December 3, 2025 FPS School Board Meeting

001Good evening everyone and welcome to the Franklin Board of Education meeting for December 3rd, 2025. The meeting has been properly posted. Uh can we have a roll call, please? >> Yes. Mr. Sprag >> here. >> Mrs. Seperski >> here. >> Dr. Khan >> here. >> Mrs. Wakowski >> here. >> Mrs. Yank >> here. >> I'm present. And Mrs. Larson is Was she excused? >> Yes. >> Okay. >> All right. And uh we have uh several um students from Pleasant View here, Eleanor, Zora, Cole, and Zach. And they will help us lead the pledge of allegiance, please stand. One nation under God. indivisible with liberty and justice for all. >> Thank you very much. >> I'm looking for a motion to approve the agenda. >> So moved. >> Second. >> Motion was made by Mrs. Whitowski,

002seconded by Mrs. Yank. All in favor? >> I opposed. Motion carries. Thank you. Tonight, we're excited to highlight the great work happening at Pleasant View, and it's my pleasure to introduce someone whose leadership has been central to that pro progress. Principal Ashley Imperiali. Under Ashley's guidance, Pleasant View has embraced meaningful shifts in teaching and learning, including the transition from maps to AIM testing, which is already giving staff clearer, more actionable information to support student growth. She and her team have used that data thoughtfully to strengthen instruction and to keep every student on path toward success. We're also seeing the results of her focus on student belonging and engagement. The school's engagement scores have continued to climb, reflecting the intentional work happening in classrooms and family partnerships and through support systems across the building. A couple

003weeks ago, uh, I traveled the halls of Pleasant View, um, with Miss Imperiali, um, and we offered the staff a boost with the caffeine cart, small gesture of appreciation the morning after parent teacher conferences. On that walk, I was struck by how cohesive the school felt. Classrooms were calm, productive, and joyful. Staff were clearly aligned and supportive of one another, and students were deeply engaged in meaningful learning. It was a wonderful snapshot of the culture Ashley and her team have built. Please join me in welcoming principal Ashley Imperiali who will share more about the incredible learning and leadership taking place at Pleasant View Elementary and students and staff. Thank you and welcome. >> Thank you for that very nice um introduction. Um I think first off I'll just let everyone at the table introduce themselves.

004Hi, I'm Hi, I'm Cole. >> Hi, I'm Zach. Hi, I'm Eleanor. Hi, I'm Zora. >> Hi, I'm Karly Gordy. I'm the instructional coach. >> Molly, third grade teacher. >> So, we have a group of third graders up here. Um, and if you want to switch the next slide. Thanks. Um, the the picture you actually see up there. Um, I'm going to kind of start a little bit backwards. Normally, we talk about some data and what's driving some sort of action step. Um, but that picture is actually of me last year in Mrs. Mitchell's class. So, not with the current third graders up here, but last year's a group. Um, and if you like would zoom in, the picture to the right is actually something that um, the reason I took the picture. I happen to

005be subbing in her room that day, we must have been short subs or whatnot. Um, and one of my favorite things when we start a day if you're if I'm subbing in a room is I usually ask them like, "Do you want to do community circle the way you always do it and like teach me the way your classroom teacher does it or do you want to do it my way?" Um, and it was like near the end of the year and they were like, "Whoa, no, no, no. We're doing it the way we always do it." Like, right, like the third graders could run it. Um, but we were a little rushed because they had a special right away to start the morning. But they were like, "We h you didn't read the password."

006And I was like, "The password?" Like, great. What's the password? And it kind of led me to learn that Mrs. Mitchell all year had been having a word of the day in her classroom. And they would talk about it. Had a picture. Here it is right here. Um, and they would use it then like that was the word to go to the bathroom, to like whatever it might be. Um, there was a variety of ways they used it, but that like word was a focus for the day in a lot of um just intentional purposes. And so the kids went on for the day, whatever, but that kind of just stuck with me all summer. So then when you kind of go to the next slide, we were at our sit retreat with our building

007leadership team and we're looking through data and um, as Mr. Sprag said it's kind of nice once you've been in one place for a while because you have your systems down. You kind of have consistency with your staff. So, you can get a little nitpicky on what you're looking for to really improve. And I think a couple things to highlight just are like we've in the last couple years have really reversed and made some great growth in our overall reading scores. But when you dig back like deeper into like what is a reading score all compromised of and um especially now that we have as which kind of really lets you see some of those subcores in a more detailed manner and what I mean is with MAP kids would take 40 questions and it

008was just a 40 question test and then you kind of get a m a map score for reading and then you also kind of have a score for vocab and other things but you don't you didn't see what questions were kind of correlating to give you that score which via with Ames in the lower grades like your knee to knee like this is the vocab test. There's 20 questions you're like seeing exactly how it goes and and have some just better real-time information. Same thing with the older kids like there's an actual vocab test they're taking so you know kind of what it looks like and and where it's going. So to us it was quite eye opening that hey we're making all this progress overall in reading but when you look at some of

009these subcores like clearly vocab is um maybe that area that is needs some improvement. Um and then kind of the dig deeper I think closing gaps is always kind of what we talk about a service group and and what group um we want to focus on that needs you know that we need more growth in. And for us like we have a rapidly growing um number of students in our building that English is not their first language. So obviously vocab is going to be a going to be more challenging when you're learning a new language. So to us it was a no-brainer that we had to focus on vocab. So I always think about in a building when you take data on its own it's one thing. When you have an experience or like something

010that feels good in a classroom on its own that's one thing but how do you marry the two to kind of create some sort of system or sustainable thing that creates memories that like kids you know five years from now you know what do you remember in elementary school? Something exciting. So, if you kind of move on, that's where um we'll talk about what did we do with that data and this small little fun thing that I discovered in Mrs. Mitchell's room. >> Yeah. So, our school and our teachers have been growing over the past three years in their understanding of the science of reading and through coaching and their own professional learning. We have been reading a variety of texts but the two texts that have given us some really great information um are

011shifting the balance and through coaching I was reading shifting the balance grades three through five and there was a quote from it that stuck to me in the team so strongly and it was 70% of reading comprehension past fourth grade is vocabulary based and when me and that team were having that conversation they're like what's the one thing we sometimes skip in our lessons to cut for time vocabulary because we make an assumption that our students know some of these words and we're really doing a disservice to their reading. Um, then going up to that simple view of reading right there. This is a really powerful visual about how important words and language comprehension are. Um, so you can see that's multiplication. So if any of those are zero, the reading comprehension is zero. So

012it's super important that we're putting those together. So when we take that learning that our staff's been doing and then we look at our specific data at PE. So last year in fall for our um kindergarten through fifth grade, we had um a slight growth in our vocabulary use on MAP from that 56 to 58th. Not the growth that we would want to see. We really wanted to make that higher knowing how important that 70% of reading comprehension past fourth grade is. And then as um Miss Imperiali shared that growing service group um of our ELLL learners grew from 32 to or sorry in fall they're at 32 and then spring they're at 29.6%. So all of that data along with our professional learning helped us pick that focus on vocabulary and it was a

013very unanimous focus. Um, and then continuing on, um, our goals that we wanted to create, and we did this through our SIT team, was really, um, having activities that incorporated vocabulary throughout our classrooms for our students, staff, and families so they could all be connected. Um, so we started implementing the word of the day and you will get to see Webster, the wordworm shortly. Um, that is done through the announcements with Miss Imperial. We have a vocabulary force square, which Miss I can show you. These are hanging around our building. We have them in multiple locations outside of specials, outside our lunchroom, and in the library. Um, we have activities that were created by our sit team that are vocabulary based that are there and we load them each trimester. So, they're different. So, any

014teacher or any person that's waiting can use those crucial two minutes in between specials to work on some vocabulary. Um, and then we also created a vocabulary instructional menu that was shared with staff. and I'm going to hand it over to Cole who's going to share more. >> Um, for this year and on, we're going to be having a word of the day. Every day on the announcements, we get a new word and every month they make a new um book with at least the word in it. >> So, Cole here has the book. We have like a Marryiam Webster. They have a word of the day book for elementary students that comes with a picture, definition, sentence. And so we do one word a day on the announcements and then there is a story

015for each month that uses all of those words of the day that make kind of a silly story that captures um kids attention and whatnot. >> Here's here's Zora and Eleanor. Every day in the art room, Miss Shober, the art teacher, has a different sentence and it always uses the word of the day, but always involves art and Webster the word worm. You just do whatever you want. Webster the word worm um has a word that gets added every single day. And every time that it gets closer to the end of Webster, um um Webster grows. >> Now we have a video to introduce you to Webster. We're just going to Now, Zach will tell you how we all >> celebrate Webster. >> This is how we interact with Webster the wordworm. 4K took a

016field trip to look at Webster. 5K added pictures to the words. First grade cops coped the word sounds. Second grade identified the the part of speech. Third grade read a sentence using the word. Fourth grade labeled the third grader sentences. Fifth grade added synonyms and antonyms for each word. As of today, we've added had 62 words. And then this isn't really part of our presentation, but to kind of tie it all in a nice like bow for everyone, we always have a third goal on our uh school improvement plans around engagement. And so that little picture where you see the panther heads and the blue kind of banners there, part of our student engagement um goal this year is um a the panther heads kind of celebrate the students. They got to uh decorate it

017and make it kind of about who they are with their name on it. And then they each have a banner. Think of like a letterman's jacket back maybe when you were in high school. And as a building, we work towards goals and they earn stickers or badges for um engaging with things. So whether it's a building attendance goal, maybe you're the panther of the month. Um but in this case, after each classroom did their interaction with the first 25 words of Webster, they got a that worm badge right there that you see kind of crawling. Um, so the goal is we kind of let him grow by about 25 words and then we continue to kind of um refine what the action step is for each grade to practice some sort of word work with

018the words that are there. Um, so on the screen right now you can see our um, PV vocabulary four square that is on there. And so right now we have eliminate it. I'm thinking of a word and then the picture that you can hold up um that we change out that again we can use those in those passing times or um any staff member can use it. And then as I spoke previously, this is our vocabulary menu which um we created as a sit team and has um different menu items that teachers were given to interact with. And uh Mrs. Mitchell is going to demonstrate a couple for you right now. All right. So something we do in the classroom when we're working on new words which are a set of like words or so

019that repeatabives different word that we might recognize and then first All right. What about [laughter] I like it. [laughter] You have any opposite. >> Dislike [laughter] >> [laughter] >> Boy, dislike is dislike is a almost a perfect answer. >> Copy your [laughter] >> void. I like that. What about word? What are some other ways? Y ice cream is chocolate. What are some examples of things that you prefer? video games. >> Okay, good. >> I prefer writing instead of Okay. >> Okay. So now we decided that is similar to set the things are alike. Yeah. We could say preferable, preferred, referring. We might use those things or any of those words when we're talking about food. And so I think one other thing like what's next? Um my favorite part about any of our action steps

020is we try to think about what is sustainable and how do we just kind of keep recycling it but making keeping it engaging. Um, so these four students don't know it yet, but when we come back um in January, kind of Webster, we keep doing the word of the day, right? Keep adding it in our announcements, but we just kind of refine our action step of what that looks like. So, we won't have them repeat the same interactions that they did the first time through the next set of words. Um, but rather they're going to work with their buddy classroom. So, the older like each classroom has a buddy classroom. And we're going to give them um each like five to six of the words in the next set. and they're going to end up

021actually writing like a cartoon um frame like graphic novel to add to those five with their buddy. So, kind of upping maybe a little more critical thinking a little more, right? As the year goes on, we can kind of keep adding that engagement level um to kind of keep it fresh and kind of keep it in uh in the front forefront of their mind. But it's been fun because it's kind of gone through the front office down third grade hallway and now Webster's going to start going down the staircase to the bottom of the building. So, um, just kind of cool how it'll wrap itself around the building and and keep it alive. >> So, that's what we have for you tonight. >> Wow. >> Impressive. Thank you. [applause] >> Thank you. Any questions, comments,

022Linda? >> So, how do you pick the words? I'm just curious. >> So, the words are actually right from so it's an elementary like just think like Webster's dictionary, but it's for elementary kids. >> Okay. So, they've already they've been picked for us. Yep. So, you just kind of open up. It tells you January 14th exactly what word and that's what's fun is we put it in our staff bulletin. So like for example our teacher choosing to use that in her classroom now with like an artbased sentence for the word of the day. So just kind of bringing it alive in all settings. >> Thank you. >> Yeah. >> Thank you all. Appreciate it. >> We have some pictures. >> Goodies. >> Anybody else want to get >> There's so many of them. What? >>

023Somebody said they like [laughter] fair enough. Good job. like you know lights on it. Run away. Run away. >> All right. Thanks, B. See you later. All right, we'll switch to item five. Uh, and uh, Friends of Franklin recognition for Mike Faulk. I was talking with Mike before the meeting started and we were talking about um, we're talking about his uh, his employee who started when she was 14 and is now his business partner 15 to 20 years later. So, um, and a Franklin graduate. So, what a what an ad to the community. What a um what a help to the community. I know when I was um at Countrydale at the PTO, um Mike would always would always be there with pizzas for anything we did, anything. Um and so he does that across

024all the schools. So, Vicki, please. [laughter] >> Foundation. It is my pleasure to recognize pizza um basically for your outstanding commitment to our students school and community. Uh for years you have been more than a local business. You've been a true partner in shaping the Franklin experience. Uh you have hired and mentored so many students that I know and I know I don't know of them and the stories that they've told me and how much they love. I think I've had two interns in the foundation who worked Oh, really? >> Um, but you've also fed [laughter] >> students and teachers, sometimes for free, which we appreciate for the 90 volunteers and students we had at the last fashion show that we had. That was wonderful treat because they had been there all day. So, that

025was amazing. >> Um, and just even your patience during the run, you were all the craziness in terms of getting you over there. And when I said, "We just discovered that we have 700 people coming and can we do this?" You're like, "No problem." So it be I'd like to present you with this plaque. >> Hopefully you'll display it proudly in the store. >> Absolutely. Thank you very much. [applause] >> Future ones to be. >> Sure. Absolutely. >> We appreciate Perfect. [laughter] >> Thank you. Thank you everybody. >> Thank you. >> Yeah. Much appreciated. Appreciate all of you. >> Thank you. Keep up the great work. >> You too. >> Yeah. Like genuinely. [laughter] >> Thanks, Vicki. >> Bye. >> All right. We'll uh move on to community comment. I see nobody's signed up. Does

026anybody care to comment? this evening. All right, >> please. [laughter] I'm mom to two Countryell kids who love their teachers so so so much. They're babysitter tonight. Um I don't normally come well. I don't normally come to board meetings. Um but I want to start coming. And so I would ask for newbies like me or maybe others in the room. If there's acronyms that need to be spelled out or 10 seconds of context you can give to any of the agenda items. It's super super appreciated for for me and some folks that I share information back to. So thank you all. That's all. >> Thank you. Thanks. >> All right. Thank you. We will move on to the consent agenda. I'm looking for a motion to approve. So move >> second. >> Motion was made

027by Mrs. Seperski, seconded by Mrs. Yank. All in favor? >> I opposed. Motion carries. Thank you. Schoolboard calendar. The circ building building ribbon cutting ceremony um will be tomorrow, Thursday, December 4th at uh 10:00 a.m. um behind us. uh board policy committee meeting Tuesday, December 16, 2025 at the ECC at 100 pm and uh regular board of education meeting Wednesday, January 14th, 2026 at uh 6 and also February 4th, 2026 at 6, both at the ECC district administrator update. Dr. Benon, please. >> All right. Good evening. Uh as Mr. Sprag talked about we have the ribbon cutting for the community education and recreation center tomorrow at 10 a.m. So I'm hopeful the board's able to make it and we have a lot of community that's excited. So I think we might have a nice showing.

028Uh so we're looking forward to that. The building looks beautiful. They were prepping last minute items today getting it cleaned up and ready to go. So thank you to Andy Cromy and Andy Daniels who I know have been over there to do the final walkthroughs and approvals to get everything going. Uh furniture is still coming, so we won't have that tomorrow, but we think that's exciting because we can first see the space and then we can see the furniture on our second visit. Uh and that makes it great. So, we'll be inside for the ribbon cutting in what we call the community room for the opening, I should say. We'll actually go outside for the ribbon cutting aspects. We won't be out in the cold too long. Uh and then we're going to come back

029in. We're going to have a second second ribbon cutting for Diverse Grounds. So diverse grounds, it's our 18 to 21 year old transition program has been running a coffee shop for the last last school year they started it in our kitchen back here. Um and they're going to have a more permanent space at uh the community education recreation center. So we're looking forward to that. We love our partnership and I'll say this tomorrow, but we can't say it enough with Anadine Coffee um and Mason who comes through and like in his heart purely loves supporting and working with our students in the school. They've donated $1600 new coffee machine that does all the things to increase the capacity of what they can do um in their new space and Grace Bar does a wonderful job

030uh with her students. Our students have grown so much. Uh obviously we get pretty emotional and excited about it. But um she's [clears throat] made this connection and continues to grow it. And so what's been two hours at our building uh she's hoping to be able to increase to more than one day a week I should say. she's hoping to increase to more days during the week and involve more students. So, we're going to do a second ribbon cutting when we come inside because we think that's another opportunity to cut a ribbon. Um, education [clears throat] foundation has successfully successfully shifted into that building also. Uh, so we find it really to be a nice place for all of our community partnership aspects. Uh, when we talk about that transition program, we're working on making

031connections into the community. Um, it's just it's it's really beautiful to see how it's coming together. Another note, our proactive MD team [clears throat] has been on site. So, this is the team that helps with setting up the space, the initial implementation and things. So, they've been in our wellness clinic. Uh they were on site first Tuesday, I believe. Uh they're here through Friday. They are the most upbeat, energetic group. I'm really reinvigorated at us making a good choice moving forward with them. Um so, we are doing all of that setup. Our um patient advocate has been hired. Our clinician is has an anticipated start date of January 5th. So things running on target with our open timeline. We on January 19th we are going to do tours for all of our educators that are

032at Forest Park for our professional development day. set up a 15 minute time to be able to walk over, walk through um see the wellness center, see the building um if they haven't yet and just know where it is because we feel like sometimes the angst is knowing what door to go in and what does it look like and and try to take that away. Um and we'll have to set up additional times for staff that's not in that day to be able to get over and do a quick tour. You've been in it. It doesn't take long to tour, but it's really building like this is where it is. It's pretty confidential space. It's separate. Um all of that. And then on that day at 11:30 and I'll send more information. We plan to

033do a ribbon cutting for the wellness clinic um and have some of our team there and proactive team will be on and um our student who did the artwork. We're hoping he'll be able to make it, but we're working on those details right now. So, a lot of exciting things and I think ribbon cutings and celebrations. You can never do too many of them. So, we've incorporated three um just within what's going on in that building. Couple other upcoming things in district. Saber Center um is hosting the Christmas with the Corers uh two productions on December 12th and 13th at 7:30. So those tickets are available online. Um and then also we're hosting the high school and middle school music events through the month of December. So the 8th, the 9th, the 11th, the 15th,

034the 17th if you need musical adventures. Um there's choir, there's band, there's orchestra, a lot of wonderful opportunities. And in addition, our on December 17th, our jazz band travels around the elementary schools kind of introducing music and and that role of it to all of our students. So, a lot of fun festivity with music taking place up until our break. Winter break starts Monday the 22nd or kids would tell you, you know, at the end of the day on Friday the 19th uh through Friday, January 2nd. Thank you. Any questions? Let me know. >> Thank you very much. Uh we will move on to board liaison reports. Linda, please. >> Yes, I did have the opportunity to volunteer at the book fair uh which is also um the same night as parent teacher conferences. This

035is at Robin Wood and was a wonderful I like I mean book fairs people still read books and I discovered it was my neighborhood school because I know it had moved around so I got to see my neighbors and their kids sit there. So, it was a a very nice event and wonderful parents and kids running around everywhere. So, >> thank you. Anyone else? >> Obviously, I went over to uh Pleasant View. Um, but that's been reported on. Um, so we will move on to comm school and community engagement reports. >> U, Mary, please. >> Um, so mine's a little long. I apologize in advance. Um, so I an egregious oversight at the last meeting. I went to the craft fair, the cinnamon cider craft fair, and I don't think I mentioned that, but it

036was great and fun and as always. Um, but I also went to see front. I don't want sure a lot of people did um as well as the jazz um the jazz band u show the other day, but I went to the last um listening session with Leo and Janine. And I have to say in particular, one of the moms there said she went to um and it's a listening session for parents of special needs kids. Um and one of the moms said she went to a conference in um Wisconsin Dells. And she said that every small group that she went to when she said she was from Franklin, people were like, "Oh my gosh, they have such a great program. Oh my gosh, they have such, you know, great um opportunities for kids." She

037said it was crazy. like every small group she went to and said she was from Franklin, people just were very effusive in their in their acknowledgement of of Franklin in part, you know, and and our great programming for for special needs kids. So, I just had to give that a shout out because it was it was very heartwarming. Um and um oh, what else? I went to one other thing and I can't remember what it was, but anyway, I'll think of it and I will come. You can come back to me, but it was another great thing that somebody >> I'm very selfishly going to announce that I plan to have some community engagement this evening over for family and friends night with the dance team. I told my daughter I'd be a little late,

038but if we're still going at 8 o'clock, I hope you'll all indulge me to excuse myself. >> Absolutely. Thank you. >> What else? All right. Thank you everyone. and we'll move on to reports, presentations, and other board business. Coherence plan midyear report. >> Oh, please, Mary. Go ahead. >> I'm so sorry. I went I went to Forest Park Middle School. >> Oh, Mary. >> And because I love me some spelling, >> this was great. And um keep your eye on sixth graders. So, in in January, I think we have the the um the district one here. But I just have to say one of the I felt kind of bad because one of the kids, he got the word neon. So he gets up there and neon. Neo n neon. Next kid gets up there.

039Your word is archipelago. [laughter] And I was I just felt bad because you know he probably was lulled into a sense of of uh you know complacency. And then I came back later that day and went to two art classes with Mr. Corb and some of the kids had made these claimation movies. So, they're showing the movies tomorrow, which I don't know if I can go, but they're showing the full movies tomorrow at about 2:45 at the middle school. These kids made literal claimation entire movies. Um, and they were producers and directors and they have little, you know, screen of what they all did. So, um, yeah, I spent the day at Forest Park. Um, and it was great. And these kids are fabulous and so engaging. I mean, these kids are like talking to

040me, an adult, and and like answering my questions. and these art students were just great. So that was my day. >> Thank you, >> Mary. I think you receive what you give. [laughter] >> All right, we will move on to coherence plan mid-year report and assessment. Dr. Mo, please. >> Thank you everybody. This is the the copy of the document that was in board doc. So I just want to go through and highlight a couple things and then answer questions if that okay that's okay. So first page um you've seen this in June. This was our most recent score in those strategic priority areas. But the new thing that I wanted to make sure you had a chance to click on is since we last met in June, we have taken um the the met

041what we call the metrics or the numbers or the reports or the how are we doing and that is public on our website. So that link will take you to that. Um that is something we've actually gotten a lot of positive um attention for in the Qualrex world. So that's using Qualrex to create that. But um I think it was a missing piece for us. We always reported at the board, but that was something that you couldn't go to the website and see here's how we're doing. So if you have a chance to click on here and click through, you can click on all of these. Anything that's underlined is a link. So um I know I think this must be staff engagement that I clicked on. Um so you can click through and I'm

042sorry it's going to be slow and click on any of the data that you see in here. Um, it includes nearly everything except things that and and I'm trying to think there was a couple of dashboards we didn't include because it was a small number of students or there was a demographic piece where if somebody was savvy enough they might be able to figure out who a certain group of kids is, but but very few. Um, so I wanted to make sure if you have a chance to look at that and you have questions or if you ever want Mark or myself to take you through, it's not different data that's being shared here. It's just that it's kind of stripped down in a more publicly accessible way. Um, did you have a question now?

043>> Well, where is it exactly on the website? I took I got there through the link, but how do I know where? >> So, if you go to the district information, I think it's right on the front page there. I could look >> under tab, too. So, I think I might get >> You could also [clears throat] just search if you're ever at a website, Linda, and looking just put coherence plan in the there's a link there. There's the a link to the actual plan and then there's a link to the dashboard. >> I can show you when we're done. Was that your only question about that? >> That was a quick question. So, and then also I think I have clicked through it. So, it does I think you can kind of see that

044it looks like it is you can drill down to actual data, right? That's how it looks, but you can't get to the student data. You just get to >> you cannot get to the student data, >> but it's it's tied all the way to that. >> Yep. So, now it's loading. So, this is about as you would never be able to click on this and see how third graders at Pleasant View answered specifically. >> I see a little phone or that little thing there and I want to click on see what's behind it, but I can't change that. >> No. >> Okay. >> What What are you wanting to click on? >> The filter filter button. >> No. >> This filter says that it's on because this is the spring 25. This is winter 2425.

045So the filter's on because it's telling you that square is not all the data that's a certain point in time. So that's why you see the little if that's what you're asking the little filter and if you hover so I just took my cursor and hovered and I it can tell you what that square is. >> Good. Good. >> So we're trying I to that's new. We just did that in December or excuse me, November, but now so we put in the principal newsletter. We're trying to get people to go there, but that is brand new. So there is nothing on there that anybody anywhere can't click on and see. So it was important to us that we added that. So I just want to make sure and if Linda or anybody else wants to

046go through or have Mark click or have me tell you what a certain piece of data is or connect it, please do because then you guys know and if someone else has that same question, you can go through. >> Um, so remember, >> not to interrupt Dr. I don't know, but we had anecdotal I had an email the other day from another director of like teaching and learning in a different district in the greater Milwaukee area and we had talked and they had asked about like what's your strategic plan and how do you work all that through some interview questions but then after that she went and explored the website found this space went through the data and was really impressed with how outward facing it is and the work we're doing um and was

047using some of this to model areas that they needed to grow in their system. So just a good shout out to a lot of people in the system making the work happen. It was pretty neat and unexpected which was nice. >> Sorry Dr. Mo. >> Um so remember we have our four sections learning engagement well-being fiscal stewardship could I'm going to go through one by one. The biggest piece of new data comes in the learning category and that's the state report cards were released publicly since June. So that's always our one piece of data we can't get in that year end. Um, a couple of highlights is they did slightly change the cut scores. Um, it's less than a point. They renormed. So, for instance, uh, the top section used to be 84, excuse me,

04883 to 100. Now, it's 84 to 100. It significantly exceeds. So, they changed some of those cuts, not us, but the state. So, what you see there is the new cut scores for those ratings. And then what you see below are ratings here in Franklin. And then the change um the state is being clear that we are still not in an applesto apples comparison year-over-year. Um by next year they expect it will be true apples to apples. So what they've done this year to compare this year to last year is we're only looking at two years of data on this past state report card instead of three because three years back was so far off to how they figured it now. They figured it was a better comparison to just look at the two. So

049next year we will have three years of what I would call apples to apples figured in the same way. So one big difference and and I want to be clear on that is it's only using two years of past data instead of three. Forever it's used three. For this one year only they're using two. So that's a difference. Um we expected um actually every score on here the good news is with lagging data that if you're doing continuous improvement work right this shouldn't be a surprise. Um, and we did get the data for forward exam, which is a big one, much sooner than we did in the past. So, some of the things that the state said they'd come through on, they did. We had that forward exam data much quicker this past year than

050in previous years. So, um, you can click I included the link and on our website, too. If you go to this here, there's the what's new on the report card. How are things figured? If you're somebody that really likes to understand like myself, like down to the actual calculations, they post that publicly and every school and district in the state of Wisconsin has their report card on the website for anybody to view. So that is all, excuse me, public information. Um, something that I wanted to highlight for Franklin is we are um, one of two, but but for sure one of one in districts that are seeing a steady rise in poverty. So, a steady rise in the number of students going to Franklin public schools that qualify for free and reduced lunch, more so

051than our surrounding suburbs. And something that I want to just foreshadow and help you understand about the report card is when they are counting up your points, the higher percentage of free and reduced lunch or the higher poverty percentage you have in your district, the more the growth category counts on your report card. So, it's a sliding scale. Less poverty, your achievement counts the most. More poverty, if you can picture like a sliding dial, it slides over into growth. So, not all report cards across the state are calculated the same. That poverty average dictates what your growth score counts for and what your achievement score counts for. That is not new. That's how it's always been. You can go to the website and slide the dial and see if you're interested. But of note when

052we're looking at demographics of surrounding districts, Franklin has been on a sleddy steady a couple points of year incline pretty consistently for seven, eight years where you see some other places have plateaued a bit. So that's just something of note. I think most people don't realize that that actually dictates how your score is calculated and we're a district that has seen that dial change perhaps more than others. So just for what that's worth. questions about report card just because that's the biggest chunk of new information. I'm happy to explain the best I can the reorming and the recutting. There was a committee of people out of our control. >> Well, your chart though is a chart. This is basically your summary of what happened, right? This is the summer of our scores in Franklin the

053past three years >> and the high school kind of took a little different direction but can we be encouraged by our the students coming up or is it that >> well remember we knew that was coming at the high school which is why we've added the biggest thing and I'll go through that the fall ACT administration and some things so we knew that was coming the drop so high school is ACT and preACT almost completely and if so if you tick down on that ACT, you should expect that your report card is going to go. I mean, that's the biggest indicator. So, yes, we I it is something that we have to correct, but we were not surprised. >> And that was a statewide change. Everybody takes that test or what was a change that

054>> we've implemented change in the district because we knew our ACT score had dropped from what it previously had been. So, Dr. Mo, he'll talk about it, but it's not statewide change. >> [clears throat] >> what are some options and things that we have done to more closely look at student data and how we're interacting with students, you know, differently academically to improve that. So, yeah, Dr. Mo will go through that, but it's it's specific to action steps like you heard Ashley talk about their school improvement plan and action steps. This is what the high school worked on during the leadership summit in August and has been since then in the school. And I think it's it's exciting work because there's progress going on and there's new data points and measurements to really have, you

055know, pointed direct conversations about where are we growing, where can we grow next, more than we've ever had in the past. So, I'm not going to take all your glory, Jess, but it's exciting shares that's coming up about what's going on with some of our action. >> The question though was they didn't not all kids had to take the ACT, right? >> Yes. All juniors have to take to >> they have for the report card. Yes. Yes. >> So that's our spring assessment in the state of Wisconsin. >> And that happened what, five years ago or >> More than that. Okay. >> Yeah. >> Sorry, I'm old and my kids. >> No, >> the one thing that's changed is the ninth and tth grade test used to be called Aspire and now it's called preac.

056So they've always taken a test. They changed the name just like forward used to be badger exam used to be WKC. There used to be, but um ACT has been pretty consistent. ninth and tth do preac and 11th graders take the ACT. The score that counts for the state report card is only the score they get on the day when they take it with us. People can choose to go and pay to take it extra but that does not count. It counts for them but not for our school data. >> Okay. Thank you for the context. >> Yeah. Um, the next section goes on, Ashley mentioned it and I know Mike you said it in your introduction that when act 20 came into effect remember the state picked as web as the required screener. So

057we are in year two of transitioning from using map and wa test to Ames web because it was required for reading. We decided to do it also K3 for math last year and then we added it to K4 this year and it will go to fifth grade next year. So we the kids that started with it that who were required to we added it. So what I have here are it's a new way to think about scores and yes in June all our metrics are written for MAP we will have to change that to be written for as it is a different assessment but these scores are all I know I've talked to you before are percentile ranks. So they're separated because it's percentile ranking on two different tests. But just so you know, there

058is a composite score. There is a way to track growth. All the things that we did with MAP, we can do with Ames, but some of that is still considered baseline data. Remember last year, everybody was supposed to start in fall, but the system wasn't ready, so fall became optional. So we really only have solid statewide data for winter last year, spring last year, and now fall this year, if that makes sense. So we didn't get a full year last year. So this is the data that we see currently for composite scores. To put that in perspective, um I know we've talked about act 20 that any student scoring below the 25th percentile in literacy is required to have a plan for us. what that meant in fall just so you get this helped me

059like a barometer that is so we had in fall when we gave this assessment to all students that we were required to 1.76% of our kindergarteners required a plan so that means 1% of K 1.76% of kindergarteners scored below the 25th percentile 6.79% of our first graders so if you want to think about that in numbers that's 19 out of 28 80 first graders if you're just trying to put in perspective. And nobody really knew this to be perfectly honest. Nobody knew what the numbers were. Um 12% of second graders and 10% of third graders that kind of became our baseline. So when kids come to us in fall, who is screening with needing the plan? So that's new data that we didn't have before. We'll see if that holds um right year to year,

060monthto month, but it it probably will. We'll be screening again in the winter. So those kids who are on a plan stay on a plan. Then any new kids who score below the 25th get added to a plan. Um so right now that's 88 total students in K5 through third grade. Um out of whatever 2 4 6 7 8 9 100 some I didn't do the math on each grade level. Um I don't know if you're aware but there's a required parent component for act 20. So when that plan is created in our next path system it automatically sends to parents to sign off. So that was one thing. So, that's going that's in progress. We've had a great implementation. Um, I didn't include that data here because it's pretty new. Um, act 20 is

061very tight on the timeline. So, you have exactly five days after a kid screens into that 25th percentile, whether it's the day before Christmas break or whether it's a random Tuesday to get going and get a plan. So, it's a waterfall of what grades test when. It takes a period of time. So it's staggered because if the whole school is coming due on the same day, it creates a problem. So if you picture fourth, third, second, first kindergarten maybe for math and then the opposite for reading or some system, there's a method to getting the test, but that I can tell you is completed for fall. So questions about or maps just because I know that's new. Um maybe understanding how we got there. We're kind of somewhere in the middle of implementing that. No.

062Okay. Um, then what I really wanted to kind of explain because you're probably thinking, Jess, what is this? So, back to your question, Linda, about the high school. Something that um I was really excited to share and I knew it would need some explanation is that this is a screenshot from our next path system. What you see on the left in the black are students names crossed off. So picture that with student names and you can scroll across to see all each student's data. Um the high school when they were working on hey our ACT scores went down. We need to do we want to add we want to get more teachers involved. We need to do some continuing improve continuous improvement. They said it would be great if we could see college and career

063readiness indicators for every student in real time. So whether I have that student in strength and conditioning or advisory, if we happen to be having a conversation, I can be like, "Oh, and Andy, your attendance icon is red." If I can make a connection with you to get going on attendance, it's real time. So it automatically shows any student in a teacher's class. You can't go up and look up any student. So nobody can be nosy and go looking up students that are not theirs. I know that was a question, but any students in your class, you have this series of icons across and each one of those icons stands for a college and career readiness indicator. So, for instance, the handshake is that you've had a youth apprenticeship. So, you've had a workplaced experience.

064Um, the two ways that you can become college ready, just for review, is you can have above a 2. GPA plus one other factor and you remember this that's been around or you can be proficient on all four of the ACT benchmarks. So this shows both of that. So whether you're an academic person or not, they would pull up their class and have a quick view. Um there's a million different ways you can click on it or show it or look at it per kid. Um this was something the high school asked for that Mark custom created. The high school came back and said, "Tweak this, do that." Mark tweaked this and did that and came back. It was like if I could make up a successful way to like grassroots get a data system

065to work for teachers, it would be this. Like so we're super excited about it. Um we just rolled it out September PD day. It took a bit. Um, but it's a way that every single teacher can be having conversations and be on board and contributing to that bucket of knowing that we have to be a little bit more prescriptive and in tune with what kids need and faster. >> Can you just run through what they need? Is that going to take too much time? >> So, um, the college indicators are 2.8 GPA. >> No, I mean the pictures. >> So, I would have to hover. So this one I believe is completely college ready. This one is so these are the ACT. The the drop of liquid is science, math, writing and reading. So this

066particular students if they were all red that means on the ACT they did not beat the benchmark in any of them. Um I have to remember what these are. This is workbased experience. Um this is attendance rate. So, it's all of these from here have an icon >> that matches that >> that match that. >> Oh, >> yeah. >> Does that answer your question? >> I guess we have to go find it. >> We can't. It's only if we have a student in our class, right? >> Correct. >> No, I mean those icons should be >> You want to pass that down? You can just use this. These are all the indicators. That's my note sheet. So, every indicator that you see on that sheet has a picture. Yeah. We didn't make that up. That's

067from a national like and we just put the picture to it. >> Okay. Well, at least it's not acronyms, right? >> No. And if you hover it'll say what it is. The teachers know what it is, but you don't have to memorize those. If you >> hover over So, if I was actually in Next Path, I could hover over it and it tells you what it is. >> Okay. Thanks for sharing. Do parents have access to >> They do not have access to Next Path. But I'll give you an example. So Mike Vololo, who has been a cheerleader of this, called me maybe >> two weeks ago and said, "I was in an IEP meeting. I pulled up the kid. I clicked on his indicators and said, "Hey, you're above a 2.8 GPA and you've

068gotten a C or better in algebra 2, but you haven't been had a workplace learning experience yet. Sounds like you want to be whatever the kid wanted to be. I don't remember. So after this meeting, I'm going to walk you down and see Mr. Thompson and he's going to hook you up with a workplace workplace experience because he could quickly pull up that kid and see that his little handshake was in red and say boom and the parents are like what is that? So you can show parents in those meetings. um counselors will use them for junior conferences and like working with parents and so parents can't get into next path per se, but all of those meetings where they're talking about kids, the staff has been instructed to like have it pulled up and

069know it. So you can quickly say yes, they've met this, no, they haven't met this. So IEP meetings, um 504 plan meetings, parent teacher conferences, um they do a lot of it in advisory. So, they have a different one of these that they review with advises um monthly. So, like, oh, we're going to go in and look at everybody's attendance. You're red, you're green, you're red, you're green. Come over here. Let's do something. Let's get you in a group type of thing. And before that, I don't want to say that the information wasn't available, but it wasn't readily available. So, if I'm also being honest, I don't think every IEP they were talking about whether or not a kid had had a workplace experience. I don't think that they were having those real time conversations

070and now we can question. >> Um, sorry, Linda, I thought you were going to say something. >> Okay. Any other questions? No. So, if you want to see that again, I would be happy to sit down. I can slide the kids names over. I can show you in real time. It's hard to kind of picture on here. I tried to get the big and the little, but um we're super happy about that that that's up and running and um high school's happy. Um the next thing that I wanted to show you is engagement. And so remember, we give the student engagement and the employee engagement three times a year, family engagement twice a year. Um we do those in our survey weeks. The next one is going to be the week of January 19th, so

071we'll have new data [snorts and clears throat] come then. But something that's very exciting that I know the board has asked for for a while is I want to just see year-over-year type of data. So these charts all show since this coherence plan started where is our data. So um student engagement data you can see the first time our baseline to get ready for the coherence plan was spring of 24. The last year was our first full year of the coherence plan. There's three scores and then here's our new fall score. So the scores in green is the data you haven't seen yet. But we also haven't presented in a way that we can actually start to see some year-over-year improvement. So remember this is our net promoter score for students. Only middle and high

072school students give that. And this is the average score on all five questions. Both of which are our highest averages that we've had for students. So we're happy about that. Same for employee. Same sort of setup. the net promoter score and then the average of all questions. Um that's on a fivepoint scale. So that's just taking all those questions and everybody that answers it. We do have about 75% of employees that complete these surveys, which if you know about surveys is pretty high number. That's more than you can hope to get. So we feel like it's representative um and it goes to everybody who is a full-time employee. So EAS, food service, teachers, um everybody. It's not just teachers. questions about that. Does that make sense how that's presented? >> I just think they for

073them to respond must mean that they feel like they're it matters. >> I hope so. >> Which I think is speaks volumes to your work. >> I hope so. We're we're trying and and our principles work really hard on bringing that data like you heard Ashley speak about her teams, her engagement teams. That's the teams that are working on these action steps and looking at this data. Each building has a family engagement team, an employee engagement team, and a student. So, you heard them talk about that's what she in real time. That's the team that did that, took their data for their building and did action steps based on that. >> Yeah. Just quickly, what was what is the net promoter score again? >> So, on the survey, they ask a question. How likely are

074you to recommend Franklin Public Schools? And the research says that people who say on a scale of 1 to 10 a nine or a 10 are promoters, meaning they're actively out saying come to Franklin, come to Franklin. People in the middle are neutral, meaning they're out really out saying good or bad things about Franklin, but they're not promoting it. And then people who answer negatively at the bottom of the scale are considered detractors, meaning they're probably working against us. That is a research method. You know, you think differently when you see that. How did I do today? Every time you go to the doctor, that's likely what they're doing. Or how likely are you to re recommend um anything positive? So, the score is negative 50, excuse me, negative 100 to positive 100 with zero

075being neutral. So, the research would say any net promoter score that's positive is considered excellent. So, it's a negative to a positive with zero being the middle. If that helps you, does that help? >> That helps. I just so we're asking our students that I guess that was our I thought they were doing doing that with our parents. I wasn't sure we were doing with students and >> I don't know how valuable it would be for students but certainly employees I get that I get families but I'm just not sure why we would be asking students that. But I be honest with you we care our students satisfied with their experience here. Are are do you feel like Franklin is a place you'd recommend? Is it meeting your needs? And then they can give comments

076and kids say they kind of tell it like it is why they would recommend it or why they wouldn't. So after you rate the number it'll say why did you rate it this way and they'll say what did the nines and tens say? What did the zeros and ones say? A school can then take that data. So for instance at the high school they do random focus groups and they pull up that data and they say why do you think kids said this? What can we do differently? And that's honestly been a lot of what they've done with they're doing some highinterest gold blocks for instance. So kids can sign up for passion type projects um that came out of some of those focus groups and kids saying I would really like more of a

077chance to do whatever it is blah blah blah. So that would be an example. >> I mean I look at the scores, you know, double digits compared to employees which are kind of over the place but they're not they're much smaller thanared to students. Not sure what they know, but okay. Thank you. Um, the last piece of data that's kind of new is in the well-being section. So, this is not a metric, but it's data that we have that I know the board's been interested in. So, our Sabers screener goes out um twice a year to students in grades three through eight. And we um when when we put a screener in place, the first thing that we look for is that are 80% of kids meeting our benchmarks because if 80% of kids are

078not doing the thing, you have a lot more work to do besides intervention. Like there's you can't intervene with a huge chunk of kids. So the good news that we have to report for Sabers is more than 80% of our kids are coming in low risk. It doesn't mean we've catched every single student every single time, but that they're solidly feeling like they have the skills to either navigate school or know where to go for help or what to do if they need it. Um, students that come in some risk or high risk automatically are reviewed at an MLSS meeting. I just sent one at an elementary school today and they had three kids on there who right um either parents brought up concerns at conferences or they had a saber screener that was somewhat

079concerning. Every student that screens um some risk or high risk has a meeting with the school psych like call in let's look at your data what does this mean? Sometimes the kids are like, "Well, I didn't know." And it's a an and it's anomaly, but sometimes it uncovers kid that has been quietly I I don't want to say suffering, but quietly needing some help with skills and now we've made that connection. So, um it's something that we've considered expanding. We do see an an improvement um in both tests. So, the teacher fills out one about the kid and the kid fills out one about themselves and the scores are reported together. So, we've seen an improvement on both of those measures on kids, less kids that are coming in at risk, which makes us feel

080good from the continuous improvement. Not that there's not still kids we need to help, but that our student body as a whole with that measure is showing improvement. The last thing that I included here um just as a metric is the same as before, but we are specifically tracking the FPS has put effective protocols in place to ensure safety. So that's something that Lannne and Andy Daniels being on the safety committee have gone around and talked to the engagement teams. They talked about about what would make you feel safe, what trainings do you need. So an example of you know why do we give the survey? Well, we give it for the big data, but we also give it for some of the little data. So this is how that particular question just the question

081about safety tracks and how we might extract something little. Right now it happens to be around safety but I just want to make sure you understand that we're looking at big and little data and this happens to be the piece going kind of now visiting talking to people. Um that is it for clarifying. Um I know I went way long. You're probably like just stop but it's hard to put data in there and then make the assumption that everybody understands it. And so if something's not clear I just want to make sure I answer that for you. questions, thoughts? >> Um, just overall great use of the coherence plan and then demonstrating how it's not just collecting the data, but using it to actually guide guide and drive your work. And I really appreciate it's

082interesting like we've presented the coherence plan as sort of a way to drill down and encapsulate the data in a snapshot. And I think it's cool that you're also if people want to go back and see the raw data that drove those numbers, it's available. So, good job Anyone else questions, comments? Thank you very much. Uh we will move on to the 26 27 and 2728 school calendar. Miss Lancour, please. >> Good evening everybody. >> Hello. Um, so this is the second viewing of the 26 27 27 28 calendars. Um, so I'm uh the changes that were made since the last meeting were indicated in red um on the uh summary. So I'm happy to answer any questions at this point if you have additional ones. >> I move that we accept the 26 27

0832728 calendars as presented. >> Second. Motion was made by Dr. beer seconded by Dr. Khan. Any further discussion. All right. All in favor? >> I >> opposed. Motion carries. And for clarification for people that um might be viewing this um we have two calendars um that were uh approve that were just approved and next year the uh 2829 calendar will be approved. Um so we We'll have two years of calendars ahead of time um for in the future. So, thank you very much. And we'll move on to uh open enrollment seats 2627, please. >> Sure. So, this is um an information item for the board this evening. This is kind of our first preview of this item. Um so, a couple of things about open enrollment that are important to remember. So, open enrollment is

084really a snapshot of one year or like one year of where we are. it's not really necessarily a predictor from year to year um of what's going to happen. So 2627 could look entirely different from 2728 or 2829. So just something to keep in mind. Um we have taken to into account a lot of different factors when we determine our open enrollment and seat open enrollment seats. Um so we think about what is the growth in the community. We're very conscious of different you know housing areas that are going up and different families that might be moving in. We also take into account census data and historical data that helps us predict what it might look like in the future. [snorts] Um, and then we take into account the class size policy for the school

085district in terms of our cap on how many students we would put in a classroom as well as our roll forward um of the number of teachers we have in each of those grade levels. And that's kind of what ultimately creates the calculation to consider what seats we would offer for the next school year. So, I'm happy to answer any questions that you might have. >> Yeah, Linda. >> Well, I've noticed that it's quite a bit higher than anything we've ever had before. >> It's 463 seats across the district. >> Last year, we approved 104. >> Granted, we didn't fill those all, but that is an enormous jump. And I did go through your calculation and It appears that your projection is actually 162 less than we currently have this year. So I'm not sure

086when you said you you're projecting new housing when your projection is 162 less than our Friday count last year. >> So I'm sorry just trying to clarify like which numbers you're thinking about. So you're thinking about our total enrollment. Is that what you're looking at as a part of your consideration >> in any Well, it's across the board really. You've got changes. I mean, you got 162 less. So, there are changes that are where you have less in every class to get that kind of number. You have, you know, it's all over the board. I mean, you have different grades are different, but overall your projection is less than we had last year. So, where is the which generates the the difference? to find a 463 because you >> backed off your projection. So >>

087where are you accounting for Franklin growth in this projection? >> Yes. >> We're opening mall up to >> people outside the district and not accounting for any growth and in fact a reduction in growth in our students. So one way to look at it is if on this chart that we kind of that was linked into it. If you look at so the rollup or the 2627 rollup is the number of students that we have from you know that are moving from kindergarten to first that whole process from one year this year to next year. Yep. >> And then the 2627 is really the projected growth that we have in terms of the Franklin growth. And that's showing us historical data about what we can predict. Now you will see that there are some grade

088levels where the numbers go down um in terms of our historical data has told us. So for example in sixth grade you might see that that's not completely uncommon in the sense that sixth grade is a milestone year where families might choose to move or relocate or um seek alternate you know that's the kind of like one of those years where my students is changing school so this is the time that we've decided to move or relocate or whatever that might be. Um, so we really take that data into an account into account when in terms of like community growth about what we can expect and then we basically predict the numbers off of that. So we use census data as well. >> So for resident growth and we think 4K through uh five fifth

089grade we're only the numbers that you see are only filling to 90% of seats. So, if we have 30, well, it's close to 29 seats in fifth grade, but we'll use 30 because it's easy math. 90% would be 27. So, we would fill an open enrollment up to 27, meaning there's still three seats in every fifth grade section, and there's 13ish 12 13 sections in all of our grades. So, presumably, we'd have 13 times three or 39 residents. 39 residents could move in and presumably we would be able to fill their seats. Now, fall 39 moved in at Pleasant View. Like, yeah, we'd have to take a look at where what we're going to do there. And maybe another section opens up at Pleasant View specifically, but typically they're sprinkled. I call it like salt

090on popcorn, right? You sprinkle it on there and it kind of hits in a whole bunch of different places. It doesn't all land in one. >> Go ahead. >> So, is it I think our responsibility is just to ensure um like I trust that you're looking at the historical census data accurately. I trust that you're rolling up the data accurately. Is it safe to say that you are not maintaining any classrooms solely for the purpose of of maintaining open enrollment slots? In other words, all of the classrooms into which you are enrolling plan would like to enroll open enrollment students are classrooms that would be extent because of the existence of Franklin students to begin with. Is that accurate? >> Yes. I mean, that's really all that and then whether or not we think that

09190% point is is reasonable. It seems to be the two questions that are >> well I also have noticed that compared last year's calculation this calculation that you have increased the cap >> particularly in the >> at both middle school and the high school. >> Yes, correct. >> Yep. And so our high school class >> 157 which also contributes to the >> again the comparison that allows you to come to your 463s because you >> so high school went from 385 to 390. Historically we've had in the low 400s up to 425 kids in a class with not an issue in terms of the size of the building. Um, and we're adding square feet to the building, right? So, we have additional space, specifically in our tech and um, athletic spaces to sprawl out more,

092I would say, instead of being confined. U, and then in the middle school, I believe it goes from 360 to 365. Um, but again, we're historically seeing about a 30 student jump um, from middle school to high school. So, that puts us right at that 365 to about 395 is where we're anticipating. So, um, keeping that. And then um additionally, those are things we'll take a look at year after year. So if we're finding out that 390, there's no magic number, right? If if there was a magic number, we would sell that and every school district would use it. So there isn't a magic number. It's really trying to fit the class sizes that we're looking for um at both the middle school and the high school um together and really at the elementary as

093well. And then if we have seats available, we're already paying for the lights, we're already paying for the instructor. So, if we have those seats available and we still have resident, sorry, uh still have resident room growth, that's really where we want to fit that sweet spot. But again, the 460 that you see, we will not fill 460 seats. It's just not going to happen. We don't have the space. But the calculation is what is showing the 460. What's also really important to note is it's important to have a strategy for open enrollment seats. So, if you wanted to just say wide open, we'll accept everybody. There's no strategy needed. You could just say, you don't even have to approve anything. We wouldn't even approve and then just accept everybody. But if we want to

094put a cap, we can either say we're not accepting anybody and DPI will accept that either and say we're totally shutting it off. We'll accept no new open enrollment applicants. You do not need a formula of any uh sort. But if you do want to put a cap in place, you have to have some sort of defensible mechanism. So our defensible mechanism is 90% at elementary. And these are the grade level caps we would like at middle school and high school. We can adjust those from year to year, but to arbitrarily say like 390 in 9th grade, 385 in 10th grade, 345 and like that's a little bit arbitrary uh in terms of that. So it's really the board needs to do a couple of things. One, are we verifying that we're not just adding

095for for your purposes? Are we not just adding classrooms because that's not what you want to do? Do we have a defensible mechanism? Do we have formulas in place? And do you believe that we're setting it at the right levels? And if all three of those things are in place, the numbers just are not numbers are just numbers right there. It's a formula. You plug it in and kicks out the number. >> And I would add to that, I think I know this last year and I think the year before that too, we had, you know, a family appeal to DPI because they didn't get in on open enrollment and they wanted to get in and they're on the wait list. So then you have to prove all the things that Mr. Cromy just said

096to DPI. So we do all the work, send all the paperwork and none of those have been turned over. So that process and the way Andy's explaining it is really important because you basically have to rectify why those positions are there. >> And if we do lose that appeal, we lose every other appeal. Now, most people don't necessarily appeal, but if they do, we it's an automatic loss and you just accept it. >> So, we have a current appeal going on right now. >> We do not have a current appeal going on. We had somebody appeal. DPI says, "Show us your process. Bring us your things." >> That's what we did. I worked with Heidi to do that and there's then it's closed case. You get a action report from >> had not been appealed

097before. >> There's been no appeals wandering even >> there's no appeals out there right now. No. >> All right. So I guess I just find why do we want to go add 463 seats to open enrollment. We currently have 400 kids right now in our schools. That is 10% of our student enrollment roughly and we're going to add 463 and be if they're all filled we'd be doubling what we have. Is that correct statement? >> If they all filled >> they all got filled >> if they all got filled they would be. >> Yeah. >> Yes. Why why would we do that? >> Well the odds of filling them all like if you look at you know data from the past which is all in board docks you're not going to fill them all right.

098Like every family can pick their three schools. You might have a family three student with three children, one gets in, the other two don't, the family will decline. Or if they get in but they got into their second choice and we're their third choice, they're going to go to their second choice or just things change. So we've never filled all the seats historically. It'd be pretty rare to fill them. But correct, if you did fill them all, that's what the math would come out to. >> You've never approved. >> Last year we had about 250 applications in general. So even if we had 460 seats open, the max we could have allowed in is 250. >> And and if If we did, even if 463 did come in, that would that would leave our classrooms

09990% full. >> Correct. Correct. >> Thank you. >> Um, so again, what I'm hearing is it's it it's helpful to to have a conversation about are we comfortable with the 90% number? Are we comfortable with having a cap in place for open enrollment at all? and then sort of saying we approve of the math that they have used to to come up with these but to at the end say but I don't like the don't like 463 it just feels too high that is not a sort of a legitimate uh um way to approach the situation and again the reason is because it has to be pro it's prescribed by DPI the the way to think about this so I think um >> no DPI doesn't prescribe >> no they're saying that we have to

100have a system in place system. >> So this is the system that they've >> same system as we had before. I understand that. But we >> So anyway, I support what you have um said because it seems a reasonable system. Um it will not be it is neither pres um eliminating the ability for Franklin students to have a seat in an appropriately classroom toteer ratio situation. Nor is it forcing us to add staff or classrooms that don't already exist. And the benefit of enrolling students is especially in the most recent bianial budget is it is a financial as incentive to the district to do so. >> The one component to it like if we would fill 463 seats next year you could say we're not accepting anybody but we are filled as high as we

101want to be in open enrollment. This year we're reporting a moratorium on accepting any application >> and districts have done that. If you see that there's districts that have done that they just won't accept any >> with no system in place. You don't you don't you can simply say we're not accepting open enrollment seats. >> If you say no, you don't need a system. >> Correct. >> The board the board has the prerogative to say that. >> But I guess I don't understand why the caps have changed so much in the elementary area. You added 137 >> because we're filling to 90%. >> Yeah. So probably the biggest area is 4K. Um, and one of the changes we made in calculating 4K this year, historically we've carried our 4K number, which includes open enrollment students,

102and done our projection off of that. But that's really including those 4K students. So, what we did for 4K was we backed that out and said, what are our resident students for the seven years or six years we've had 4K and pulled out the open enrollment because really we're filling residents and then whatever is left is where we would fill open enrollment. So you'll see that look significantly less than it did last year for 4K because we're only working with projected resident students. So that's probably the largest one. Um at the elementary as well, we took a look at last year we filled to 85% and we had a whole bunch of seats that we could have filled really at 4K 5K in first grade is really where we see the most at our our

103youngest grades and people want to come to Franklin but they want to come and start here and like anywhere else and like any one of you that have ever had kids if you have a great educational experience you're probably keeping your kids there regardless of where it is because it works for you right and so we see that same thing. So families do not come here in 4K or 5K or first grade. They're typically probably staying if they're having a good educational experience. They're going to stay there and by mean all means they should because that's good for their family. So that's where we'll see the most growth is 4K, 5K and one and then ideally they're going to carry their way through, right? And those number projected numbers of future open enrollment seats will

104lower because we're going to start carrying them through. Now it'll take some time because there's 13 grades but like we'll start carrying them through. So um that but that biggest difference specifically is on 4K and then backing that out to only residents from a projection standpoint. >> I didn't see much change from last year. I do see you back now. That is one area where yes you [clears throat] recognize your experience versus but I once we commit to those students we have them through the high school. >> Correct. >> They cannot can't say no to them once they're here. Once they stay here and stay enrolled, we can not say no to them. But if they decided to go somewhere else for a year, they don't automatically come back under that seat. They have to

105>> re, you know, if everybody it's 235 students, I'll make it almost 300 in those early grades. We're committing to that kind of commitment through through the high school. And we haven't built high school yet. I mean, high school, >> we haven't increased any numbers because of what's being built at the high school, though. So, I wouldn't want that confusion out there like there's not increased seats because we built onto the high school and we're changing that like you see through the high school it went up we as Andy said we increased by five grade level size for middle school and high school >> you have a question comment and a question first I think comment is what I see is that as Mr. Cromy mentioned is that if you as simple as example you're

106to the airport instead of having three passengers instead of four passengers. It's better for all the passengers to be in because it brings extra revenue. Uh so and I think we had the discussion last year too although we I love to see 4163 to be honest you know because that would bring so much of money and revenue into the district you know and help us get up with the property taxes no matter what we talk about you know especially when we talk about fiscal responsibility it will help us property taxes extra and be able to pay off our debts and do all the other the things which you want to envision but we have never been able to do that. That's my first comment. Second my question which I have is that I know a

107lot of people aspire to come to high school specifically because Franklin High School has a name recognition in the state. Um is there any ways because a lot of committees which I talk about you know they always hey we can't get into high school because it's always four. >> Is there any way where we can cap on the uh alo tap on the desire of the surrounding communities especially I know communities from Milwaukee and other districts in which the not as good as Franklin. Can we tap into that desire of the committees to graduate from high school and somehow offer more seats? >> Yeah, the the 390 number at the high school, like I said, we we've had historical classes over 400 up to 425. So, could we fit 425 per four grade levels? Yep.

108We'd want to make sure we have some open enrollment seats available, but that number 390 again, that can be adjusted. That could go to 395. that could go to 400. That's really we kept it at 390 again because we know we'll still have some resident growth um over the long period of time. So, it's really inching forward. Um if we feel we did not fill enough seats or we still have capacity next year we've already talked about maybe it's 395 is the right number or maybe it is 400. I again if I had the exact answer I would tell you today what the exact answer is. But I know our schools can easil or our high school can easily hand 300 390 at each grade level. It could handle 395. So if you wanted to

109inch that up to allow for some potential more high school, that's really up to the board to direct us. We bring that back at 395 for approval in January. Like that's an easy calculation. And again, when we think about our DPI defense, because we have different grade, our schools are different grade levels. K5 or elementary, we have to have that formula. 68 for middle school and 912. So as long as our formula is consistent by grade level or by building, we're totally fine. >> So in the past, Mr. Cromy, um have been we have been able to fill all the high school seats, right? >> We we typically have not had seats available at the high school. >> Yeah, that's what I'm saying. So I know because talking to the committees and you know surrounding

110communities and I know own community also uh I think maybe as a board kind of if you want to just kind of think about how if there's a desire in surrounding communities to come to back to high school specifically because people want to graduate from a high you know which elementary school goes you go to which middle school goes to it makes a value for the district itself but a lot of the parents who are looking to colleges and education or even the platform which we offer at high school like CNA which we're going to offer other uh technical trainings and all that stuff which is not being provided by the school district if they want to tap into facing high school is there a way we can accommodate their desire at the same time

111beneficial >> so presumably like again if you went to 395 or 400 like that's not a big deal we'd be able to easily fill At some point if our 4K 5K and one start to fill up that 395 400 is going to not that's the same result of zero right at some point we're going to catch up to that again it's going to take some years to do that but some point we'll catch up to that but in the short term if you were looking to do that like again our high school could easily have that from the capacity. It is important to note like we're plus 300 on open enrollment or net 300 on open enrollment that does provide us ability to do some things that we would not be able to do without

112that. Right? There is some uh not necessarily staffing but certainly courses that we offer simply because we have that additional revenue that we would not be able to offer. Um so it is a positive for us and really it's up to you to decide where where you want to draw the line or where you feel comfortable with. Um, but if you're looking simply from a capacity standpoint, if we moved to 395 or 400 to accommodate that, that would not be like we would be totally fine at the high school from a staffing level. Not adding staff from the space, we'd be we would be able to accommodate that. >> Even with the construction happening over the next three years, >> right? >> Because you know, I think we have always been able to fill our

113high school and we never had actually capacity to even offer because we always fall. But if now now the next few years, if we have capacity. So shall we take the advantage of the capacity which we have to offer because of time you know >> how do people feel about that? The only concern is um what what because there are classes at Franklin that are filled to capacity. Um and so I wish there were a way to know the but you can't sort of say are you going to be wanting to do a lot of um medals classes or or not. >> Um so that's that's my one hesitation but um in terms of a raw number I would be fine with it. Am I correct that we haven't had openings at the high school

114in the last >> couple of years? >> It's like we might have had one at a grade level like >> but very few. >> To me I feel like >> this is a new you know like we have more spaces this year maybe we start with this and see if we fill all these then next year when we're looking at things we decide okay you know what we did we had no problem filling the whatever it is 45 places that we tried last year we could increase it but I I don't know. That's just my thought. >> Linda, >> do we have any uh vacant classrooms in the elementaryaries? >> Uh we do, but they're we don't have a teacher in them, but they >> it schools are like water. If you just start pouring

115water, right, it just finds the low area and pools in there. So, if you have a vacant room, it becomes a storage or it becomes a breakout room or something like that. So, we have capacity. So, if you remember the MD Rafer study when we talked about that early on in the referendum talk, right? Countrydale is going to double in size over the next 20 years, right? But if you recall, we did not need to add capacity at the elementary level. We just needed to rearrange where students were or were attending. So like the boundary word's going to come up, right? And that's usually not a really fun talk. But so to your point, yeah, we have empty classrooms that right now we would have to take over and move like Ben Franklin has some.

116Um, so if we've filled up entirely to elementary capacity, we could do that based on the MD raer study. It just has to be rearranged on where they're coming from. Again, not a fun talk. >> I think you know which what I see is that most of the uh surrounding committees want to enroll in nth grade because they want to start 9th, 10th, 11th, 12th, you know, and do like that. So that I don't know correct me if I'm wrong Mr. offering anyway senior 12th grade but it's unlikely that a senior from you know surrounding neighbor district would like to kind of just come to because most of the kids who are wanting to go to high school and graduate from high school they want to come to nth grade and then we stay here

117for four years because they develop camaraderie they develop they get all the opportunities all the platforms which we offer you know different opportunities. So my suggestion is that maybe at least for the nth grade at least if we can increase to 395 and see it's a five number if it's not and we cannot commit because we had up to 420 I think one of the graduation which we attended was 423 students so uh if he agreeing even the 9th grade 395 might you know at least give us a because anyway we have not been able to film in reality the elementary and middle school in the past all the We have been able to always the high school open very valuable asset which we have which we can >> Mary what's your level of comfort

118with raising from 390 to 395 >> that seems reasonable and modest enough for a start. >> Thank you. Um >> please. >> Okay. Well your model currently though has no growth for Franklin students. In fact, it has a reduction from current. >> So, >> we we have seats available. We're filling to 90% in K5 >> with res. >> Correct. Based on your projections that you made for the next year, >> 10% of seats are held open or not being filled with open enrollment seats for residential growth. And at each of the capacities at the middle school and the high so the middle school can handle classes up to that 365 plus, no problem. The high school can handle over 400 no problems. So there are open resident seats available >> at each of those grade

119levels because those numbers that you see from the open enrollment seats only fill up to that grade level cap. >> Correct. But part of the that gap that you're seeing there is because you are projecting less for Franklin students. That's what creates that additional capacity. >> In a couple spots it goes down, but overall that's not the case. And that's all off of data over the last few years and looking at what those numbers are and making the prediction and that's why this is as Laura started out with the beginning reset every year but most of those numbers when you look at it are going up but there are a few spots where we've seen you know less enrollment over the last few years trending so they went down but toy's point 10% is 10%

120in every one of those grade levels >> so I was just responding to your question that says we don't we're not creating room for resident growth we are because we're not filling to full capacity if we were going to full capacity any new president enrollment would push us over capacity at a grade level, but we are not filling that. So, that's the question I was responding to. >> I just want to say I'm comfortable that you that this is a a one-year prediction, right? So, we're not predicting what's going to happen over the next 20 years. This is a one-year look ahead of what we think is going to happen for the next year. Um, it seems like it's based on sound principles. A 90% cap seems reasonable to me, and I am comfortable with

121a three a modest 395 increase at the high school level. >> Thank you. >> Yeah, Linda, >> I appreciate your you know, saying this is a one year thing and we're looking historically, but why this year? We're going from a 100. If you look at the history, this is clearly something different. It's 463. The highest we had was 100 over and only in the last three years have we gone to 100. Every other year it's like 50 or 60. So why are we seeing this dramatic change in this one year to your point? used the formula. In the past, the formula was not done. It was simply handpicked by grade level where the seats were going to go. There was no defensible response for it. We have put a formula in place. >> You shared

122something last year. So, this is wrong. >> Nope. >> No. >> That was a formula provided last year, too. >> That was 85%. >> Okay. >> So, the formula switched from 85% last year, which was the first year we had a formula >> to 90% this year. >> And that goes from 104 to 463. Correct. It's all based on number. It's a math formula. You you plug in numbers and it kicks out. >> Talk about whether you like 90 versus 85. I understand that the 400 is very uncomfortable. But you but >> you have to compare the it's the formula, not the result. >> I think the cap that I'm particularly concerned about is the the fact that you I don't believe you've allowed for too much growth. You're saying there's that 10% that's you

123want to go into 90, but you're starting out a lot less than we were last year. We're continuing a trend of declining enrollment for Franklin students is what you're doing. >> Are we creating classrooms that are not necessary for Franklin students? >> We're projecting what we believe are going to be the seats that will be filled next year. That's what we're projecting. >> And then we plug that into the formula and the result is the result. The the result is totally arbitrary. >> The formula is what makes the decision. Right. >> And the formula has some logic to it, right? Correct. Yes. I mean, I look through the formula and I see what the changes are. You added more capacity and you started at a lower number. >> Lower number I prefer that we went.

124>> We're not handpicking, but then we're handpicking potential growth. So again, we're taking a cast forward model to start with. That's the base model that Laura has in the second column. Then we take a look at what has been the historical growth from kindergarten to first, from first to second, from second to third at every grade level. And we say, well, if we had 200 this year and we anticipate based on five years, it depends on every grade level, too. So, we take a look at sometimes it's five years history because it's pretty standard we go up five kids. Sometimes it's only two years history because there was anomalies in years three, four, and five, right? So, every grade level is approached differently. But you take a look at we have 200 kids in kindergarten

125this year. We average 10 kids growth from kindergarten to first grade. So, our predict prediction next year will be 210 kids. We have 13 sections over. We have 12 sections over. You multiply that by number of seats. Back it down to 90%. It's a simple subtraction problem. So the enrollment I'm not I will not handpick enrollment for you and say I think this is what third grade is without doing actual math. So I'm not going to change that even if the board asks me to. What we can do is take a look at number of sections and say well I think we should back that down to 12 sections from 13. I'll do that and say, "All right, we'll take a look at where we can do that." But I don't want to throw arbitrary

126numbers out for projections because at some point we're going to come back and take a look at that and say, "Were we even close?" >> And I don't want to be there going, "Well, we just got 257." >> So, it's an industry standard formula and and we've changed we've changed from 85 to 90% this year. And that's the formula. And so, it's a math problem. So, we can we can move on to the next we can we can move on to the next item. >> Can I ask what you might see next year? >> We would probably use the same formula of 90% and we rolled the numbers forward just Andy just went through the whole process. We will look at that same process next year and we will look at what we've seen by

127grade level as the typical growth trending over the last few years. Same formula will be looked at unless the board says we want to fill the 95% capacity. Then Andy will go back through the numbers and go to 95% capacity. or we have tons of resident growth and we say we're going back 85 >> like >> there's a plan and it'll change year to year based on the actual grow that we're seeing. >> So can >> pretty dramatic. >> Uh no I think we have direction from enough of you to say we'll go to 395 at the high school. So when you see the new plan we'll plug in 395 in that column do the subtraction problem and that'll tell you what the seats are available. >> But take that number plus 20 seats right?

128Five at 9, five at 10, five at 11, 5. >> Thank you. >> All right. Uh, board clerks, you have a motion in action item next meeting. >> Thank you, sir. >> Uh, all right. Board clerk's report election notices. Dr. Beer, please. >> Notice is hereby given that an election is to be held in the Franklin Public School District on Tuesday, April 7th, 2026, and the following offices are be to be elected to succeed the present incumbents listed below. The term of office for school board members is three years beginning on Monday, April 27th, 2026. First office is for school board member Mrs. Linda Wikowski, a three-year term, April 27th, 2026 through April 22nd, 2029. The second is for school board member Mrs. Mary Yank for the same term. Notice is further given that a

129campaign registration statement and a declaration of candidacy must be filed no later than 5:00 pm on Tuesday, January 6, 2026 in the office of the school district clerk, 8255 West Forest Hill Avenue, Franklin, Wisconsin. Candidacy papers may be picked up at the FPS Education and Community Center during office hours Monday through Friday, 7:30 a.m. to 400 pm beginning December 1st, 2025. Please note the filing office will be closed December 22nd, 2025 through January 2nd, 2026. The filing office will be open until 5:00 p.m. on Tuesday, January 6th, 2026 for the filing deadline. You may pick up candidacy papers during the closed dates. Candidacy papers will be available in the FPS Education and Community Center vestibule. Notice is further given that if a primary is necessary, the primary election will be held on Tuesday, February 17th,

1302026. The Franklin Public School District boundary map can be found on the district website, franklin.k12.wi. us signed Angela Beir. >> Thank you. Any questions on that? All right, we'll move on to the board review of meeting feedback and action steps in front of you. You have the uh board meeting um for the last uh board meeting um behaviors uh uh reports which um a lot of people filled out for the meetings in September, October and November. Um Linda suggested we use negative and positive governance drivers um from a previous board workshop. So I have included that um I've included that sheet um with negative and positive uh governance drivers. Um and uh there's also a synopsis of um the themes of what happened or what was written in those um in those sheets. Um, I

131would hope that we could come to um some sort of um setting goals for what we will talk about in our board workshop on the 4th of March, I think it is. um uh what goals we would set um from here to there um by discussing that feedback um and uh possibly get some action steps on how we might improve from now to then and continue to improve after that. Um and considering it's 10 to 8 and Angie's going to be um leaving at 8 o'clock, I will start with her. Um I think that the themes that you've extracted from the comments are useful. I think that um we can use again the same themes that really came up in the initial board retreat which I was briefed on because I missed that initial board

132retreat. But um again we can all work on agenda discipline. Um we can all work on waiting to be recognized myself included. that I did include some self-reflection in my sheet that I am as guilty and perhaps more so than anyone in terms of speaking without being recognized. So, that's something that I personally uh plan to work on. And um I think holding each other accountable to um below the line, above the line commentary and respectful discourse is a reasonable goal for the board. >> Thank you. Yeah, I would I just want to remind us that just kind of circling back here for a second, we did have a retreat in August um where we decided that we wanted to work on these board behaviors at the table and you know kind of improving our

133board like discourse and that's why we brought in these evaluations for after each meeting to fill them out. I appreciate the all the members who did actually do that um because that's the data we're using tonight to look at. So, we're going to continue to do that until our March retreat um so that we can continue to look at what you know what are we doing well and what do we need to continue to improve on but it only works when the whole board participates in it. And so we agreed to do it in August. I'd like to reagree like get a you know a further agreement that we are going to continue to do this now until our March board workshop and then yes maybe highlight these themes and maybe something we have improved

134um but we are not there yet but it takes all of us to actually participate it won't things will not improve if everyone is not participating Mary >> um obviously reiterate what what has already been said. I think when we I went to the couple common council meetings it was just a sea change of how people were respectful of raising their or letting somebody else finish. And I was like, it it just even if they disagreed, it seemed like there wasn't they said their piece and did not, you know, they said it in a respectful way and then yielded. I think they even used that word. I yield to the next speaker. So, it just seemed a little more professional. Um, and I certainly would hope to strive for something along those lines. Look. No,

135I think you know as we all starts having a very very respectful and respect is earned not given. So we all need to be addressing uh of course outside the board meeting. I can address Andy addressing uh the board meeting and I'll be addressing Mr. So how we address each other but with respect and allowing others to be heard and listened at the same time is important. We I think we have a great restriction of and we continue to do this but the same time sometimes our behavior [clears throat] does reflect uh our uh we are role models to be honest. We are the leaders of the community sitting at this table. It comes with a big respons how we act here because if you don't do that then how do we tell the kids

136in the elementary school or middle school they having disagreement how to solve the disagreements in a cohesive respect that >> Linda >> if I look at the uh negative versus positive governance driver sheet that I shared with everybody I do see on the negative drivers the focus on individual board behavior on the negative side and this whole sheet here that we're asked to fill out talks about behaviors. So if we're going to continue this I think we're focusing on the wrong side of the uh the the picture here. We should be focusing on the right side not individual board behavior. That's what this you learned at that workshop and this is what this focus on. Nobody provided any questions, very little questions concern for the board to discuss. There's not really much going on there.

137>> You didn't provide anything at all. >> You didn't provide anything. >> Well, I did take notes. Um, I could share those. I have a couple things I could share right now if you're interested. >> It's not the right time. You were asked to submit things. >> I I have not seen any of these till tonight. So, >> nor have any of us. >> So, then why if I share mine now, why would that be why would that be inappropriate? >> Because we agreed that we would we agreed that we would fill these out and hand them in. You have you asked you asked for uh leeway to hand them in the next day and then you haven't. You're I'll own that. But I I've been busy. Okay. I've been gone and we're all at

138the board table right here and I can share some of those questions with you. >> But you don't want to hear them now because I turned them in at the right time. That's what you're saying. I don't care what you said. I only care that you didn't turn them in at the right time. >> That That's not That's not what I'm saying. >> Okay. Tell me what you're saying then. >> What I was Let me What I was going to say is when you started your comment, Linda, talking about the the negative and the positive. Our decision at the August retreat was to focus on our individual behaviors at the board table because those individual behaviors at the board table are preventing us from being a cohesive board. So we can't we can't do this

139which yes we talked about a couple years ago I think in a board retreat but we can't necessarily do that until we are are all on the same page at the table and if we could all get on the same page at the table then we would be able to have this focusing on governance and focusing on the governance mindset but until and that was that was loud and clear at our August retreat that we needed to focus on our individual behaviors which why we set up this system, which is why we're using the system to evaluate and now we're going to continue to grow. Just tells you what you shouldn't be doing and it gives you what you should be doing and we're focusing on what we shouldn't be doing. That's what you just

140said. >> You don't think we should behave be behaving well at the board table? >> I think we should focus on the business of the board. I don't think >> I agree with you completely. I don't think we're behaving that bad. I don't think we're badly. >> I don't think most of us are. >> And again, what am I supposed to do with this statement, Mike? >> I think maybe we must have a retreat, you know, and have a pizza together and then talking a retreat session, you know, future discussion about >> right. I think that the point tonight was to kind of take a a touchstone of, you know, where we are. We in August that we were going to use this system. We've used it. Here's some of the feedback we've gotten. Now,

141to repeat that we're going to continue using this system and we have that date set in March. I think you said it's the fourth. I believe the fourth is right. >> I think it's the fourth. But it is that that night in March that we will have a you know a retreat where we can you know not a board meeting but a retreat where we can talk about things and continue to evaluate this behavior and that um Linda if you want to you know and your reflection on our on our sheets if you want to focus on these things we could all kind of try to focus on these negative versus positive governance drivers. That's great. But it doesn't work if we don't use the system. I would just say that I mean there are

142things on these sheets that apply to me and so it's self-reflection is never it's not always a comfortable or easy thing but um for the sake of the board and for the sake of myself as a person I'm going to reflect on the things um that are addressed to me either in name or I can intuit it that they're addressed to me and I'm I'm going to try and do better because I'm not perfect and so I can improve how I choose to engage and I can also try to make my observations um about the board in general focused on what is going to move the board as a whole forward and that's really the goal of this um so that we as a board can be cohesive to be a support to the district

143that is doing great things as Moxy said and with that I I'm going to excuse myself >> please Mary >> and I I think at the end of the day, people can understand that we might not all agree on something, but and that's okay. Um, but sometimes it feels uncomfortable to disagree. Um, so just hopefully we can build in just I I hear what you're saying. You're coming from a place of both studiousness and and having looked at this and you're just coming to a different conclusion than I am. >> In what way does it feel uncomfortable? Um, well, I think because I don't have such a financial background that some of this stuff probably isn't in my wheelhouse. And even though I feel like I'm making informed and appropriate decisions, sometimes it feels like

144I'm not appreciated in that way. If that makes sense. >> Yeah. I I think I think my there. I have I have several issues with um with some of the things that's that have gone on um that have gone on recently at the board table. Um and and in some communications off of it. Um but I think the governance mindset um is is a really good place to start. Um, we're in charge of governing um of governing the school district. We are not in charge of administration. We have uh we have an administration team that um that is fabulous and we ask them for facts and they give them to us. Um we um we do not um we are not in charge of um we are not in charge of administering that. That is

145their job. Our job is to our job is to govern to create policies and we um um and especially you Linda overstep frequently and >> can you be specific? >> Yes, be I'll be specific. Um there is uh recently there's been um there's been communication about um about healthcare and you were asking about healthcare um insurance um and you were asking for um you were asking for reports um from um in order to do I don't know what But nothing that nothing that the board is in charge of doing. >> Can I respond to that? >> And you and you kept and and you and the board didn't ask for the board didn't ask for reports. You kept asking. You kept asking. You kept asking. And that's individual board behavior, not a governance mindset. Our

146job is to govern and create policies and you consistently do things outside of the bounds of what we are responsible for. >> Is our job also to review reports that are brought to us on the behalf of the public? That's why they're reporting to us so that we can share and ask questions on what's going on. We still review reports and information they provide. Is that part of a minds government's government's mindset? >> Yes. Yes. >> So when they report to us on insurance initiatives, new initiatives, which the gardener app was, and that report was by at the board table, we were told that report existed. They got a report and we just asked that they share it with us. I didn't make you read the report. I'm not making anybody else here read it,

147but I have an interest in what happened with that particular initiative, their report, and I was told is they're not creating new information. They have the report. Please share it. I'm not asking the board to discuss it. I'm not asking you to read it. I have an interest in that. I would read it myself. And that would probably be some background information that might come up when they bring the next report >> to to one. >> So when that is outside that is is so egregious of my role as a board member to be asking for something that's already there. >> It's outside our purview. >> It's part of the review of the initiative that was put in place. It's a review. How did it go? What happened? There were some goals in mind. We

148had that presentation of what that was supposed to do. I just wanted to take a look at it. >> We'll have that presentation in >> I wanted to see the report. That's all I wanted. >> Can you stop interrupting people, please? >> Please. >> When it's an agenda item, we can discuss it. >> I thought we were having a conversation. Sorry. Consistently people talk, they they're in the middle of their sentence and you interrupt them because you don't like what they're saying. I I actually have no idea why you do it, but you do it frequently. Can you please stop it? Sure. Thank you. [laughter] This is silly. This is silly. Are we in agreement that we will continue to do our self-reflection so that we have more information and more data to talk about

149at our March retreat? >> Yes, I I I would agree to that. >> Y I think that was our goal here was to >> to get the boxes filled in. Yeah. We'll say that we have data to talk about. >> Yeah. And it's not going to be like the next day. Okay. And why are we doing it handwritten? Why does somebody have to read? >> You can walk and just type it up. >> I think you've been told more than once that you can submit it via email to Darlene the next day. If you can't do it, as everyone else is at the table right after the meeting, we have already said yes, you can. the next day if that's what you would like. >> Can it be a word document? >> I did ask

150you. >> This is a Google document that you could fill in. >> Google? >> I don't think I ever got it back from you. No, it was always a PDF or something. >> Yeah, it's not. >> The reason it's not filled out is because it's not a fillable form. We can make a Google fillable form. >> We can make it a Google Doc. >> Make it work for her. She's got >> She's fine. This is the process the board agreed to. If you want to type it up in an email and send it to Darlene, she can copy and paste it into the document she's putting in putting it in. >> So if that's if you prefer to just email it, you know the format. It's pretty straightforward. It's plus delta. Does that work for

151you? Do not want to speak for you. Just email it for next day then. >> Sure. Great. >> I guess when I look at these comments, they're directed people really that's so behavior focused and not a mindset kind of. >> Can we take the word behavior off and make it something else? >> Well, this is this is the form that we decided on as a board. >> Well, we're all here as a board. Can we decide to change it? >> No, I don't want to change it. Does anybody else? Now, can I say when you say that I don't want to change it? Just say that as a board president. I don't want to change it. Does anybody else want to change it? Shouldn't you be asking first before you state your what you want

152to do? >> Shouldn't you be checking with the board before you say I don't want to do it. Anybody else? Linda, I think when we met in August and had discussions about this, it was >> the behaviors that we were concerned with and that's why it says behaviors and it says behaviors or actions. I don't know. I don't know what else this is. This is what we agreed on in August to work on through this year. >> And now we're halfway through. Looked at what we got. Why can't we make changes midway through? You want to add mindset to it, behaviors, actions or mindsets. >> I think you must move to the next uh agenda item of treasures reported talks and continue the discussion board retreat which will be more open discussion board retreat rather

153than a board meeting. Uh let's have it in a good retreat and go from there. So if if everybody agrees like kind of The next agenda item president's report if everybody agrees. >> Well, >> does everybody agree? >> I'm just I want to address Linda just said. Do you want to add mindsets to our behaviors, actions, and mindsets? Because we I'm sure that we could change that for the next meeting. If you want this to say behaviors, actions, mindsets in the same way in this other one that says behaviors, actions that serve the board. Well, do we want to add mindsets? What is Do you object to that? Darlene, are we able to make that change on the form for our next meeting adding just the word mindsets to that? >> Okay, then let's move

154on. >> I didn't quite understand, Mark, what you were suggesting. Are you saying we should just end this discussion and save it for the retreat? Is that what >> So I So I think to have a more open discussion, we will do a retreat rather than a board meeting where we talking about back and forth. retreat is a more appropriate time and place rag agrees that's kind of done for us. >> All right. Have we have we um so we've come up with we we think we have a goal to set for to accomplish um by that March 4th retreat >> goal is to continue using our sheets and evaluate our behaviors, mindsets and actions. >> Thank you. All right. Uh we will move on. Uh the treasur's report is available in the board docs

155library. Uh future agenda items. Ben Franklin school presentation. Uh friends of Franklin open enrollment seats 2627 um review and discussion of WB propo excuse me proposed resolutions 2526 preliminary budget at a glance. uh financial audit report, board policies, property and technology. Uh 7,000s and operations 8000s district administrator self-evaluation of goals midyear discussion of administrative contracts. uh close session and uh Franklin High School presentation, athletics and activities report, health clinic um report uh board policies final approval of new policy manual effective July 1st, 2026. >> Um >> can I So is this the next two meetings or how far out is this? >> It's always two meetings out. >> Two meetings out. So when will we have the financial audit? Would that be >> that would be in January on the 14th? >> Thank you. >>

156Yeah. Mr. Cromy, was there was there something about the audit report? There's is it usually this month? >> Yeah. So, our Yeah, usually we would have it by now. Um there's a Gazsby new Gazsby update regarding federal government audits. >> So, they're waiting for that. It's been pushed back because of the um federal government shutdown. So, they're waiting for that. But, it won't have any substantial change in our audit. It's simply how they have to report their particular um grant piece. So until we have that, we're we're waiting for that audit, >> but it's been complete for quite some time. >> Thank you. So there's the delay is the delay is not on us. It's on it's on >> something that we're waiting for. >> Thank you. Uh does that answer your question, Linda, about

157the audit? >> I was going to ask I thought it typically was in December. I wasn't going to make a point of it, but thank you for bringing it up and now I know why. >> Uh, and I'm looking for a motion to adjourn the meeting. >> So moved. >> Second. >> All right. Motion was made by Mrs. Seperski, seconded by Mrs. Wakowski. All in favor? I opposed. >> Motion carries. Thank you. >> We are adjourned at 811.