data at various levels within the organization from the board on down so that we can keep a lens on where there are pockets of disproportionality and how our how are we pulling on different lovers in all of our priority areas to address that in the area of culture and leadership um building that sense of belonging and trust working with our staffing and making sure that we are staffing our buildings appropriately as well as from some of our last conversations how are we developing our leaders and what is their growth trajectory all in service of building collective efficacy which we know is one of the biggest lovers

190research-wise that that the school district can pull on we've talked a lot about finance and our budgeting and resourcing of our schools and then probably our biggest area priority area is engagement because in our in that research we have four levers that we need to talk about when we talk about engagement we need to talk about with not just our students and staff but also with our communities and with our families and so we're looking forward to bringing forward those objectives and those strategies and again that strategic plan is a high level plan that isn't supposed to get us to the runway but get us to that 5 000 foot level so that we can build those three year action plans that will get us from 5 000 all the way down to the runway

191and then last but certainly not least bringing back the the slides from last month's presentation where we talked about the compensation model working with the bea since the time of the last presentation the bea has taken point on collecting those frequently asked questions and then working with the administration on answering those questions and so it is not lost that the conversation around the compensation model has really been about how we have created a step and lane system for all of the employee groups and then building within those step in lanes ways that the board can easily monitor how and when it wants to provide those cost living increases as well as creating a more equitable approach to compensating or supporting our our staff as they gain additional licensures and or accreditations that enhance the instruction

192that our students are having within within the classrooms across their district it is not lost on me that um two years in one sense is a very long time and in another sense is a blink of an eye it has been an honor and a privilege that i've served with all of you and with this district in this community and i know that the work that the board has in front of itself to go back into its collective commitments its roles and responsibilities and create a profile for the next superintendent will take us just on that next phase of the of the journey because the work that we do is infinite and that the road in front of us still extends and so um thank you for allowing me to join you along this stretch

193of that journey together all right thank you dr keiser for your report thank you for the work that you have done with us as a team and good luck to you in the future we'll take questions from board members about the report if there are any one one quick question when and where does the equity or the equality committee meet this past year the um equality committee met um once a month usually on friday afternoons where we ended this year was because the work has moved into an action phase and they have a committee charter or team charter with four goals they are going to find a new meeting spot which most likely will be outside of the school day because it's imperative that that core team is able to meet the friday afternoons worked

194out well at the beginning but as we get close to breaks and the end of the year some members could not attend simply because the demands of the school school day didn't allow that so it's going to change next year to a time that will be determined by that core team but most likely outside of the school day and is that majority staff or is it what is the balance between staff and community participation that's a great question um it is a we tried to get a pretty good balance of um staff and community we started with the last 20 um 1819 or actually 1718 equality committee and we started with that list of members and we built from there so from that from that last team that's i would say 90 of the core

195team and then we've added individuals who have reached out to us um through the conversations that the equality committee has had out in the community and in the district so is it like 50 50 staff community yes i would say it's pretty close to 50 50. i um i would say it's probably it was at one point a little bit heavier with the community but i would say right now it's more more heavily um staff by a percentage or two perfect and they were meeting here at keck correct they're mean here at cook thank you other board members with questions i'm not a question just a comment um i just want to thank you dr keiser for for showing me a little bit of knowledge and understanding of a couple of things i had questions

196for and before i even joined the board you spent time and sat down with me and just gave me the ins and out of the educational part so i just want to tell you i appreciate you and good luck all right dr keisha a couple things i'm going to go back to one in the um and the slide about the compensation model uh kind of explaining some of our norms that did come up in our business operations and finance committee so we've had that once and that'll come up again in july and we've kind of discussed the points about you know how it was built in but this is only a part of um the full study from the evergreen and so can you talk about like the reporting um the reporting structures and some

197of the other recommendations about personnel and organizational design that go along with the compensation model certainly um so with the compensation model that was presented that was the last step in a lengthy process in working with evergreen solutions who was contracted to do a comprehensive review of not just our compensation but our job description and an analysis of our organization relative to the market both the local and the national market we wanted to know from our staff and then from a educational marketplace market research perspective how did we fare as a community and as a school district um with our local context but then also districts that look look with uh look like us both as a district and as a community in that work there are several chapters so one of the chapters really

198talks about our job descriptions and what what make up good job descriptions and the and the strengths of our current job descriptions and recommendations about how to improve those um subsequent chapters two and three really talk about our market research and where are we relative to our local and our national international national demographic comparables and then chapters 4 and 5 really talked about recommendations for the entire structure including our staffing but then also our leadership both at the building and at the district level so while this compensation plan is the first that is coming to it um this plan this compensation plan needed to be um approved in order for the rest of the the report to be finalized and then given to the district so that the district and the board could discern through

199that some of the recommendations are recommendations that would come through a committee structure to the board for formal action other recommendations are administrative recommendations that could be done in internally but that report is slated to if this is approved in july when it comes to committee and if it gets approved to the full board and approved at the full board will allow evergreen to finish up in july and august that um final report which will come in time for the next superintendent to coming to beloit to read through work with the administrative team and then bring recommendations to the board for actions as far as how many direct reports should the superintendent have what is the current policy structure around evaluations of administrators and direct reports and then any other policy recommendations as it pertains

200to things like communication structure contracts um the organization of what other positions might a district our size need to consider adding to adding to its staffing um because there are lots of contracted services out so that report is comprehensive in that it has many facets to it some of those facets or lovers are going to be things that we can incorporate into other conversations and other recommendations will be things that maybe a someday maybe type conversation the timing isn't right for those but could be something that comes back the nice thing is is that we'll have the research to back why those recommendations are coming all right all right so again i want to say thank you for your work just with that compensation study is an example of things that we have heard from

201our staff and i would count that including um retaining and recruiting equality staff that our compensation structure has been um less than desirable for a while by different employees who have served over the over the years but it takes research it takes work and time to develop a policy solution or a recommendation so here we are on the verge of one of those solutions to a problem that's been represented uh thank you for like for your work in um in helping us to take steps forward together as a team there are lots of things like you mentioned the reopening plan as we went through following the metrics that were set out that were important things for our district that as we show progress we see like even from the feedback that there's still a lot

202of things for us to do but we know that we've got a lot of things that are already in the works and some of the fruit has not shown yet so we thank you for walking and working with us on this part of the journey all right okay this time we'll have a 5a committee and other reports business operations and finance i have nothing new to report this time teaching learning equity and pupil services sure i'll be brief we had a great meeting earlier this evening we have two action items coming forward but we did hear i know something that's of high interest to the community is the achievement gap reduction report that comes twice a year also known as the agr report so we heard that at our 5 30 meeting we also heard

203some really exciting updates about upcoming sel and math and avid initiatives so i would encourage you to check all that out if you haven't had the chance to the action items that are upcoming this evening are a switch to a different um curriculum uh for the blight virtual school as well as a fresh a refreshed mindset and a renewed contract for restorative practices and restorative justice so we'll hear more about that later this evening thanks the governor's committee will be meeting on the 28th we did not meet in may but some items that will probably end up on that agenda and others community engagement as we partner with our community what rob just described is some of that summer work that needs to happen now that we have the survey results as we continue to

204plan for operational or capital referendum because we do have needs and we have to address our budget issues and then also our superintendent searched interim process those are some of the things that will be coming up in governance legislative update so my legislative update is attached spoiler alert no movement have happened either on the assembly or senate side so it is the exact same report as may uh it's not a typo i ran through everything no updates and my next policy update will be given at the july 5th regular meeting all right so now on to item a superintendent succession planning so even as we begin this conversation we do have a special meeting that is planned for tomorrow where dan nirad from the wasb will be taking us through our planning meeting and during

205that meeting we'll be discussing elements of our superintendent search and also timeline so during this time i would just like to start with all board members and we can kind of just express thoughts that you have or concerns about our superintendent search process and succession um kind of what we'll do and we'll kind of fill in some of the gaps that has been expressed to us by different people in our community we do have to come together and we'll take actions in voting at between tomorrow and a couple other items some items are open session items with some items or closed session but to kind of just fill that in and begin to build consensus towards how we're going to move forward is there anybody who wants to start i'll get us started my position

206hasn't changed i'm very interested in bringing someone in for contracted services that way if we don't need them for a full year we have that flexibility i believe it's important that whoever comes in on a temporary basis is not eligible to apply for the permanent superintendent i just think that that would give like a clarity of the work um they're not auditioning for us they're telling us what we want to hear they're very clear and hopefully super effective okay thank you anybody else next i just want to point out um as from the community standpoint a lot of individuals have stopped me at stores i need to stop going to stores um and just um just to address how we how the board normally functions in this capacity i just really think a lot of

207the ideas have been really good as in getting you know a wide variety of individuals to um not interview but just have a conversation with who the board decides going to be the new superintendent just so that individual can have a uh understanding of of beloit if if they're from the lloyd or not but just get a broad community group um businesses staff this just to sit in the room with this individual and have just a candid conversation so but i'm with also with board member libby with their this individual should not be able to apply for the for the superintendent job next um i'll keep mine brief um i will say that i do agree with uh board member amy levy on her statements about having a contracted service come in uh and having

208it so that they can apply so that we are getting exactly like they're not afraid to tell us what we don't want to hear they'll be very honest and upfront to us with what we need to do yeah i mean i don't think i have anything new to contribute i want to make sure that we're poised to be um you know fiscally responsible i like the idea of contracting and um you know as kind of as an as needed piece um i really do want to make sure that we have the time necessary however short or long to find the right person to continue the work that our community um has helped us has informed us to start and uh continue so i guess i just um i'll just repeat my comment from last time

209i don't want any kind of artificial like well we got from here to here and that's it i think that we need to be um you know very intentional about this process and i really like what other board members have said um so i'll kind of jump in so first also as we approach this the board did um delegate to me as board president to do a couple different tasks so i kind of explained it where we're at today is the 21st dr keister's last day is the 30th he will be continuing with us until the 30th he is going to oh i'm sorry board member schneider do you want to jump in first um that's okay thank you um i i just agree with everything that's been said that we need to really take

210our time uh include the community uh parents and staff in in the selection process as we go forward for the next superintendent and i like the idea of a contracted person who cannot apply for the position thank you so i'll go go again that um so a framework of thinking is uh dr keisha is going to be going on vacation but he is still available to us so there will be a designee as we've done at different times during the year that'll be responsive and if we need to call him we'll call on him he's he'll answer so that'll get us to uh the beginning of july um probably towards uh over the next week week and a half um there are some more processes that um that will get kicked off and we'll probably

211end up with some postings we do have a number of individuals that have reached out directly to dr keiser to [Music] our wasb consultant so people are interested in serving as the leader of the school district of bloid and so the short term think of get to july 1 and then from july one to a little bit short uh time after that uh when we're kind of when what i'm hearing or what i'm thinking when we say like that short-term leader is someone through a contracted service to help us uh through the months of july august and september to you know basically run the school district during the summer the way a district administrator would we have our current staff that are already involved in their different work streams with our strategic plan our referendum

212planning compensation model so there's not much on that end that would change if there's questions that those leaders that are already in place have that they would work with this uh administrator also and i think the best way to look at it how i'm perceiving this is that the person that comes in in the short term spot this is someone coming in to help us achieve our work because we are not trying to stand still or just hold space like i said we are engaged and there are lots of things that are in place and some ideas that just as an example of our strategic plan they just um we're in the last steps and the work just has to be finalized and we're trying to present so our work is kind of is kind

213of before us and then we are working with dan near ed and wasb so as an example we'll have that meeting tomorrow and in that meeting we'll have some other discussions about what dan says are the elements of our search which includes the making decisions about our timeline and then making decisions about um which elements to include like how much community engagement is necessary like rob said you know we are involved in we've gotten a lot of work involved so we've heard new advice given to a superintendent already and we have a lot of we have a pulse on where our community is so it's not that we're doing anything to exclude comment or engagement but some part of it is it's a it's a repeat so we've got some tools that we have some

214very fresh information and we'll make those um decisions so that we do have the input of our stakeholders those parents students staff um and that non-pa non-parent non-staff caregiver group uh to help us and then um let's say if things go as our way uh what dan nireta said is about three um about three months as we start to plan out and so that kind of takes us through the summer my thought would be if things worked you know how we wanted it we'd have somebody by september and you know they'd come on in september or right in october and with that overlap with that person working together because we're still trying to move in momentum there's a um there's a question about if we waited to the opt what some people would say is

215the optimal time period of spring um i think that in some of the discussions that have been had uh it's a thought that we don't want to um wait that long and lose momentum towards continuing to take steps that we've already identified in our work that we need to take and they're well documented in front of us i've had a lot of conversation with um with rob bukema our attorney uh he and i um as delegated by the board have already uh began working on some contract things and those are some of the closed session items where board members will be making decisions about that which is like the hr process and then we'll have a discussion of candidates and names and things like that that'll be coming some of these people are sitting superintendents

216and you know but they're really interested in uh coming to help us in beloit um dr keisha and i've had many conversations too as we're trying to get this together and just uh invite him to weigh in also no um just to add on to what board president levy is sharing um so ms moore tech is beginning when i start my vacation time will be the designee until um the board is able to [Music] pick a pick a person to to sit in there in the space and i fully agree um and support the um conversations at the board level around that individual and to just echo the echo the conversations that there are some retired superintendents and current superintendents who will be retiring here in the next couple of weeks that have reached out

217directly and are interested in filling filling that particular space they're not looking for a long-term um place but they are they are interested in helping in supporting supporting the work that's moving forward but along that same lines as board president levy has already talked about there are individuals who have reached out to me directly who are interested and are checking in and are probably following along the conversations this evening to know what is that process what is that long-term process that the board wants to settle on because they are interested in in seeing when that posting comes up because they are interested in applying for for um beloit um specifically and i think that's encouraging um so yes we talk about optim optimal times but um when you have when you have the the feedback

218that is coming to us right now there's encouragement that the work that we've been doing these past couple of years um and has and has been presented tonight um is getting out there because there are individuals who are wanting to come and continue that journey now emphasize again as dr keiser said there are people that are watching this meeting tonight because they know that we're doing good work and they want to be a part of it um but also we are different we are in a different space than we were before with the number of projects that are in queue [Music] a lot of work has been done from when dr keiser came in and so that also creates a different level of involvement and and the need of a partner that we'll be choosing

219next to help us with the work that we're at at this stage so those are some things there but we're going to move on in the agenda unless everybody wants one more kick before we go in because we have all day tomorrow for that and then our closed session items this evening okay board member schneider i don't want to forget you because you're online nope i'm i'm fine um great thank you all right i gotta toggle between the screen and i can't tell where we're at sometimes uh we're down to the consent agenda now seven i'd like to remove item l please item l uh anybody else anything to be removed from the consent agenda okay so here is my question um unless there is something that i'm missing the point of the consent agenda

220is to streamline commonly occurring items and so the minutes the portion that are reflected for the consent agenda seems excessively redundant for example if i didn't attend the meeting and i just read the minute it would appear as though i made and board member spencer anderson seconded 18 separate motions for the consent agenda so my request unless there's something that i'm missing is in keeping with the spirit of the consent agenda if our minutes could list the items on the consent agenda as they appear on the agenda and then have one section for a motion a second and a vote are you referring just how the minutes are kept when the consent agenda items are approved so here's a visual because i'm a visual learner it it looks as though 18 motions were made if

221you look at our minutes well i mean well here's a thought i mean because if there's 18 items each of them would have to be taken up separately so even though it's consent individually no they're not taken up separately that's the point of the consent agenda unless one item is pulled off we deal with everything at once and so i'm not and again i could be missing something but i'm not clear why it's listed 18 times motion by levy a levy second by spencer anderson that just seems unnecessarily redundant misho could you provide some contacts sure it's the built-in part of the software program so what it's doing is it's showing you um below each item what the actual motion was for the item in terms of like our proposed motion so in other words

222it's the motion of i'll just give you an example of what item k on tonight's agenda would say it would say like k policy 853 political activities in the school's second reading and then it would say that the recommended motion was to move approval of policy 853 blah blah blah and then it's set and then it has the actual consent agenda motion so it's it is it's it is repeating that consent agenda motion but it's it's the way the software is built from board docs is it automated so you do it once but it automatically pastes it automatically does that it's not that i'm typing that in i when i go down to m on this agenda and do the motion the software program for board docs automatically puts that motion in on each of

223those items to reflect that they were all on the consent agenda how difficult would it be to tell the software to do a different thing and list the consent agenda and then there's emotion and then there's a vote i can't tell the software to do something different but i could remove i could go into the minutes on the on the you know after the meeting's over and before they come back to you and i could remove that and just show them all listed show that original recommended motion such as approving the policy and then just show the one motion at the end that is my preference but as always i yield to the will of the board do you want to vote on that i don't i'm asking well i haven't submitted a motion but

224right now i would like to hear feedback from other board members it's just if if anyone read the minutes that that seems very excessive to me to have 18 motions when only one motion was made and i get it auto populates but to me that just is not keeping in with the spirit of the consent agenda to streamline information it's open for all board members to weigh in since it's a feature of the design uh and as it was described uh when she goes in and types who made the motion and who seconded it and that the feature of the consent agenda since all those items are listed individually i mean i'm not the designer of the software but since no one is actually typing it and in essence each of those items were approved

225by that it's really a it's a non-issue to me anyone else with any ideas on the subject um i'll just say that it's if it's since it's us how the software does it um and it's been doing it for such a wh like a long time i mean there's really no point in changing that right and adding work seems to me it'll take more work to not do it that way right okay i don't know all right my concerns have been duly noted i am fine with moving approval of the minutes oh you no go ahead are you sure no i got confused all right um approving that what we pulled off item l i move approval of the minutes from the june 7 2022 meeting uh as listed i'll second all right there's been

226a motion by board member a levy and seconded by board member miller is there any decision hearing no discussion all those in favor signify by saying hi hi hi unanimously do we still need to approve the consent agenda and pass those items we do and i have comment i don't really want to remove items but i just want to point out and if somebody would like to remove that's fine i just in the past people have expressed concern that we've approved things on the consent agenda that had high price tags and so i just wanted some community feedback i've heard so i don't really feel the need to remove either of these items but i would just like to point out for the good of the group that items sorry i'm losing my voice item

2277a the blight virtual school programming um which i am very excited about um has a dollar amount of 204 600 and the restorative practices he's also very excited about um has a total cost of 164 000 so i just wanted to note that in discussion prior to approval of the consent agenda i don't feel the need to remove either of those items so i would add also to that i think um so this is civics in action this is the sausage making we have a committee structure in our committees we hear things twice the first month it comes as information and then in the second month we usually take action and it comes out of committee items that come out of committee like with the 3-0 vote or there's no significant concern they go straight

228to the consent agenda for the business meeting that night and then they usually are approved and the reason they're on the consent agenda is because they've kind of the understanding is already there what it is to help us move through these meetings a little bit faster so as we come to those items we are aware that what the costs are but i do understand feedback from community members about you know what the board is actually doing and the process there is a method to the madness as we worked in our governance governance committee to kind of put these structures in place because at one time we felt that things were coming to um board meetings too quickly and were uncomfortable approving such large expenditure of funds but you know that was the system that we

229built for ourselves to get to that space but you know i think it's you know as we add new members it's important for us to kind of explain our process and our votes whether we're unanimous sometimes or even um if we take votes and they're not unanimous so people understand what is happening so that that's understood um anybody else with any other uh discussion about how we work and how we do our work i move approval of the remaining items on the consent agenda second it's been moved in a second is there any discussion okay hearing none all those in favor signify by saying aye aye aye aye aye aye motion passes unanimous unanimously so now we're going to go into future meeting dates uh we have a governance meeting tuesday june 28th 2022 at

2306 p.m business operations and finance tuesday july 5th 2022 at 5 30 p.m human resources tuesday july 5th 2022 at 6 30 p.m regular board meeting tuesday july 5th 2022 at 7 p.m and policy committee meeting july 6 20 22 at 5 30 p.m and at this time we're going to go into recess in our regular board meeting before we go into executive session so that we can have our human resource committee meeting in which we will probably go into a closed session and then we'll come back from that meeting which is a meeting which is a committee meeting committee of the whole and then we will come back and take up our executive session business and we'll probably adjourn from executive session at that time so um do i need a motion for recess

231or do i just declare that we're going to be in recess from this meeting okay i need a motion i moved it oh you're fine oh sorry i moved that we recess second all right moved by board member miller and seconded by amy levy that we go into recess from our regular business meeting uh is there any discussion all those in favor signify by saying aye hi hi hi hi motion passes unanimously and so we are in recess from our regular business meeting and we're going to go into our hr committee meeting okay a call to order the human resource committee meeting at 8 49 p.m uh mr schultz can we have a roll call please yes brian anderson is unavailable due to a prior commitment spencer anderson president amy levy here sean levy present

232megan miller present greg schneider president john winfield here all members are present uh greg schneider's virtual and brian anderson is absent is there a motion for the approval of the agenda so move second have been moved by board member amy levy and seconded by board member megan miller is there any discussion hearing no discussion um all those in favor signify by saying hi hi hi all right motion passes unanimously is there a motion for the approval of the minutes so move second okay move by board member a levy seconded by board member megan miller um is there any discussion okay all those in favor signify by saying aye aye aye and it passes unanimously to a employment recommendations a motion may be made to convene the human resources committee into closed session pursuant to section

23319.85 parentheses one parentheses c the wisconsin state statutes relative to considering employment promotion compensation or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility is there a motion to go into closed session so moved it's been moved by board member levy hey levy is there a second second seconded by board member juwan winfield uh is there any discussion a hearing done all those in favor it's a roll call vote uh be prepared for a roll call vote mr show broke all vote please megan miller aye greg schneider aye amy levy aye spencer anderson aye joanne winfield aye sean levy aye motion carried okay so we will be going into closed session we will be closing out of our tabs in this open meeting there is a tab

234in the executive session i will look for you there board member schneider exactly the executive session uh link you [Music] you [Music] you alright okay so we are now uh returning from closed session during the human resource committee meeting which is a committee of the whole we're reconvening in public session in order to take any action if necessary on the items discussed and there are some open session questions questions that are appropriate for open session that board members have before we take action on the exhibits thank you so um just a question to make sure that i'm understanding our processes correctly um it's my understanding that our base salary for teachers is 43 000 and specifically i'm referring to um actually three positions um special ed teachers two of them at frozen an auto tech

235education teacher at memorial it says one year due to current license status which leads me to believe that the needed licensures have not been obtained yet so my question is is not having the required licensure for the position that you're in it looks as if that is not a barrier from you moving up on the pace scale and i just want to make sure that i'm understanding that correctly does so first does the question make sense i believe so um the simple answer to the question is the licensure status is a matter can be a factor on on many levels the compensation is based on what the individual is bringing into the space so for instance if they are if there is and this happens a lot in our career and technical education areas business

236auto construction people are coming in with industry experience and so we give them credit um at uh two years of industry experience for one year of um credit for um the pay scale component so when we look at comparables if they're coming in with industry uh and classroom we'll factor both those things in and place them on the salary schedule thank you for the context but my original question is is not having the the required licensure for the position that you're in i just want to confirm that's not a barrier for you moving up on the pay scale so what you just described the fact that i don't have the the required licensure yet that doesn't keep me from moving up on the pay scale getting that two to one credit etc correct okay thank

237you are there any other questions okay go for it thank you um so my final question just out of curiosity and i'm referring to exhibit a1 on the interview panel diversity report um not so much the diversity aspect but the total number of people um that are on the panel if i'm understanding that correctly that interview the individual um i see for the elementary pres principal position at todd it was a 20 person panel um i did a little bit digging on our recent um reports that have come through for the for example um for the executive director of human resources they were interviewed by 15 people um frozen intermediate principal 15 people athletic director 38. so i said all that to to set up for the question of how is there like a process

238of for this position they're going to be exposed to approximately or this range of people um or how is that how do we arrive at those numbers that's a great question so the reason why the top principal has 20 is because we ended up having to go back to our candidate pool a couple of times through the process and not every individual was able to be a part of that consistent process so that's what ended up having a larger larger number typically for administrative positions we try to do multiple rounds and try to get different stakeholders at the table so they will typically be a little bit higher than say a classroom teacher or some or something else in the a.d higher for example there was a lot of stakeholder input with students community members

239and so forth so that one was um much higher even higher than what we typically would have for say a principal or an assistant principal position perfect thank you all right is there a motion for the exhibits i move that we approve the employment recommendations as listed second it's been moved by board member miller and seconded by board member spencer anderson to approve is that exhibit a is there any discussion hearing on all those in favor signify by saying i motion passes unanimously and next meeting date our next meeting date is tuesday july 5th 2022 at 6 30 p.m is there a motion for adjournment so move second the move by board member ailee was seconded by board member jawan winfield uh is there any discussion hearing none all those in favor of adjournment signify

240by saying aye aye aye aye aye unanimous so now we are going to move from this human resource committee which is committee of whole we have just adjourned we have to go back to the regular board meeting we have to end our recess and then we'll pick up from where we were at i think we're getting ready to go into closed session let me get the right agenda in front of me i did read the i did read the future meetings before we went let me get to the right place all right so i'm bringing this out of recess back to the regular board meeting uh we are at item nine executive session nine a a motion may be made and a vote taken to convene the board of education to close session pursuant to

241section 19.85 parentheses one parenthesis c relative to considering employment promotion compensation or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercise responsibility and section 19.85 one parentheses e parentheses relative to deliberating or negotiating the purchase of public properties the investing in public funds or conducting other specified public business whenever competitive or bargaining reasons require a closed session is there a motion for i'm so moved saket moved by board member miller and seconded by board member amy levy is there any discussion hearing none this is a roll call vote let miss shope will you call the roll please yes my apologies my computer's not cooperating amy levy i megan miller i joanne winfield aye spencer anderson aye greg schneider i sean levy aye motion carried unanimously okay so we

242will be going back into closed session and will adjourn uh from closed session uh thank you you