001In accordance with board procedure BP5, this meeting will be live streamed and recorded and can be viewed on the DASD YouTube channel and then it is now six o'clock. So, I'll call the meeting to order. Rebecca, was the meeting properly noticed? >> Yes. >> Thank you. And Ann, can we have a roll call, please? >> Sure. Janberg >> here. >> Brian Coker >> here. >> Sue Esser >> here. >> Jeff Han. >> Linda Lenhard >> here. >> Gussy Lewis. >> Gail Love >> here. >> Stephanie Sar >> here. >> Megan Taylor >> here. >> Thank you. That brings us to the pledge of allegiance. I pledge algiance 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.
002>> That brings us to the mission, vision, and equity statement. >> All right. The mission of the Deforest Area School District is to provide an excellent education and engage, challenge, and inspire all students to pursue their full potential. Vision. The DeForest Area School District is committed to a culture that honors knowledge, respects individuals, demands excellence, fosters lifelong learning, and supports relationships that strengthen individuals, families, and community. Our equity statement, we believe every student can learn and deserves equitable access to highquality, rigorous, and engaging learning opportunities. So, we will ask questions, foster relationships, manage resources, and create systems to increase and sustain access, equity, and safety for all learners. Thank you. That brings us to approving the agenda. Would somebody care to make that motion? >> I'll make a motion to approve the agenda. >> We
003have a motion. Do we have a second? >> We have a second. All those in favor say I. >> Any opposed? That motion passes. That brings us to board education on industry recognized credentials and their role in accessing workbased learning opportunities. So, I think we have some guests here to invite up. >> We do. We have Austin Hoffer, our career technical education coordinator, and he has uh brought three students with him as well. >> Awesome. Welcome everyone. >> All right. Um yes, we wanted to bring uh some of our students in today and just share with you some of the things that we're doing, some of the work um that's been going on. Um I know previously we've tal I've talked to you about um like youth apprentichip and things like that but today I
004want to focus on uh industry recognized credentials that our students are earning um either within our classes at their places of employment or at Madison College. >> All right. So, industry recognized credentials are oftentimes uh what we'll refer to as IRC's. Our certifications are that um are vetted by different employment groups and they recognize skills um that meet kind of rigorous uh things that are uh needed for uh employment. things that employers are saying, you know, we'd really like for entry- level employees to come in with these things um to help uh you know, mitigate workforce shortages um and make high quality uh enters uh to the labor force. Um, and this is a list that's uh reviewed annually. Um, and uh, new things are brought from DWD, uh, Department of Workforce Development, um, and
005Department of Public Instruction. Uh, and that all, uh, gets captured in the technical incentive grant. Uh, so we offer, uh, quite a few IRC's within our, uh, classes that we offer in-house um, at DeForest. So, I'll just run through the list. the ASK um institute of uh for fundamentals of business. Um that's a collegiate level kind of curriculum. Uh basically if you students that meet a certain threshold on the test uh certify that they have a baseline level of fundamentals of business knowledge, Microsoft Office Specialist Associate level credentials. Um the assistant childare teacher certification and infant toddler uh certification. the certified nursing assistant credential uh snap-on precision measurement um or PMI um and youth apprenticeship. Additionally, um we do send a variety of students to Madison College through Stark College now. Um or students are
006able to achieve different certifications through their youth apprenticeships um through their employer. Um and those would be things like the automotive service excellence um emergency medical responder, emergency medical technician, pharmacy technician, uh or firefighter one and two. Um and so I mentioned a little bit ago the technical incentive grant. So, um because these uh certifications are, you know, audited and approved on the technical incentive grant um through act 59, um we do receive funds annually for every student that graduates with um an industry recognized credential. Um and so that funding is used to support uh the continuous growth of CTE programming um sustain the uh credentials that we're currently offering inhouse um and oftentimes leads to adding new credentials like just this year um is the first year that we've been certifying students with the
007Snap-On precision measurement um and the Microsoft Office uh associate level um because of the funds we were able to bring in and add in new credentials. Um so to highlight the growth in IRC's so if we go back to the class of 2024 there were 49 students um or 49 credentials earned uh with that class um from the class of 2025 there were 92 credentials earned um and class of 2026 I estimate there will be about 125 but it's hard to say because a lot of them come at the end of the year um we'll see how many students earn that snap-on um the Microsoft C um the amount of youth apprentices that we finish So, uh, we're not quite to that 92 level yet, but I assume we're going to go well past that,
008um, by the end of the year. Um, and so I did bring a few of our students. Um, so we have Kayn Foresight, U, Bryce Mahaka, and Elena Shore, and they're going to share, uh, you know, about the certifications they've earned, um, and how they feel like it's helped them kind of go forward. So, Kaylin, you want to start? >> Um, I'm Kaylin Forsythe. I'm a senior in high school and I have earned my ACCT license. I have earned my CPR certifications. I have learned my infant and toddler. I've earned my sleep baby safe. Um and that's all I've earned thus far. Um the classes that I've taken to do that is um before I was able to come into the ACCCT class, I had to take a child development class. Um then right after
009that I took my ACCT class which I got all those certifications that I just listed. Um and right now I am currently in Teachers for Tomorrow which is helping me um get my lead. Um which is pretty cool. Um I earned them um by I didn't take a test or anything. I just had to do um so for ACCT I had to volunteer for I think it was 24 hours at a center. But to earn my lead license, I have to have 480 hours of um like volunteer like working. Um so having this internship has helped me greatly by being able to leave school early and achieve those hours which I already have. So which is great. Um and then um with my job so at first I started off as just a support staff
010when I didn't have any like credentials, any certifications. Um, so taking ACCT helped me become an assistant teacher, which helped me get paid more. Um, also it helped me help out a lot more in the class and it helped me be able to teach lessons. Um, yeah. And then with my future, um, it helps me after graduation. I would like to be a school psychologist when I'm older. And um through this job, it help it actually helped me change from wanting to be a teacher to a school psychologist because I was able to have experience and know how I want to work with kids. So it was really helpful and yeah, that's all I have. >> You want to share about Microsoft? >> Sure. My name is Bryce Mahka and I'm a sophomore here and
011I'm taking Microsoft Office for Business Applications. So far, I have earned a Microsoft PowerPoint associate certification. And how I've earned that is through training and classwork that includes uh modules and projects and practice tests. And the training will teach you how to do everything um through there are three steps which is observing um practice and applying. And then the tests in Microsoft Office for Business applications are time tests where you're given a partially completed PowerPoint, slideshow, Word document, or Excel spreadsheet and you're given tasks that you must complete without any help. Um, my class is a little bit different. It doesn't have any workbased learning. Everything happens in the classroom. And then this class will help me after graduation even though I don't know what I want to do. Um, it can be beneficial in
012any field because Microsoft Office is applicable in most fields and it's widely used. >> Elena. >> Um, I'm Elena Short. I am a senior. Um, I am a certified nursing assistant. So, last year I took fundamentals of CNA and then in my second semester of my junior year, I took CNA which was through MATC. So, um, that class kind of looked like I had labs, um, once a week for, um, a portion of the semester and then at the end of the semester, we had three 8-hour clinicals at the Wanke Valley Senior Living. So, we got hands-on experience for a full shift and got to be able to kind of shadow the people that were working there and see what their day looked like working with the residents. Um following that I took a reading
013test that was online and proctored by um over a Zoom call. So um once you pass that you can also take your skills test which um is done in person and you're given three skills to um test your knowledge and see if you can get certified. And so um following that I'm now a youth apprentice and I work at home again assisted living. Um, because of this class that I took, I'm able to confidently care for my residents and um, connect with them and really know how to handle tough situations um, calmly and the right way. Um, in the future, I would really love to be a pediatrician. That's been my goal since I was in elementary school. So, having these skills and the experience at the job I have gives me bedside manner skills,
014gives me um all of the abilities I need to be able to handle um tough situations calmly and um this class was really beneficial for me to get certified. So, awesome. >> Yeah. So, these are just a couple examples of just a few of our students that are actively um pursuing and using um their credentials. Um, and you know, there's um a lot more uh that are are happening and we hope to continue to certify kids um down the road. So, uh does anyone have any questions for myself or students? >> Kaylin, what grade have you been assistant teaching? >> Yeah, so I'm um a daycare teacher. I teach at a preschool. I work with ages 2 through five. Um, and right now, um, I'm like a float, which is like I'm a float slashass
015assistant teacher. So, I go around to different rooms and I literally get to be in every room and I just I love it so much because I love saying like hi to every single kid. It's amazing. >> My question is for Bryce, like as a sophomore, right? How how did you find out about earning credentials? And and I I just think that's really cool. we we often times see the apprenticeship program from earning a lot of that and going into like assisted fields. So, I think that that's really cool that you're doing it as a sophomore and earning that. Um, so I'm just curious to know how you found out about it. >> Um, to be honest, I when I signed up for my this class, I didn't even know that was an option. Um,
016so as from day one, I guess of class I it's also a transferable credit. So that was kind of a motivator for me to take this class, but that was even just an additional bonus. >> Yeah. >> And it's this is the first time that we've run the class in a few years. Um it previously existed as a non-dual credit option. Um and so it's now um been brought back and the kids seem like they're really loving it and um it drew the same amount of uh sections as um it did this year. So the momentum is is continuing in that class. Yeah, I get I can see that because he like he said you can use that and it's applicable in any career path that you may choose. So >> other questions from the
017board. Yeah. >> So I have a question actually for Kaylin and Elena. I'm I'm just wondering are you planning to go to Madison College? Um before your long term will be university. >> Yeah. So me personally um these classes actually kind of helped with that because since I've been taking all the classes that I've been taking are through MATC. So, um I already have those all the way through, so I don't need to take them again. Um it's also really helpful because by going to MATC, I start off with a 4.0 since I've um gotten A's in all of the classes. So, it's it's really helpful like a start off because it's easier to start off with a 4.0 than it is. So, yeah. Um I will not be attending MATC. I will either be
018attending um the University of Wisconsin Lacrosse or the University of Wisconsin Madison because I'm going to study biology on a pre-med track. Okay. >> To transfer after two years to to a university. >> I would like to go to Whitewater after I'm all done. >> She loves I was waiting for that together. >> Other questions for anybody? No. Okay. Thank you all for Okay, that brings us to um item 5A, board business presentation and possible approval of R3, self-directed accomplice. So we have prek6 instruction, Chris 712 instruction, and then Emily Hendendricks, our um academic and career planning coordinator to join us. Welcome everybody. >> Okay, so we have a new PowerPoint layout. Really excited about it. Give us our feedback, but it's a little redundant to start. So, we're gonna kind of click through it,
019but we're here for our three. Okay. All right. The first one, um, so this is just a summary. So, we saw a nice growth in our student mindset proficiency and eighth grade writing. There was growth in the preparation, social emotional learning, drive, um, and ACP indicators. We do see an opportunity to increase our ACT writing scores. Um this report has four defined results expectations with 12 indicators. 11 of those indicators have met the benchmark and one indicator is below the benchmark. And so this next chart just kind of reiterates that we're seeing in these all the all these indicators we have met that benchmark indicator and we're still below the benchmark for our ACT writing which we're going to talk about more. >> All right. So then we wanted to make sure that you understood
020where the data is coming from. So there are four different pieces of data. Um one is the student engagement results. They are from 7th through 12th grade and they are from the fall when we administered it this past fall in October. You also have growth mindset proficiency scores from middle school and high school. You'll notice it says at the end of the first grading period. middle school started trimesters and so the end of the first trimester is in November and then end of semester for the high school is January. Um and then we have the writing scores from forward ACT that were taken last spring so last school year. And then we have the ACP plans that were documented for our eighth and tth graders and that is from this from last school year. So
021then I know um you always appreciate hearing some of the things from our last board and the next steps. So thank you. So the first one is about ACT the academic and career planning. As you know we added um a teacher at harvest and so now all fourth, fifth and sixth graders get ACP class there. And then this year we we have it that all eighth grade students also get that ACP class which I know Emily has something to add on about that. >> Yeah. So I apologize. I'm I'm battling the virus that's going on. >> So, yes, the big thing that we presented last year that we're very excited was about getting our eighth grade ACP um teacher so that all of our eighth grade so we can kind of close that gap between
022Harvard having it and then not having um a mandatory class until high school. So, that was a huge step. Um and Miss Chrissy Davis has been doing wonderful. She's doing such creative products. She actually is a theater background. So, she is like the most amazing creative person. Um but a couple big things that she has been doing is kind of gapping that information um between what they're doing in eighth grade and how to be proactive in preparing them going into um the high school. One of the big things we have at the high school is of course our senior ACP presentation. So what Miss Davis is doing is she actually has all of our eighth graders do an ACP presentation. Um but what hers is is talking about kind of where they've gone to eighth
023grade and then they are looking into what they are um looking forward to and thoughts already going into high school. So, they're doing a lot of career exploration. They're focusing on the 16 career clusters. Um, her partnership with us at the high school has been amazing. She's had tons of different clubs, host, all these different people when she's talking about those types of fields come in. Um, and so just last week, she did um her eighth grade ACP presentations, and she actually had seniors from the high school come and talk about their experience and answer questions. It was really nice because they asked some questions I think they might have been nervous to or scared to ask um us as staff. And so it was really nice to see kind of that mentorship. So I
024think that's been a big piece with bringing that eighth grade ACP is is that mentorship building up. So I think it's been amazing. >> All right. Another adop next step is last year if you remember our guidance counselors at the elementary schools were piloting well they were looking into reviewing and then piloting social emotional learning curriculum. We had second step at the elementary level and so they did a deep review and they decided to do character strong. So now all elementary schools are using character strong and we have shifted the the main instruction happens through the counselors but then they share resources with the classroom teachers so they can build on it and it's really nice because they have monthly themes and it's the same for the whole building all the levels but then they
025have different lessons at each level to go along with it that's developmentally appropriate. Um and it really focuses on those character traits and those attributes that we want for all of our learners. So that's happening this year for all K3. Another adoption, as you know, we adopted Amplify as our literacy curriculum K8 last year, and it does have a lot of writing support and instruction. But what we were finding is that students who were in the upper grades had more of a gap. And so one of the things we had teachers piloting last year at sixth, seventh, and eighth grade was Quill, which is an online program. It uses AI a little bit too, but it basically gives them feedback around sentence construction, grammar, gives them an assessment, it gives them practice and instruction, and
026it gives them feedback on grammar and sentence construction to help fill that gap. And so we are using that this year now in all English classrooms, sixth grade through 12th grade, to help with that. And then the last is around the behavior support. So last year we were moving forward with getting behavior support at K6 and 712. So this year we have a K6 behavior support coach and then instead of the 712 coach, we have an additional de not an additional de a dean at the middle school. And so that is that's providing additional PBIS and behavior support the K8 level. >> All right. All right. So, that brings us to our areas of improvement um which we identified as writing um specifically on the ACT. This is something we talked a lot about during
027R2 as well. Um but just highlighting some of the things that we're doing about it. Um our partnership with Greater Greater Madison Writing Project. We've partnered with them for a long time. A lot of our teachers know them very well. Um they're specifically working with our ninth grade ELA team this year. Um which has been really helpful. Um they're also leading a professional development series for any teacher um to be involved with. Um it's a lot of secondary teachers that are participating in that which is great. Um Kate talked about Quill. Um but the other thing we identified as an area of improvement um is thinking around ACT and how we prepare students and get information to families about ACT. Um which I know Emily will talk about in just a second. Um, and the
028other piece just with the writing portion of the ACT is it's not a required component of the ACT. So, it is our role and responsibility to help set students up for success even though um, like I said, it's not a required national part of the ACT. Um, but it's something that we take a lot of pride in. Um, we want our students to be successful because that does carry with them. Um, and I'm going to have Emily speak to just a couple of things that we're doing specifically around preparing students for ACT this year. Yes, we've done a couple new things, especially with having parents square, it's been super super helpful with that communication piece that has been difficult. Um, so our students took the PACT in um the fall and uh once we got
029scores back, I made an interactive lesson they do in in advisory, but with parent square, I could send it home as well and because it was embedded much more efficiently than it was just through if we sent it through an email. Um, so I sent in the interactive uh lesson uh through parents square um to the students and families. so they can go through. I sent a video of how to go through it and do it. Um, and I had quite a few parents respond back and thought that that was really useful. Um, and then in addition, a big thing that's always kind of difficult is sending home scores. Um, when we see the test scores, we only get one test sheet per student give them. So, we tried to give it into advisory. Now,
030believe it or not, sometimes those do not make it home for whatever reason. But we did find out with parents square we can actually send um confidenti uhly the the report to families through parents square and that has been a game changer. Parents super appreciate again did that again coming into the spring a couple weeks before ACT which is tomorrow um and sent them their report with with again the interactive lesson and then more additional information that we've received. Um a really cool new test um uh support is called testnav. It's actually the app they use, but they have now turned to digital where anyone can access it. Um, so again, I did another interactive lesson at one home with parents as well where they can go in, it's the exact portal, but it's like
031a, you know, like a virtual one. They can go in pre-est, time test, um, lessons. Um, so again, a really nice interactive way to help students study, but not only that to help have parents help understand and see that like that is a useful tool and getting those um, reports from the preac was was super helpful. So those are some big things that we were trying this year. Um, another program we have at the high school is called Methodize that all of our juniors have access to. It's essentially an ACT aligned prep course. Um, and it does have writing components with it as well, which is really helpful. Um, and so we've been we've always done that with students in advisory and given them that information, but again sharing that more with home um because
032it's not something that teachers can oversee and look at how students are doing, but they can go through the entire test and really dive into practice problems. We're trying to build as much awareness about all these resources that we have um so that students are able to identify the areas that that they can grow or or just as a whole um make sure that they're getting as much practice as possible. >> So then talking about action steps that we're going to continue to use this year um to continue that compliance, but then also um you know as we move the work forward. Um, so one of the big pieces of continuing to make sure that our learners feel connected is responding to those student engagement survey questions. And so we saw a nice growth across
033the board when we had those like kind of indexes when we're looking at questions as groups. But um, at the building level, we are kind of digging it down, drilling down to those individual questions and following up with students whose score are whose scores don't meet this indicator. So really looking for learners who are indicating they're not feeling connected or specifically like they don't have an adult that cares about them or things like that. So we're individually reaching out to those students, our student services staff and wanting to learn more. Sometimes it was just a hard day that day when they took that assessment and you know that you know and that that kind of answers the question, but sometimes there's more um support that those individual students are needing. Another action step is as
034we think about evidence-based learning and the learning we've been doing with our staff. A key component to that, which is where we want to move our learning into is shifting that to the students and really helping them set goals and really understand like here's our here are our learning expectations. Here's what it looks like to meet them and so that they can help action plan how they can get there. So that is just continued learning we want to do with our staff to build that connection between goal setting and evidence-based learning. Um, and then, uh, last year we started something new on the afternoon of the ACT day where we have our eighth grade students come up to the high school, um, and do some learning around what does the high school look like, what
035does it mean to walk their schedule and see what lunch looks like, um, but also see what extracurriculars are available that they can participate in. Um, and Emily and um, one of our APs at the high school, Suelle and Kurt, have done a really good job of leading that out. Um, so Emily, if there's anything that you'd love to share. >> Again, wonderful we're having this tonight because this is tomorrow. Awesome. Um, yes, and Kurt, our our AP that started. Um, she's been phenomenal. A big, um, goal and a big kind of thing we're working towards is again, like I said, with our eighth grade AP is that partnership and that community growth between, uh, middle school coming into high school. So, that has been a big transition that we've been really, um, trying to
036to do better and grow more in. Um so like we just talked about a big thing is that they're going to be coming tomorrow and we have um them set up into three different groups and they'll come in. We'll go into the PAC talk about like kind of the big things of high school, some of the important stuff and then we'll break down into groups and we have a rotation of a a tour in the building and our staff are leading these. Um we have the involvement fair that has all of our clubs, athletics, they're all going to be in the gym with booths set up. Um this year we're spicing it up. We've got them kind of like a bingo card they fill out put in. Um we're doing and then we doing prizes
037to keep them all interested which has been a a great thing. Um we have a lot of the high school students that are running the booths which is really great. We were a little worried they won't get enough and a lot of our um club adviserss said we have too many kids that want to work the booths and be there because they think it's such a great great experience. And then we also had them going through um lunch line because that is one of the toughest things we've gotten back on feedback is knowing how to go through lunch. How do we use our number? What food can we get? Um so again we have sta the whole staff is is a part of this to make this um happen and the whole eighth grade team
038um they walk them over and we just have a great time doing it together and that has been a huge step forward for us in having this eighth grade transition. All right. So that brings us to future indicator revisions. Um that one that we want to bring forward. Um so we currently have in place an indicator around students documenting um their ACP plans 8th and 10th grade. Um and we really feel like over the past couple years we really hit the mark in terms of exposure to students and students interacting with it. As you can see over the last couple years we've been like 98 99%. Um and we're really at a point where we want to push this even further to really see how these results play out. Um and so we are proposing
039that we remove that indicator and replace it with um this new one which essentially looks at our last year's graduate graduating class um and um counting up the total percentage of students that earned at least one of the following things. So one of them is work-based learning um industry recognized credentials which we talked about earlier received a dual credit or passed an AP exam um because these are things that are measured in redefining ready. These are things that we report out in our annual report. Um, and it's something we've heard the board talk about too, um, as being really valuable. Um, so we want to be able to, um, really dive deeper into this data and measure it and something that we want to bring forward next year and beyond. >> Just so I'm going
040to add the connection you mentioned redefining ready that is based on the national research around what is considered making a student ready for college, career in life. And so these are just some of the indicators and we felt it was really important to connect it to this board policy. >> Awesome. Thank you. >> All right. So for that reason, we are marking this report as making reasonable progress toward achieving the desired results. >> Okay. >> Heard the information. Would somebody care to make a motion? >> I'll make a motion to accept the report. Okay. We have a motion. Do we have a second? Second. Okay, we have a second. All those in favor say I. >> Any oppose? Okay, we now own the report. We can ask questions. >> One question that sparked me, I
041know you're using parent square a lot to connect with uh families, you know, just getting students prepared for at least the writing portion for the ACT. Is there a way to track and measure how successful that would be? like is there a way to track that connection with the parents to um how well they will do on the ACT because the >> Yeah, >> we'd be able to track Kathy, can you speak to how we can track who opened the >> So, something that's a new um way that we're able to find out how effective our communications are is um we can see um b not only based on see how families they're choosing to receive our communications, but also if they are engaging with it. So whether they choose to get information by email,
042by text message, or through aification, we can see whether they were opened, viewed, and engaged with. So I don't know if we're quite there yet to then make any leaps based on, well, if the parent opened it, it translates into maybe this game um in a score. Um but we certainly um anecdotally feedback that Emily referenced. I think this is a new way that parents are able to get communication in an an additional way regarding academics and curriculum um that they've been asking for. And so um that feels like a big win. Then the next question with the digital version of the the prep, is there a way to track how many people are doing it at home and will that translate into on the test? Like how many students are actually taking advantage of
043this outside of school? You know, what's the help and prompt of a parent encouraging them to do this? Like is there a way to like Christopher? I don't think there's a way, especially with like the two bravelets we talked about test. don't know if there is a way to track or to see how many kids are using it or when they're using it as far as I know. You you've been the program. >> Yeah. So, we can see how many students have have utilize it, but we don't know in what capacity, like if they've used it for 10 hours, if they've used it for 10 minutes. That's data we can't get, but we can see how many of our students are at least interacting with it. But in terms of the online uh ACT prep,
044that's something we can't track. Um, but what's nice about those is those they take questions that are directly essentially from the ACT or 100% aligned. Um, so they can essentially take the entire ACT um, using the online resources and like it's essentially like same questions in alignment with a lot of those things. So yes and no. Um, it's just hard to know like exactly how long students are engaging with it. That's kind of the piece we don't have. It it'll be nice to see um the engagement. This is just I don't know if this is what the board would want, but it would be nice to see the engagement for um the families and how that translate over to making progress like if we see like this parent square is really getting parents involved in
045a way that we've never seen before. But it's it's bringing up our report. I mean, >> yeah. So, it would be nice just to the connection. That's it for us. >> Other questions for the team? >> I have a question. So, the writer's workshop is being used at K3 and 912. Is that correct? Did you want the greater medicine writing project? >> I did. >> Yeah. So that so what I will tell you with that is at 9:12 they the Brenn and Mark are the people from Greater Madison writing project um they work directly with the staff at the high school. At K3 we have regular meetings. I meet with them regularly along with my instructional coaches as we're helping our staff understand shifts in the standards and the expectations of writing instruction at K3
046to really make sure we're holding our students to the rigor that we we expect and also understanding the shifts in instruction. So they don't necessarily meet with our staff, but they meet with our instructional coaches who have then turned it around where they provide coaching nuggets in the building newsletters and they provide coaching cycles around it. So, >> so actually what I wondered is and and that's really helpful but also wondered what about grades four through eight um in terms of they're not right now getting support from the writer's workshop. Is that correct? >> The greater medicine writing project. Yes and no. I will say um I I meet with them personally too. So there's many times I've shared the things of the instructional coach as well at 46 um and I have shared resources
047back with them from them. So I would say they're getting at least core six a very similar level of support that K3 is getting which is leaning into the expertise of the greater Madison writing project where they're combining best practice and instruction with the expectations of the standards and building that bridge. And so because of our regular meetings with that or the coach isn't there from the intermediate school, she still benefits from it because we connect with her on a regular basis to share. >> What grades are Quill again? starts from sixth grade until that's 6th through 12th grade. >> The other thing so they are leading a district-wide professional development um which is after school which we do have teachers engaging from middle school harvest um in that um a small handful. So they
048are they are exposed to all levels but they're working more directly with um Kand >> I also had a question about quill. So does Quill Quill supports grammar and sentence structure. Does it support actual writing sample you know like writing paragraphs writing kinds kinds of things that will be tested in ACT and and needed in life. >> Yes it does. So students are are interacting with it and doing different components and then they're able to put it together in a s in a writing sample. It's not just in isolation. >> Right. >> Yep. >> I go ahead. >> I would I just want to just say thank you. I mean, it's another great report and it's exciting to see all of this come together. I mean, this has been in the making for a long
049time and we continue to see you guys just stick to it and stay with it and pivot as you see that data and you use that data and it's it's just it's very exciting to see it and you know, kudos to the team. Kudos to all of our staff that do it and you know, thank you for that hard work. It it really is. It's exciting to see it and see that that momentum. >> I just had two questions. one on the preparation index. I know that we that we asked that question in the student engagement survey. I wonder and we've talked about this before about getting information from postgrads and asking them did they feel prepared for life after divorced high school? Right? If that would give us a more accurate picture of instead
050of asking the ones that are currently in school, do you feel prepared for whatever is to come? asking the ones that have already left. And I know that's been a a real touchy subject because it's hard to gather their emails. Um and we've talked about that before, but it might be interesting information that would kind of give us a better picture of if we really did prepare them because they're living it. >> Yeah. So, with um our graduating class, we have a exit inter an exit survey they do um and we've really now found fine-tuned it. we really had almost the entire class last year who filled it out and it does ask for a person email so we can follow up with you in case we want to look those things. Um and so
051now we are collecting a large large amount. Um now we volunteered it for this year to usually we have do them do that survey right after and they do their exit uh their ACP presentation. We're going to have now do it in class so that we can send the list and say, "Hey, these three kids in your advisory didn't complete. Please have them complete before um so we can get most if not all of the for that exact reason to follow back up in the next couple years." Um the other thing is that I've had students now as they're seniors um asking like, "Hey, if I go into fight, if I go into this, can can we come back and talk about now that we have so much partnership um and they're going to middle
052school and stuff and so they're really really excited about it. So we are getting uh doing much better in collecting that so that we can actually go back. Yeah, follow >> I have a question about that though. So if we look at 3.2, the policy is set priorities and goals, assess personal progress, and make appropriate adjustments. When I interpret that, I see that as an important set of questions for our current students because we want to know I could see both ways, but I see more importance in my interpretation >> reach those goals, >> how to reach those goals and making sure our kids have opportunities to set those goals and that they know how to assess themselves along the way. So, I can see like the value in, you know, surveying our our senior
053or graduates. Definitely. >> I wouldn't take away anything that we're doing. I just wonder like we've asked about >> like additional like responding, you know, like I'm sure much more like you explain much more data that we're going to ask them for coming back just that connection >> and then we could probably find connections to other maybe other policies too that it connects with. So there is value in that. I just don't this one I I'm not sure. >> You'd have to add like a whole another indicator if that were the case >> or another. >> Yeah. Yeah. Yeah. Okay. Um, my other question was on 3.1 and I just I struggle with I struggle mostly with the SEAL and and measuring it because I just I think that a lot of people struggle with
054how to measure that and and if you look at the three different indicators that measure growth, mindset, ACT, and forward and we're really asking the question like have the ability like students having the ability to discern and use information from a variet iety of sources and data to solve problems, think critically, and make independent and informed decisions. So, I just wonder if maybe that fits more into like the program like ACP that we would want more data from versus um you know, a forward test or an ACT test. Does that does that determine whether they can discern information from a variety of sources? I just wonder if the I think the the the interpretation is right and and I don't want to change the policy by any means. I just wonder if if that's giving
055if it's answering our question right and and even if you look at the interpretation value is the ability to apply knowledge, skills and reasoning to situations and issues from the workplace and real life application. I don't know that the ACT and forward scores, mind you, it's great information if that's really helping us decide whether our students are able to do that. Does that make sense? I don't know, maybe that's just me. >> I think it's like I I see what you're saying. I think it's I think it's valuable information. It's great, you know, like it's it's one data point that we can say that they did good on a test, right? >> But >> how were they how come they were able to do good on that test? because they've taken the right classes and
056they were able to >> I just think our ACP program has totally exploded and you think about the workplace credentials and getting data on that you know would that really give us more information on were they able to make independent and informed decisions or you know real life application we just heard about that. So, like to me, like we already have the program in place and it's maybe not that we're measuring it or getting data on it, but maybe we should, maybe that would be a better measure of >> something that I've heard other districts do um that we've talked about as a team before is pulling an assignment grade from a class that's doing that work. So, that would be an an something for us to continue to explore. I know when we talked
057about it originally when we when this policy was um I don't want to say like looked at reviewed by the board we didn't at that time have an exact like this is the assignment that exactly fits this you know so >> like the variety of sources one you mean >> yeah like that and I wonder if I wonder if you're right now that we have these ACP classes if that would be a place to explore um that they might have assignments where they're looking at a variety of sources and data to figure out to well first think critically and then make some decisions >> and I just think like I like would we have seen that data on the IRC's you know would that come before us >> yeah but not all kids do that
058so that's where we always have a dilemma is like >> right but I'm just saying like as a board is that information that would be helpful to understand that they're getting real world experience I guess other than other than us getting it in like here's what's going on in our schools like do we want to see those type of results like here's how this program is growing here's how the kids are utilizing it in real you know what I'm saying like and and same with ACP I don't want to sit there and say we want to grade ACP but like >> I don't know like you I mean you're >> we if I mean that it sounds like a conversation to have within the board about have we moved you know have we reached a
059level and we've gotten the data we want and are we looking for different data now and if we're looking for different data then okay yep from this conversation can you come up with some indicators that will produce that data is it time for a data change >> so we just added the ect writing to this about a year ago because and forward because they do need to read multiple texts and they do need to put that information together so discerning information from a variety of sources. So that's one reason it was brought forward. Um and then the indicator change that we're bringing forward has the industry credentials in it. >> Yes. >> And part of the reason I think I mentioned it earlier, but like we were really measuring surface level before of like our
060students interacting with this, but now it's like what are you doing with it? Like how are you making choices in areas that you're interested in that are going to help push you to whatever that next step is. So, I do think that's one example that's getting at what you're talking about. >> I think we're doing the work and I think you're coming and showing us in other ways that we're doing that. I just want to see that in a report so that it's not like do we remember to do that every year or do we remember to ask for that every year? Like is because I really do think that it's important the ACP and IRS like that whole program and what we've added right from harvest to middle school to high school is huge.
061It's it's what our community has asked for. It's what our students have asked for. And I think that we've obviously seen the growth from year to year, right? And so, um, >> couple Okay. I want to ask you want to make sure we head in the right direction. Um, so there's a request to do more with ACP. Is that what I'm hearing? More >> question before. Yes. So, do we need a better understanding of how as a board how the AC the ACT writing and the board exam meets our goal >> because that's the place to start because maybe we as a board need to understand why they put we just know the test name, right? What within the test prove that? Yes. Right. that we're meeting that mark. >> You know, the district knows,
062but we don't necessarily know that. And that may be >> not what we need. >> We just don't know that. So, are we looking for more information of what these specific things are and maybe they could come back so we can be more informed when they bring these reports to us so it doesn't just look like a another standardized test. We could also go under the critical terms under that indicator that might help with some we can bring board education So samples of >> What the kids are asked to do. There's a reason we chose that and maybe that would help with the opening of that door for a bigger conversation. We could do a little board education on >> and then have more of a dialogue of what is that? If that's not meeting
063the mark, then what else might be able to >> Yeah. I think with the if with the indicator change, I think that would hit more of the >> ACP. And so I think maybe we need to dig down to understand what they're bringing back to us to see now we can look at and say, do we do we need to change the change something to get what we want? Is this really giving us what we need right now that we have a better understanding of what the us >> I would hate to change it and then we're missing >> still missing the mark. >> Yeah. you know, we're getting good information, but is is it really answering our policy question? >> Correct. >> And it's such an important policy. We want our kids to be
064able to read information and pull it apart and use the data to solve problems. >> I just think that's I mean that's such a hard question to answer, right? And maybe that's the reason why it's like I'm not really sure how the ACT, you know, like how it does that. And that's um a good way to look at it. I I definitely agree with with Stephanie and Megan you made a good point too like it's it's one point of data like right and yeah I just I know that we're doing so much more too that it yeah >> the other thing I want to the second thing that I didn't bring up is um we are at we're at scores that we're very proud of. However, as Diana says, it is one assessment, one given
065day and um because her teams, you know, the student services teams are charged with digging into each of those questions and then like she said, going back and really working with kids. Um and so we want to make sure that we have this sustainable for a little while, like not to flip completely away from we're very proud of these scores, but we're not ready to be like and we're out, you know, like we're good. um we want to sustain the work. Um this is the first year that we've been over the 3.0 and and the subgroups. Yeah. So >> it's not time to walk away from that yet. >> We made some I think significant gains in just changing how it was even given to the students. >> Yes. >> For them to make it
066more applicable to learning it, right? And the teachers applying it. And I think that has helped tremendously. we were seeing was because we were we kept flip-flopping when we were doing wise, right? That was part that was also part of it. Now we hit the mark to be consistent from K to 12. And so that's also helping too because we really are now seeing that consistency and they know what to expect from kindergarten up to 12th grade. This is what how we want you guys to behave, you know. So I think that's the other thing. You don't switch that either and then now they all go now start all over it all over again. Yeah. Um, my last question is, and I should probably already know this, but it when we do the student assessment
067survey, do we send a communication out saying we're doing the survey, here's how we're going to use the data, and parents have an option for their child to opt out? >> Yes. Okay. I know there was some um confusion around that and I knew the answer for teachers to use. It is not anonymous. Um, but we and We chose that as a board, as a director team about four years ago, five years ago, because we got back scores of kids saying they didn't feel safe at school or they didn't feel safe and we had no way of knowing who they were and that >> We want to be able to help. We have services that can help. So, >> Yep. Okay. >> We attached it to the student ID. >> Okay. >> Any other questions
068for anybody? I have I have one more just um that was sort of triggered by Megan just talking about the the alignment from kindergarten through 12 and of course I jumped to what about early childhood? In fact, there used to there used to I was just looking this up there used to be a state council called PreK16 that was talking about the alignment from early childhood through a bachelor's degree. It it doesn't exist anymore, but the concept is is is still alive in in various places. So my my question was again I mean we're doing a lot about um thinking about artic about transition beyond school on this end. I'm I'm thinking we still could do more at the early from early childhood to kindergarten. And so I'm I'm wondering about do we know how
069the greater medicine project writing project aligns with the early learning standards um that our 4K program actually in in well writing and in social emotional learn I just I just don't want to lose that that we need to be constantly thinking about beginning in early childhood and and through higher red you know the the whole continuum. So I would say not necessarily greater medicine writing project but I will say um if you remember last year we started doing the work around PBIS with our 4K and they have been partnering um to do learning collectively. Additionally our PBIS coordinator has been working with the 4K coordinator to help with that along with our school psychologists to really bridge that. Um and then we do start social emotional learning right in 4K and they've been using second
070step just like elementary was as well. We've had the conversation of do we look at character strong down into 4K but also 4K has adopt has adopted the amplified curriculum this year. So that's already a lot we we're trying to minimize change. Um and so we've been really building the connection between literacy instruction with 4K to 5K with the adoption of Amplify. And then we even had a meeting just a little bit ago where 5K teachers met virtually with the 4K staff to talk through what 4K and 5K looks like in literacy instruction. So in so you're looking at I mean are are the same kids who are flagged in 4K or doing well in 4K is that is that one would think there would be alignment as as they move into kindergarten and it
071sounds we're using the same curriculum clearly that's yeah that's that's easier. >> Yes. And we have a communication tool that we use between 4K and 5K. And then our again our school psychologists work very closely with our 4K coordinator and our PBIS coordinator to help with that bridge as well as our principles. So we have a lot of different ways of communicating as students need extra support academically, behaviorally to communicate that to 5K so they're ready. >> Yeah. that students support 14 that we have, you know, that dives in deeper for those learners that, you know, may score low on the student engagement survey. That same group of thing with our elementary school sites and our one of the social workers comes together with the 4K coordinator. And so the 4K teachers can put in
072a request for assistance to that team and then we go and do observations, do suggestions and things like that. So it starts that same like some of those strategies that we're utilizing. We're starting to, you know, use those right away when those things pop up in 4K. >> Great. Thank you. Any other questions? Hearing none. I would entertain a motion. >> I'll make a motion to accept the monitoring to approve the monitoring report as presented. >> Did you have a question? Did I miss you? >> I don't go ahead. No, sorry. Can we pause? >> Sorry. >> Okay. How do I ask this? Do we know because it's just uh just one point off. Do we know if uh you know how we're using as a wraparound program? Do we know that this is a
073problem because of the the new curriculum that we have >> or is this an issue that we have been trending on having do you see what I'm getting >> right I would say it's not a problem because our new curriculum I would say our new curriculum supports writing based on the science of reading and science of learning and the way we were instructing writing before was missing some key components which is why we have learners in the upper grades that they have missed some of those key components in our previous curriculum resource that we are trying to because now with adoption you have students that the curriculum is assuming they've had that instruction K4 when they're starting it in fifth grade so we're having to >> fill that gap and is providing that gap that
074and it's not something that we should need long term >> it grow the yes >> and already I can tell you listening to third and fourth and fifth grade teachers already after only one year they're impressed by the writing they're seeing the year before and the instruction quality of writing. >> So the disconnection is not because of the program it is because of the switch. Okay, that was my question. >> Anything else? Sorry, I missed you. >> All right, I would entertain your motion. >> A motion to approve the monitoring. >> Okay, we have a motion. Do we have a second? We have a second. All those in favor say I. I. >> Any oppose? That motion passes. That brings us to item B, review of potential indicator changes to R3. And we kind of
075talked about that a little bit. Does anybody have any questions or did you guys want to go through that at all? >> I think >> Yeah. Is it back? I just don't know if there's another >> if you go to the go to the sample that's provided to show how it would read. >> Okay. >> I mean, I think this is basically it, but it's not going to be >> No, it's not that. >> Total percent of prior year graduating class that completes at least one workplace learning industry credential dual credit and pass AP test. window. >> So, Sue, you're thinking right here. >> Yeah. >> Anybody have any questions or concerns or >> I just have suggestion. word. Well, it's grammatic the way we just talked about it, but just say completion of at
076least one of the following >> and then >> the same way. >> Oh yeah, >> duel with the sword. Well, >> that would be way more fun though. >> I don't know. Dual credits are great, too. >> All right. If there's no questions or concerns, we'll move on. I'll come back to us. Um, item C, gather input for summary statement for R3. Stephanie or Jan, do you guys have any needs or want? You got a whole page. Okay, I think she's covered, right? Okay, she was covered. She was paying attention. >> Okay. >> All right, then we'll move on. >> Where did you land with your question about >> All I did was I I notated more discussion um as a board and education on indicator mostly three and four and how they prove we
077are meeting the mark >> as a place to start. That's what I heard. >> Okay. Yeah. is board education on forward and ACT writing what those tasks look like for our students to see if it matches the policy language and if it doesn't we need to continue that conversation >> is that a place to start education I think that makes a lot of sense >> yeah I needed to have it come back again because we were having the conversation you know questions to them >> but the question really is to us yeah >> if we're I think what Stephanie said was a good place to start. I mean, if I think the data is is potentially even there to answer. We just don't know that it's there and maybe it's just we need to learn
078more. >> Yeah. >> Which Okay. Um that brings us to public input, which I have none. Thank you all. >> Um brings us to board consent agenda. Would somebody care to make that motion? >> The board agenda. >> Okay, we have a motion. Do we have a second? I'll second it. >> Have a second. All those in favor say I. >> Any opposed? That brings us to item eight, the superintendent consent agenda. >> Anybody care? >> Stephanie again making a motion. Do we have a second? >> I Okay. Any any opposed? Right. That motion passes. That brings us to press verification and they are not here tonight. Brings us to board debrief of meeting. This is kind of our last meeting before that we talked about changes for our debrief. Um Stephanie, how did you
079think the meeting went? How did we do? >> I think it was good. >> One thing that I think we did was we we we had a really good discussion on uh 3.4 and are we getting the right data? >> That was really good. >> Y like that Megan, >> I would agree with Stephie on that. I thought it was great that we were able to kind of like bring it back around and help each other figure out like what do we really need, right? Are we getting it? Are we getting it? So, I it was nice to just be able to work it out together as a group and >> y >> get a plan in place so that we can move forward. >> Yeah. >> Okay. Um, everybody was engaged and participating. >>
080Good. Linda, >> I thought again we focused on on data and but also having a few students here to talk about, you know, how how they're um how it actually plays out. We know what what we're reading about um and and the fact they're they're at different points and different different career paths, but I mean um but they're still really a valuable experience to start even if it's not what they want to do ultimately to get um work experience while they're in high school. So >> that that was also valuable, >> right? >> Yeah, I think it's always good when we do student results focused talk. This is a heavily student focused meeting. Um I do agree. I think the discussion about is the evidence really pointing to what we're asking for policy is a
081good question to ask >> always. Right. >> Yeah. So >> yeah, the double the double whammy of the results conversation and the students being here. So >> awesome. Okay, >> thank you everybody. Um, I would entertain a motion to adjurnn. >> I'd make a motion. >> Right. >> Okay, we have a motion. Do we have a second? Second. >> We have a second. All those in favor say I. >> Any opposed? >> Meeting is