July 9, 2025 FPS School Board Meeting

001Good evening everyone and welcome to the Franklin Board of Education meeting for Wednesday, July 9th, 2025. Uh the meeting has been properly posted. Can we have a roll call, please? Dr. Khan, I'm here. Mrs. Wakowski here. Mrs. Yank here. Mrs. Larson, here. Mr. Sprag here. I'm here. And Mrs. Seperski is excused. Thank you. Can we stand for the pledge, please? Still there. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. Thank you. Um we will uh move on to community comment. Um and Mox, please. Uh I want to take this opportunity to uh say first of all thank you for Senator Vanguard and Representative Vitki for uh accepting the uh request

002to attend our school board meeting. So uh we as a school entire school board welcome you uh and appreciate you being here taking your time from your busy schedules. So thank you so much for coming. Thanks. And guys, uh, please feel free to come up, um, set the microphone. Um, we won't hold you to a threeminute limit. That doesn't mean you have to speak for half an hour. Representative uh, Bob Wiki and Senator Van Wangard um, have uh, have joined us today. So, we appreciate you coming. Um, if you guys have something you'd like to say or if you'd like to take questions, um, I know Senator Ward has a list, please. That's pretty good. Well, you know, first of all, thank you for the opportunity. Okay. Thank you for the opportunity to meet some

003of you again. Uh, we had a fun time at the parade this past week. I met a few of you there and what a great parade. I I think this was one of the best parades that I've been involved in. Uh of all the parades I've done in my time, there's a couple of them that are really good. This is at top of that list. I think Bob and I had a pretty good time to meet people. So, thank you for that. Uh and it was interesting getting to know her a little bit better because you got be directed, you know, to get here with all of the construction going on. It was opened your eyes. I went through communities I didn't know. Now I know where they're at. Anyway, uh thank you again. Uh

004this is new new district for both Bob and I with the redistricting. Uh prior to to being redistricted uh I actually represented the scene in Kenosha the county portions and now I bought 25% scene and the rest is all new Milwaukee corners. So we have a pretty good uh pretty covered. I did have a couple things that I kind of had the staff look at to see how the budget impacted Franklin and school district specifically. You know, just to give you an idea, I don't know if I want to chat first or just go and just kind of go through a couple of these things so you know it's really good to have here too because he was a school chair for school. So he has that inside look for that. I actually worked for

005the school system uh for almost 30 years doing security in the high schools because I was a police officer and was the scene for nearly 30 years till I ended my career with a severe felon. But that put my feet on the path for getting involved in politics and uh getting involved in being a positive influence in other areas. So I just wanted to say you guys are doing a great job. you're managing your declining enrollment and budget. You consolidated schools. I understand uh to one middle school, two K5 elementary schools. Is that accurate? That's you're on that road of being a I think you're thinking of a different district. We haven't consolidated any schools and we have five K5 elementary schools. We have five K5 that direction. Um I know that it's a little

006bit challenging when you're looking at that's finecess we did align grades though we aligned some grades one middle school is correct so we align grades we went to five or six eight we previously had seven so you did consolid there was some up to middle school high school no move some grade levels but didn't close any schools okay well making the adjustment a little bit better process impact on the state budget on Franklin School District. I had the fiscal bureau run through numbers just to kind of get an idea how that would impact Franklin overall spending authority for the next two years is almost $4 million. U 3,981864 is the total. So in 202526 it's 2,ion32894 that's an increase and 2627 will be an additional 1,66160 on top of that 2.3. So that makes 4

007million benium revenue limit authority based on enrollment that state numbers gives you an additional $1.4 million in authority each one of those years. So that allows for about 2.83 million over the next two years. special education issues based on a current reimbursement of roughly 2.45 million 42% in the first year. So we decreased it the first year over what it had been and the second year it's 45% in the second year. So that should help according to my numbers here in that first year it's 89,174 additional and 2526 is 1 So that should be a little bit help high cost education based on current rate 50% the first year 90% the second year so that help high cost special ed so that has an impact of 658 256 and 15,1327 so Yeah. So, Bob, you

008have anything that you want to add to that? If you have questions, we can answer questions for you, too. I certainly uh thanks uh for inviting us. Uh I didn't get into the detail like he did. We were a little higher level. Um we're still taking a look at how uh if you understand how the process works, there's a um significant amount of negotiation in the last two to three weeks. Uh we always target to pass a budget um on time or in the weeks shortly thereafter. Uh one of the reasons is most municipalities rely on our budget to shape some of their own. And so we wouldn't have done anything until September if we hadn't worked with the governor to get something done now. So uh as always in budgeting um no one ever

009gets everything they want. uh but I think we've we've made some more in incremental uh movement towards uh solving some problems potentially uh probably not as much as people would like but um so if you take a look at uh one of the things I'll say is that the and and I I will say this um I've said this since every session I've been in and I'm in my fourth session The funding formula here in Wisconsin is broken and there has been no desire to fix it and there hasn't been enough pressure from boards of education or school districts to um to uh get with people that want to see a change and get something done right. I've had uh groups in my office that have recommended uh taking a different look at uh school

010aid by student depending upon where you are in the state. I've seen that uh I've had discussions with other uh superintendents that have talked about the way the formula works. The formula has a like a three-year average. um that causes um heartburn when you start to budget because um as years get replaced, things go up and down. And I still have a piece of paper in my um and in most of my other documentation that he went through and divided it. Uh and this is a school district that's in good health. Um that's got um a lot of uh influx from uh open enrollment. and um he showed me that um if I lost 200 students um in one year, that's a $2 million decrease in the amount of state aid that we get. And

011he went through a series of divisions to show me uh what that meant when I got down to the classroom and asked me how if I sat in his chair, how how would I manage that? Which was a good which was a good point. The issue is the and especially the special education funding is broken. What I'm what I'm concerned with is when I was board president, the highest schools we had were at 15 15% special ed um IEP related students. I sat with teachers um about three or four weeks ago. They're telling me at in their schools um it the average now is as high as 20 25%. So that's why there's that's why there's this huge disparity. Uh something we have to find a way to work with this. But my point is

012is that um I can say as much as I want. Um I'm only 133. If you watch how this this plays out in the legislature, what you're going to have is that um every person that's elected looks at the result and goes down and says, "Is my district a winner?" Then I'm in, you got great legislation. If my district is not a winner or stays even that legislation, I don't think I can vote for it. So I look at public groups I talk to, school boards I talk to, my colleagues on the other side of the aisle for going on seven years now, I've invited them down to define for me what fully funding education is. And I was really surprised when I had teachers, those that are on the front lines, um, across from

013me, uh, in a conversation and I said, "What does that mean to you?" Even they couldn't define it for me. So I explained to them, I look at budgeting from the highest level. 44% of our budget and which is about, let's say, if I even off the numbers last year was a h 100red billion. So 45 billion is going to education in the state whether it be higher ed K through 12. Where do I go to target something to help you? If you can't define it for me, I'm at the highest level. Everybody wants local control. So we send the money out. I there are some spots I I would like to have more accountability, but those are some of the things I think you should start thinking about on a broader basis and get

014with other districts because without any pressure in the right direction from school districts, nothing will ever get done. So that that's my on my since you gave me um more than three minutes. That's one of the first things that that I we could use some help with. On top of what the senator gave you, there's um there was GPR that was devoted to u comprehensive mental health services. I only have the totals. So it'll be 40 million in the first year of the bienium and 10 million um in 2627. So, they they took about 20 million of one what we call onetime funding and added it to what was in uh the GPR total. The reason that you see it go down to 10 million is because that's what we call a way to continue

015on the program without hiking it to 40 million and not being able to find a way to fund it. Um the act 20 uh interestingly enough uh we finally came to a resolution after the court case for that. There's 37.1 mil uh million in GPR uh in the bianium for grants to reimburse school districts for um curriculum choice and professional development. Uh, and no, uh, there's nothing that goes back if you've already done some of those things. But what I would recommend is that you take a look at, um, filing a claim for anyone that you can get, um, some professional development in in the next two school years and get it. And I'll try to find out what the parameters are because I'm not sure that there's any structure as to who you apply

016to and why. But I was happy to see that the um bulk of the 50 million went towards those two things. You can still get professional development for those teachers that haven't had it. Um for new teachers that you have um and you can get something. So my recommendation is is that the money's out there for that purpose. Uh let's try to fi file something so it protects what you have. Um, and then there's I think they funded the uh uh the screener because the early literacy diagnostic assessment aid um they added another 1.5 about million to the 2.1 that was in there. And I've had some meetings on um this this screener product and in the initial stages with a couple of different people to find out exactly um if the DPI has met

017everything in that we put into act 20 for that. We're not really sure. Um let's see anything else. There's 500,000 for robotics league participation grants. So, if you have a robotics team here, doesn't hurt to get um money for that. My guess is it's got to come up through the DPI. Uh the other thing that I guess I would say um that you might be interested in, we have changed um the reimburse or the uh the we have added um close to 1,600 per per pupil for 25 26 school year. um for the open enrollment on the way in. So So what what was left so it changes I think it was roughly around 8,000 a student and then something was left in the other district. Uh we looked at it and said that um

018leaving it in the other district probably none of us really cared for that. And so we we took 1,600 off of that amount. And then if you have open enrollment and students in, you'll get another 1,600 a student per student. Yeah. For in and 25 26. I I'd have to see how how it how it works from that. But there was um there was some uh I guess there was support for that. As I said, some of the stuff so all this gets put into an act. Um we spent yeah we spent six or seven hours um listening to debates and 25 amendments and number of other fun things. So now we're sorting out what actually the language that was put in and there's not not a lot but you have to look at the

019language for every one of the funding pieces and there are other reference materials that we have to find out what some of the parameters are and the only other thing is that um I see that we have added I believe we've added um to library aids as well. I got three million here. U but I I thought I saw an estimate a little bit higher. So there is money there. Um I like I said and I have no problem if you need assistance with finding out where to where to um apply for something or or for some assistance. Um we've done some things to follow up with some districts or whatever. Uh not everybody's going to be happy. Uh including some of us that would like to see things a little different, but at least

020we have a bud. The main thing is we have a budget in place. We did work with the governor. Um and this this is what comes out of that. So I'm just going to make one other comment. Um last session the governor line item vetoed um a a portion of school aids that's u basically covered by an increase in levy limit. So right now um of course it's all our fault that that happened. But the 400-year veto, just so that you know, uh we asked if he would negotiate on that in this budget, and the answer was no. And that's why you don't see a con. Normally what would happen if if we were building something in school aid, we would negotiate between a levy limit increase and something else uh a per pupil state

021aid so that it would so that it lessens the um what I call the the burden on the property taxpayer. But because of the 400year veto and unwillingness to negotiate with it, it's his deal. um nobody's going to like it and especially those um districts that go out for referendum because I've heard from a district to the south that uh went out for $190 million referendum on the operational side. And so uh when you when taxpayers get their property tax bill, they're not going to be happy. And I will tell you, it's the number one call I get in my office. How can we reduce property taxes? So, I just wanted to so you understand a little bit. Um, there's a lot more to than what you see in the media. A lot more than

022what you see um coming out now. But the budget process is um is extremely is as difficult as what you have to face when you take a look at um trying to manage your operations. So, okay. So, I talked more. Just a couple of additional things here is that the funding formula is I'm sure you guys have looked at it and I'm sure you all understand it perfectly. I know I've sat with the Legislative Fiscal Bureau on two occasions now at least now maybe three might be three now and those were a couple hours each time that Bob Lang he is a wizard when it comes to uh dealing with numbers and stuff and I as you walk through this formula it is so unbelievable because you don't have a clue what this is doing

023over here to affect this over here until you start the process and you don't always know what those numbers are going to because they're all moving targets depending on what each district does and uh there's all these different factors that all of a sudden come in and impact it. So I mean I probably confused it more because I got to tell you it's really a confusing formula. I mean, Bob's dealt with it on on the operational side from uh Rine when he was down there, but he also, you know, being the audit uh co-chair and dealing with finance, beyond finance, you know, it's like you you learn a little bit more about how that directly impacts, you know, all of our end users, you know, where it's come down to to you being able to

024to make decisions on what your budgets are going to be. One of the things that I I do hear a lot uh or I've heard quite a bit lately is uh the indication that private schools receive 90% reimbursement for special education. That is absolutely not true. Private schools get a flat rate of 1549 per special education student with an increase of $325 each year like every other student. So, and there are 11 kids statewide that receive a 90% reimbursement and these are the high cost students. So, I mean there's a lot of information out there that's not exactly accurate that makes it look like it's worse than what it is. Um, but we also have to deal with when we have a a an income of about 2.2 or 2.3 billion coming in and Medicaid

025is about 1.5 billion if I recall. That's pretty close to what it is. The differences of that is what we have to spend on everything else. That's K12, that's universities, that's corrections, that's that's highways. All of those other things have to be be done with that. And if we do uh have to raise some taxes and and some areas, well, then we got to do that. Um so it becomes a real balancing act. But it really is important and I think over the last several months since at least since I redistricted uh I have been able to chat with uh quite a few of the of the school districts and quite a few of the uh leadership in the towns and villages and cities now that I I represent. And so we're starting that conversation.

026That's really important for us as legislators to to understand some of the challenges that you have and some of the things that you're trying to address and sometimes, you know, depending on on what impacts are here. I mean, school safety is a huge issue for me. Uh, I did school safety and probably we were probably some of the first uh I guess you'd call us as school resource officers way back in uh 1973 when I first started working at Washington Park High School to protect the teachers cars in the parking lot because the kids at noon lunch would come out and key. So they had a couple of us work in a parking lot. Next thing you know, we're into the school and we're addressing issues in the school. and the next thing you know,

027a couple years later, we're in the school system and we're actually part of the part of the uh uh staff working to make it a safer place. So, um we want to make sure that you have those tools in your school system also and as uh as grants become available that uh we'll keep you queued in on that. Uh several of you uh Dr. Khan has been been really proactive in and asking questions and and looking at some of the security issues we have. So, uh, please, you know, don't don't be afraid to to call our offices. That's what we're there for. If we don't have the answer, believe me, our staff will track it down and we'll try to figure out how we can make it a little bit more palatable maybe. or maybe

028there's other things that are being misinterpreted or maybe there are some things that are in statute right now uh that need to be tweaked a little bit to make it easier for you to be able to be compliant or be able to be I don't know better a better steward of of you know your funds and your resources. Uh so we're here to help you make that happen. uh our intent as legislators is not to create more legislation to make it good here. And then over here we have this negative unintended consequence that screws everything up for everybody else. So it's good to get involved early if you guys do have questions. My goodness, call us and like I said, we may not have the answers, but we'll try to resolve it and get you

029to the right place so that we can get you that help. So um look forward to working with you. I I would echo the same thing and on more on a positive note. Um so it was uh some one of the first things I was exposed to in this district was uh the referendum that you put out. Um it it was it was uh well thought out. Uh I I found that the uh uh community uh input and so on was really well. uh you'll find that what you have planned um is what's going to be needed five to 10 years from now. And so even though I'm not a big proponent of referendums, I would have um stood up and said this is something that I would have believed in as well. Uh, and

030so, uh, I I always use a model, uh, because a a good friend of mine, Dan Theelen, runs the district to your, uh, east, and I've watched how they've used referendums, and I've told people in other districts, you should go over and see some of the stuff they did for a reasonable amount of money. But the plans that you have, uh, you will find that it will benefit your district for years to come. So, some other things that we can do for you. So there there are groups that we work with. Um for example, I work with uh a manufacturing group. I forget they've got a federal name MEP of some sort and they're divided in half in the state. Half of it's uh uh based at Stout University with the chancellor there and half

031with uh with one of my um friends uh just in Madison. And I was able to get him hooked up with uh one of the teachers in your um high school. They work with uh high high schools and that to get them involved with apprenticeships at uh uh manufacturers and so on and they're a manufacturing group that works at I I work a lot with uh um local 139. I've been up to their training center. Uh it's it's kind of a dream for a big kid. Uh 400 acres. Uh and they they are one of the top training uh institutions for those that um run heavy equipment equipment operators. Yeah. And uh they uh they have a virtual program that they will open up to kids in the school district. um that gives them the

032first three classes of their apprenticeship and they can take that virtually. Uh and we can link you to groups like that. I have another group that does technical training. So if you put the uh goggles on, you can do things like change oil. You can they've got medical things now where you can be in an operating room and actually by what you do surgery and so on. um they're always willing to come down and talk to uh school districts to find out uh because sometimes you can't um replicate some of that training. But what but the things that you can do virtually, it gives they always tell me the story that um there was a a young student that wanted to be a nurse, but the one thing is her personality was such that she

033didn't like to talk to people. So kind kind of a kind of a really a a detriment to try to get into the nursing, but they put her in a virtual setting in a surgical unit. So you don't have to talk to anybody and you're masked up. And she and she was like, "Wow, I could really do this and this is really cool." So what I'm saying is is it can open up opportunities for students that they never knew existed. And I think that's those are the things that public private partnerships those are the things that we would like to help out with because we see a lot uh I'm on the building commission. I know just about every chancellor's name um by by firstname basis. Uh we did enough. Uh there are some there

034are some really good things going up in the university system. Uh I was up at River Falls where they got a brand new science building. I was on the fifth floor of Oaklair's new science building. Uh we just funded the um completion of the nursing school at UWM. Um and um Ashkosh is going to get a new li library setting amongst some other things that we're doing. Um the engineering building is finally going up on the UW campus. So, so these these are all state-of-the-art facilities. And I've been to UWM and they have a brand new state-of-the-art chemistry building that they send uh 5,000 students a a semester or a year a year through because um they all take classes there. But if you take a tour through that, these are things that um if

035you have students that are interested in in biology, chemistry, um engineering, we would certainly like to see them um be able to see the the leading edge things that that we have invested in and that will be someone likes a small school setting and go to River Falls. Um the building is absolutely beautiful. Uh, of course I always recommend people to go to the uh campus that I attended in Oaklair and uh their fivestory um science building is bigger than the one in River Falls and it'll have a partnership with the Mayo Clinic there. So these are these are really exciting opportunities for kids that are in high school now. Um and and we will do everything we can to to help you in any way we can but we'll always take um we'll take

036the criticism on the funding part. It's just part of the job. So I guess we'll take will you take any questions if there's something that Yeah, I think we should u maybe ask some highle questions. Um I'd like to um I've got a comment first. Um, I I I appreciate you guys coming um today and and being being available um since you've um taken over this district. Um um especially you, Representative Wiki, have have come to some of our key communicators um taken a tour of the school um for the referendum. Um but it was great to see you both at the parade. Um you've been available, both of you have been available when we've when we've asked questions. Um and there was um it was nice to see the budget get done with some

037compromise. Um and um certainly both I'll say both sides. Um we're not happy about some things, but that means that it was probably a good deal. Um I appreciate you working with your district to be part of the solution. Um because that's what we try to do as well, be part of the solution. Um, at any rate, um, Mrs. Yankee, you have a question. Just I've heard that Wisconsin has a lot more school districts than maybe other states do. Does that complicate what you do? And would that ever be something that would come to you changing? It's what are the three 421 say 321. I know it was something like that. a lot. Uh, I guess it gets a little problematic when you start getting up north because it's a little sparer and so that's

038a little bit more challenging uh for the districts there. Uh, but we could probably consolidate some districts here. Problem is though, they don't want to consolidate. This is our little thing. Just leave us alone. We'll do what we need to do. And I don't know what to tell you. I mean, would you guys want to give up your district and maybe go into the one that's next to you? I mean, right? Probably not because you guys have tailored your district to your community and, you know, you're driven that way. You know, maybe there's there's some areas that you can you can collaborate with like like Bob was talking about, you know, these public private partnerships with with some of our our larger businesses that are doing apprenticeships and and those things. It's a great way

039for even if the the the young person doesn't decide to become that that apprentice for that, they get the exposure to it. It's like I remember when I went to middle school uh or junior high school is what we called it then. Uh you got home economics and electricity and carpentry and wood and metals. Those are all elective things you could take and they were all really fun to learn about that. Well, they stopped doing that, you know, years ago, exposing our kids to that so that these kids come out, they don't know how to change a fluorescent light bulb, you know, or or something. And then it's all of a sudden, you know, we're pushing them towards a four-year degree that a lot of these kids, that's not really what they want. They want

040to work with their hands, but they don't know it yet. And so this is what has been, you know, one of the big issues that has has, I think, caused a problem in our state with with directing kids in a into a four-year school and 30 $40,000 in debt and they're failing because they didn't want to be there to begin with. They come out and get a a lowpaying job someplace and then finally get into a tech college and bam, the light goes on and they're off and running. You know, I I think you guys have adjusted to that. you know, I think most of the districts have because they see that that this is going to be someplace that we're going to really have our kids shine and they're going to have those opportunities.

041So, I think collaborating with some of these uh private partners, uh I know a lot of business people that have large companies and they're looking for good people, you know, that don't want a job. These people want a career and they want to look at that individual as a family member in a lot of cases that you become part of the family of that manufacturing business or whatever it is and I've seen this happen and it's just it's more it's more fruitful productive and it's a better experience. So you guys are already doing that. I mean so we'll help you whatever we can to help invest that that for you too. But to answer your question, the answer to that question is yes. Because the issue that you have is that um it stretches aid

042out. So it's like when you stretch yourself too thin, you don't get anything done really well. I can attest to that personally. Um but uh so you my guess is that you will see let so now you'll start to see legislation come out after the budget that has been held up because because of just the the cycle that we're in. My belief is that I've heard rumors that there will be another attempt to find ways to get some districts to consolidate. One of the things that I have found that also is a difference is that uh there's I have I have more resistance to property tax relief um by some of my colleagues that are in rural areas than by the people that call me from this dis from my district. Uh and I and

043I believe the reason for that as I as I take a look at how we do things, the districts in the urban areas are larger, have more expense, so their property tax levies are higher per household. If I get in a rural district, um it may not have the impact on on their property tax bill that others have, but it's the same thing. Um when uh we know that we probably have too much university space in the state, I've always told my colleagues because they say we've got to close a campus. I said, here's the map. Put a pin in the one you want and then stand in the podium there and tell everyone you're going to close it. Those universities are so embedded in the community and in such a a large part of

044it. It would be hard. It's a hard decision to say we have to close that up. Same thing with a school district. I I I might go to a a I might go to Elma High School. Kiwani's right next to them if they're if they're both like 2,000 students. Which high school do you choose then? Because people, you know, people want to wear black and gold here. Um, you know, we have three high schools in Rine and they all have their, you know, so that's the tough part is to get communities to recognize because the more you replicate the expense, the the aid doesn't go as far down in the classroom as you'd like. So, but I think there'll be might be leg somebody might pull the consolidation legislation out of the hopper again. It's

045I've heard some rumblings of that. All right. Anybody else? All right. Thank you guys very much for coming. We appreciate it. You're welcome. You're welcome to stay as long as you like. So, if if you have other questions that you know when we get up and we leave, you go, I wish I would have asked that. Please send us an email, jot them down, uh get them to us, and we'll get you the answers. And if we don't know it, we'll find out what it is. And again, if there's something that we can be proactive to help you with, uh, by all means, I mean, Doc's got me on speed dial, so you want deeper discussions on some of this stuff. We can do that, too. Please don't hesitate to ask. Um, in this district,

046I don't have to um, wait for an invitation. I used to be on the education committee um, and I could kind of go where I wanted, but now I have to be respectful of my other colleagues, so I have to I have to get invited. So but more than glad to work with unity where we can. Absolutely. The only comment which I have is that one of the pride which we take as Franklin public school board is that Franklin public school is a destination district. Uh and we are very proud that in and the greater Milwaukee area southern uh district area this is a destination district with high performance in education in sports. Not only that we have also as you mentioned fiscally be very responsible our credit rating has increased you know we we

047have our depth and we had a successful referendum and we have an amazing board so we have all the good strengths and we looking forward with your cooperation to move forward and make it much more better. Thank you so much. Thank you for your public comment. Appreciate it. I saw the three minutes when I was in receiving the two hours. Thanks. Thanks. All right. We will move on to uh item four, agenda approval. I'm looking for a motion, please. So move. Second. Motion was made by Mrs. Wikowski, seconded by Dr. Khan. All in favor? I opposed. Motion carries. Thank you. I'm looking for a motion to approve the consent agenda. So moved. Second. Motion was made by Mrs. Yank seconded by Mrs. Larson. All in favor? I I opposed. Motion carries. Thank you. Schoolboard calendar

048national night out is Monday, August 4th at 5:30. Um annual meeting of electors is Wednesday, August 13th at the ECC at 6:00. Um and followed by a a board of education meeting at 7 or as soon as the annual meeting ends. uh board retreat Wednesday, August 20th, 2025 at 5:30 um at the ECC and uh board of education meeting September 10th at the ECC at 6:00. District administrator update, Mrs. Bennon, please. All right. Well, thank you, Representative Wiki and Senator Wongard for being here this evening. Uh it was nice to see you in attendance and I know Representative Wiki, we also have a connection on the calendar tomorrow afternoon. So, I look forward to that. Uh and thank you for your support of public education. Yes, we do. Um so a couple other updates. Uh

049it's July and so it doesn't slow down in the district. Summer learning is off to I think we're at the end of our third week with about two weeks left. Uh it's been a huge success. It's fun to see the students over there and the staff enjoying the time, enjoying the learning um and engage indoors and outdoors uh during the summer season. We are working on our our first back to school district newsletter. Usually that goes out in August. So that's our digital one to all of our families. Uh we're going to look to push that out about the 24th of this month. Uh as we hope to be getting ready on the grounds at the high school with CD Smith, uh putting up fences um and getting ready to set up the site to

050begin the work. So part of that newsletter, a big part will be where is that fencing? What are the protocols we have in place for safety? Because as we know in August, it also is full season for athletics and activities. So between marching band, our athletic teams, transition days for freshmen, it's a busy campus. Um it is right now too, but it'll become even busier. Another piece outline in there is reminding families to do the back to school check-in, reminding our 612 families that we will be reinforcing the cell phone no bell the bell at our middle and high school next year. Um and looking at that and then any other updates that we might have referendum related by then. We have a few city meetings coming up in the next couple weeks. So, we'll

051kind of track those and see where we are at within other updates. I would say the most exciting thing tonight, we obviously get a Saber Center update. That's always exciting. That's our annual piece. We have we shifted that from May. I don't know why we ever thought that would be a good month when we have every every school holding a concert at the Saber Center along with other performances. So, we've shifted it to July. And in talking to President Sprag, uh it seems to be good timing, right? It's a little bit of a lull as uh Mr. Stewart is getting ready for the next season. He kind of has the next season in place. So, if this goes well tonight and the board is in agreement, I think that this will probably be a nice

052timing. So, we look forward to hearing that annual update. And the other really exciting part this evening is the coherence plan. Um, and I'm not going to steal all the thunder of all the work that we've done that Dr. Mo is going to present tonight. Um, but I think it is a really good opportunity to say it's a plan that all of the people at this table help put together with hundreds of stakeholders. Um, so I hope everybody feels proud about that. It's exciting to have the baseline data from the end of last school year and now to be able to compare it to where we at this year. So, we have a lot of really exciting results to share this evening. Obviously, areas to celebrate, always areas that we're going to continue to build

053core strategies about. As you're aware, we have our our leadership summit, third annual coming up in a few weeks. That's where our school improvement team start diving into really fiveying or root causing why did we do well somewhere? Let's keep that going. Why didn't we do as well as we hoped somewhere? What design flaw do we have? What plan can we adjust? And what can we set up for this year? Uh the fun part that we like to say is that it doesn't happen by chance. It happens by design. Uh as you have seen throughout the year, and you'll see again tonight, our engagement scores for staff, for families, and for students have improved over the last year. Um this is the second year that all schools have engagement teams for all three of those

054groups. All staff are a part of those groups and are engaging in different ways. You've heard about empathy interviews. uh key communicators is another way we're communicating with our greater community. We've increased that group, but again, it's not happening by chance, right? There's a lot of really particular design that we're going to talk about tonight and show those results, but then continue to dive back into in our leadership summit as we gear up for the year. Dr. Khan um alluded to before, our AA2 rating for the Moody's credit. You know, that's a great celebration for the district and for years of great financial efforts. Uh we're one of only 13 states or not 13 states, 13 districts out of 421 in the state to have that rating or higher. Uh so it's not something that's

055just handed out. Um and it's something for us to be proud of. I think forward thinking like areas to improve. We're looking at and excited about the health clinic opening up. We're excited about some of the capital improvement list items. Right. A few years ago, we looked at the almost $und00 million of the next 10 years of capital improvement projects. We're taking a very big bite out of that because of a successful referendum by the support of our board and our community. Uh so there's just a lot to to celebrate. I could keep going. I actually do have more things typed up. However, I think the main things are it doesn't happen by chance. It happens because we have the right people working in the right seats with the board supporting and a community that's

056behind us. Um, it happens with a lot of communication, um, with trust, with transparency, um, and having the right administrators and buildings and how we've built school improvement teams that are really bringing more voice from staff, um, and continuing to find ways to continue to do that so we can put plans into place. Um, I would be remiss if I didn't mention, right, our retention numbers have improved and they're looking to improve again this year. We never fully count those till we're back with students in the seats and people in the front of the classrooms and the offices and all the other spaces making everything tick. Uh but those continue to improve. Um and I think that we can credit some of that to our better place to work to being able to put a

057compensation model in um and to continue to improve in those areas. So thank you for your support and I think that's the excitement tonight. We're going to hear about the Saber Center. We're going to really celebrate a year of of work and dedication and and what's ahead for us. Any questions? Let me know. Thank you very much. All right. Uh schoolboard liaison reports. Um I the there was the graduation at American Family Field since our last meeting. Um several of us were at that um and um and uh the parade last week. Several of us were that at that. So I don't know if anybody wants to mention it. Linda, please. Yeah. I just want to say that at the parade a group of us decided we there's a number of improvements we could make.

058We would like to go with bubbles rather than candy. Bubble guns would be good. And uh Debbie wants to ride the firet truck. And true. We want some t-shirts made maybe. And we definitely have to upgrade the signage because it no longer works with the cars that we have because we don't have the Jeep anymore. They're not metal and the magnets don't. Oh yeah. Gotcha. Magnets are the magnets don't work right. And I guess for graduation I I just I was at the graduation. I know you may not know that, but um I'm curious as to what the attendance was at graduation if we could get that number. I received several unsolicited um comments from people who were at graduation um appreciating the proactive communication and planning around the fact that it was in a

059very hot type day. So, um good good job um rolling with the punches on that and then communicating out the planning to everybody. All right. Anybody else for uh school and community engagement reports? All right. We'll move on to reports, presentations, other board business. Electrician position action item. Mr. Daniels, please evening. Um so the last board meeting we brought forth the proposal and some information about adding an electrician position. Just to quick summarize that um we shared the um benefits of possibly adding that position which included operational efficiencies, proactive maintenance, energy management and sust sustainability. Um the crossep departmental support um flexibility for urgent e situations. having another staff member that has flexibility in their schedule. Um and but most importantly the financial side of that where um we can identify cost savings for the

060district by bringing that position in house rather than outsourcing a lot of the a lot of the electrical work and that was found not only in our operational budget but also our cop capital budget. Um if you guys have any questions about that I didn't want to go into deep details. We covered that last time but I'd be happy to answer more questions otherwise we're looking for action on that. I move that we approve the electrician position um as presented. I'll second. All right. Motion was made by Dr. Beer, seconded by Mrs. Yank. Any further discussion? Please, Linda. I I do want to say I think it's it might be too early to add this position. It is $28,000. I know we they've demonstrated some offset in our capital plan, but I keep hearing Mr.

061Cromy saying he keeps wanting to add to that plan. So, I'm not sure we're really going to be saving that money. So, and given the fact that we have this new capital um projects going on, we have relatively new building, I am not supporting this at this time and I urge that you think about that also. It is $28,000. Thank you. Anybody else comments or questions? All right. All in favor? I I opposed. I No. All right. The motion carries 4 to two. Thank you. Thank you. All right. Uh, annual academic standards adoptions. Dr. Mo, please. This again, we were it's kind of a formality that we go through each year. Um, I did not receive any questions. So, generally, you saw the list last time. I did not receive questions. We take what the

062state kind of puts forth. Um, so I don't have anything else to add, but I would be happy to answer questions if people have them. Linda, please. So, do do parents ever call you and ask about these standards? Sometimes. So, you do get like how many calls you get a year? Just curious. For sure. Less than 10, likely less than five. Um, at the district level, I would guess perhaps that teachers might get questions that they work on and answer with parents that I might not know about. Okay. If to be fair, I can't I can't speak to discussion. Um I have gotten zero this year. I can speak for myself. I have gotten zero. Okay. Good. I mean, parents are aware of these and correct. They're posted. Just trying to get get ahead of

063what they might be talking about. So I move that we approve the academic standards as presented. I second it. All right. Motion was made by Dr. Beer, seconded by Dr. Khan. Any further discussion? All in favor? I opposed. Motion carries. Thank you. Uh Saber Center update, Mr. Stewart, please. Welcome. Trying to get up here for you, Tracy. Excuse me. Believe Mr. Comey is bringing up the uh I'm working on it here. PowerPoint here. Display slides. I only have about two and a half, three hours of presentation here. So, be song a dance. No, no, I'm trying to No, I'm more backstage. Okay. I do want to say I I do love seeing our board members at our uh at our presentations, at our shows. Um any of our community series things, please just reach out

064and I can arrange tickets for you uh as board members and uh we'd be happy to have you at all of our shows. The presentation's linked in the situation report also. So you could probably start Tracy while All right. We have to uh cover slide basically is today's date. Um next slide is our mission statement which has not changed. Uh Franklin Public Schools inspires personal success through learning experiences that focus on student needs and active partnerships with family and community. uh our me our mission objectives align with that. Uh there has not been editing of the uh of those mission objectives and I don't believe we have any new board members this year. So no more uh don't need to spend any more time on that Saber Center usage. Uh this has been pretty consistent

065uh throughout my time here that uh that many of our our performing classes as far as our music programs, our art programs, uh dance programs utilize the Saber Center for uh for for public demonstration and for uh for practice and uh and learning during the school day. I do have a quick going back to the mission statement and objectives. Um so who sets that? you don't have a separate board or over who over you know how are those developed and who that was developed before my time um so it's kind of a carryover from uh Steve Krauss who's my predecessor um not sure I believe those were developed right when the center was opened as far as a f you don't report to a board or any oversight group no I don't have any sort

066of oversight committee at the uh at the saber center thank you so um As I was saying, we we do have a lot of academic usage of the uh Saber Center. U AP Research actually records all of their presentations in the Saber Center. Gives those students a very professional venue to uh to put those forward because a lot of those go into college applications and such. And it's very nice to uh to be able to provide a strong venue for that. Um as well as our health speaker series for our health classes. Uh they usually do five to six per semester of having community health leaders come in and speak about uh speak about you know mental motivation uh drug usage and the then the risks of that um you know sexual assault crimes things

067like that that the students need to be aware of. And again, it provides a great venue for the students to actually actually receive that information and make it more formal for them versus just the standard classroom. We had we support many community events including NextStep Dance, which is a dance studio right here in Franklin, Academy of Performing Arts, um, which I can get into. These are many of these are rental events. Uh as well as some other community organizations in the greater Milwaukee area like the uh uh the Croatian Tambburitson's Folk Music Group, the uh Chinese Community Center, the Milwaukee Chinese Community Center for their New Year's as well as our own um event series that that we present at the Saber Center. Our saber center rentals as I was saying uh not all of

068these are friend are Franklin based organizations but some of them are like nextep and academy of performing arts forte theater company. Um, but we invite the greater Milwaukee community and host many people. Uh, the Nacharana dance company, we usually have anywhere from 800 to a,000 families from the Indian community uh, come in for those programs throughout the summer. Question, please, Linda. Yes. Can you tell me the dollar value of those rentals? Uh, I did not add that up this year. Um I don't have that information off hand. Yeah. Estimate estimate or what was last year? You don't have it prepared for this evening. I don't have that prepared. Um that is something I can prepare for you this week and send it to Mr. Comey as a follow-up at Diddenham for tonight's uh Thank you.

069presentation. Yeah. All right. Any other questions on rental organizations? Uh there is one adjustment that we made to you know basically in the management end of of the rentals is the scheduling and billing has been moved from my office to the wreck office uh just for streamlining because they handle all of the rentals for everything else in the community. So, basically, I'm now working more directly with Rack on scheduling and billing and contracting those uh those rentals rather than just going it alone, which is a welcome thing for me because it does take a lot of time to uh to do that in my varied schedule. All right. Um facility upgrades, we didn't have any major purchases this year. Uh we we've had some major purchases in the last few years. Um really the main

070major purchase was a grand piano humidity protection system. Uh grand pianos will flux with the humidity of the air and being in the in the Midwest it can go anywhere from 90 to uh you know 20% depending on the season. Uh and having that humidity system keeps the piano from getting dried out and it can cause cracks which is hap what happened to our previous com from just being in a classroom for 60 plus years. Uh with a system like this keeping it maintained uh really the lifespan of the piano is almost unlimited uh if you take care of them. Uh we are building a new presentation lectern. The lect turn that we've had in the Saber Center. Doesn't match the woodwork of the Saber Center. It uh it's a little narrow for presenters with

071computers and a script. Uh it doesn't really have any electrical hookups to to make that hookup efficient. So uh we're the stage crew um students have actually built a new new lectern. Unfortunately, the laser engraver in uh the technologies classrooms was broken. So, we weren't able to get the plate for the front of it engraved uh this year. But this fall, I will get that uh get that product project finished up and we'll have a more substantial lectturn that actually matches the woodwork of the Saber Center. Uh and since that was just materials, a couple hundred bucks instead of a few thousand dollars that most professional lecterns run. um video system integrations. Uh that was a couple small pieces of equipment, but mostly just reorganizing the way that the signal flowed around the Saber Center

072to uh to enhance our backstage and lobby presentations. And then uh I worked with my intern this year who was intent on marketing and such. Uh and we redesigned the website, the Saber Center website. If you go there now, it is much more navigable and streamlined. it was just a constant stream of posts and uh so it's it's a lot more uh user friendly now that to click into exactly where you want to go. Um so our ticketing are there any questions on upgrades or no? Uh ticketing system is the same. We're still using Ludus tickets. Uh there is a new law that went into effect in May of all-in pricing for events that the face value of the ticket and all fees need to be upfront all the time. Uh even in advertising. So

073if you have, you know, a $3 service fee on top of your $20 ticket, that needs to always be posted anytime that you put a ticket price out. Um so that's uh so Ludus has been very good at they've adjusted their software system to uh to keep up with that question. Um question for live. Yes. And do you manage that also or did that go to the recck department? Yes, that I do manage that also. And uh and then I send my uh send any revenues directly into the district office for processing and uh and Michelle and Andy take care of exactly how that works in the uh in the budgets. Well, they go through our books the ticket prices. The Saber Center runs under the district. Yes. Mhm. Yep. I thought the the show

074sold the tickets and they rented the facility for some for some of them. A lot of our rentals uh only some of our rentals are ticketed. Some are free community events. Uh for example, Forte Theater Company does run their own ticketing. So they just it's just a straight rental and they handle all of their ticketing themselves. Um there is one rental event that we do process tickets for and that's the distinguished young women program. Um we do handle their tickets and that's something that I just do for them. Um and I send the revenue check into the district office and then it is funneled through the district office to the uh to the organization for the for their revenues. But u but so the district does have record of that but uh but you know

075with rental events it just processes through uh for live streaming I did create a YouTube channel uh Saber Center production on YouTube for live streams. Uh just a more accessible thing than the password protected thing that I had before. Um, I I spoke with a couple of licensing agencies, uh, music licensing agencies. They said for school, um, for school live streams, there's no additional things. So, you don't really need to put it behind a password wall or anything like that. They said putting it up on YouTube is perfectly fine with music licensing. So, so like school concerts, Yeah. school concerts and such because it's educational. So it goes under the fair use of educ in education. All right. Uh gate attendance for 2425 was 22,585. That's through all rental events that we track. Um and

076uh district events and such, including all of our elementary programs that uh they go through. And so we have every elementary family in the Saber Center every April, May. And uh so we have a lot of Franklin residents coming through. So is that more or less than last year? What's the trend? Uh I believe it was a little bit more than last year. I'd have to I'd have to look at the presentation for last year, but I do believe it was it was slightly more. Not uh not a huge jump, but uh but any more questions on that? No. All right. Uh we we have a tech crew at the Saber Center and we had 32 registered students for that tech crew club through FHS activities. Uh some of them were more intent on working

077just a couple of shows here and there, but uh we did have I had three technology students working in the booth on lighting and sound with me um very intently. And I know that uh that Gary, our carpenter for our shows, had about eight kids that uh stayed even after all of our pro shows were done to help organize and work on small projects and things like that and get uh get more learning in back in the shop. That was fantastic. Uh we've been recruiting from different uh different areas around the school like textiles for costume, uh art students for scenic painting, things like that. And uh that is one of our intents this year is to develop that even more and bring and broaden our broaden our scope, broaden our umbrella because it's a

078place for everybody. Along with that, our drama programs. Uh as far as the fall play, I didn't get a split of how many students were tech crew versus on stage. Uh I I believe is a it was more tech crew than on stage with the fall play. Uh the spring musical, 25 cast members, 22 student musicians, and 27 crew members. And then the middle school drama club, uh 32 cast members, 13 student crew members. Uh it was actually capped at 13 because we have to actually transport some students over to the uh to the shop and we have limited time with them. So having more than six kids in the shop with one even two supervisors uh becomes a safety concern because we do have the students running you know hand drills and things like

079that. We don't have them running like the major power saws and such. Um but uh but we do have them running some equipment and lifting things and so we like to keep a cap on that. So but we have a lot of students coming into the program as well. I I appreciate that all the shows are are run by the students. Um the students are in the pit, the students are behind the scenes y and building the scenes and the students are doing the acting and and that's that's appreciated. Thank you. Yes, absolutely. I even have middle schoolers running the lighting and soundboards up in the uh up in the booth, which is a fantastic thing to do. Um, and I look forward to growth as we uh as we grow a curricular program at

080the high school for theater. Hopefully, that'll uh it's one class this year and hopefully two to three classes next year and eventually in a few years be a full-time position just teaching teaching theater and and getting our students in that because uh thing I love about theater is there's the old saying of does art imitate life or life imitate art and the answer is yes. It's both. And so there is a place for everyone in theater because you build a world of the play. All right. And then the Franklin Community Event Series, we had four presentations this year. Uh Ed May, national comedian. Uh the founding a folk group out of Michigan for their Christmas program. uh Pianoman featuring Jim Witter and improvised uh Broadway musical improv group. Um very good community uh response to

081these programs. Um we're developing our audience, still developing our marketing plan. Um, but the uh the series is definitely growing in exposure and and in talking with uh with a few other venue managers around, they've responded that they've seen my marketing and they've seen what I'm what I'm putting together and like how it's growing, including uh South Milwaukee, which is one of the oldest running uh community event series. is there on their they celebrated their 20th year uh this year and uh and she Rachel over there has helped out quite a bit with uh with helping me keep stuff organized and reaching out and and how she kind of uh kind of manages and and develops that just a quick question. So yes, so that's your you're doing that is for Forte doing that or

082No, that that is me. I'm I'm putting that together. Um yeah, Forte is a separate organization. and they do their own do their own shows and everything. So, this is uh this is events that uh that I'm working with the agents um on on booking fees and uh and running all the promotions and and really building that for the community to come to come in and see what we have have to offer. Bring some national touring acts and things in uh into Franklin. So on development this year uh we we put a lot of focus into marketing building that marketing. I had a marketing intern that uh was was recommended to me from the uh business classes. Uh she did a lot of work with our graphics development, branding development um and uh and organizing

083and kind of thinking strategically of what can we do and where do we want to go with with this. Uh, so we actually have a really good like three-year plan built of uh of how we're going to get our voice out more in the fairly noisy Milwaukee community. And sure Dr. Beer can attest to how difficult it is just to get noticed that you're doing things down here in Franklin. Uh we we have secured some advertising for our program um Forte Theater Company. Uh we put ads in their program and uh and we're cooperative cooperatively with them. Hampton Inn and Suites uh at 76th and Rosson uh is an advertiser and gives us actually a room block for our uh for our series to host our uh host our artists coming in. And Brooks Communication

084did some consulting this year with me. Uh much of it was paid consulting to help with my intern building that three-year plan and and developing that, but uh but he gave us a steep discount on what his normal rate is for building a marketing strategy. Um and so we cooperatively put uh put ads in in the program for him. Uh that's Eric Brooks. He's a former mayor of South Milwaukee and has a communications firm that he's that he's growing now. Any questions on development? So, next year's shows, uh, we have a three show series next year. Uh, starting in December, we have a major upgrade, facilities upgrade happening in September with our house lights. Uh, about six or seven of the house lights uh, in the auditorium have have failed. Uh, they're 10 years old

085now, actually 11 years old now. And uh so um Andy Daniels has budgeted in uh replacing the the house lights fixtures. The the control system is staying the same, just the fixtures. And to do that, they have to take a bunch of seats out to access the ceiling because they don't drop in and they're 25 ft in the air. Um so I wasn't able to do an early fall show. We have an October show, November show, December show. um with Forte Theater and the uh the FHS theater program. So, it starts out with uh the Milwaukee Chesters, a local group that uh that has been doing shows for I believe 60 years in the Milwaukee area. Very good reputation, excellent group. And uh they're coming in with their Christmas program. It'll be a twoight uh

086program a Friday and Saturday in middle of December. Um, in January we have a uh an artist Alex Zerby the Zeniac coming in. Uh, he's been on America's Got Talent, Last Comic Standing. He was one of the fine one of the like quarterfinalists on that. Uh, just amazing performer. Um, I describe I like to describe him as Bill N Bill Knight's Intellect with Keratops Energy. So, it's if you know those artists. Um, and then Mutz Gone Nuts, which we actually had in our first series program in uh in the spring of 2024, uh did very well with us and they were interested in coming back and doing another show. So, we uh we grabbed them up for May. So, that'll be right on right after all of our elementary programs. So, we'll be able to

087market that to the elementary families and hopefully sell out the sell out the house if it isn't sold out already. All right. Any questions on any of that? I know I probably went over the 10 minutes that Andy had told me, but I guess so. So, what are your broad goals for next year? Broad goals this year, uh, develop our marketing plan and reach out to more more community um, community leaders for support, advertising, or even just cooperative support of, hey, share this on your social social media. share this to your uh to people that you know that we're doing these things and try and really build up that that community because I still talk to residents of Franklin that don't know we're doing this. They don't they're like, "Oh, that's just high school shows

088and uh and they don't even they're not even aware of what Forte Theater Company has been doing." And how long is what is Forte's sixth season this year? Their sixth season. Yeah. So, so, uh, so yeah, we're proud to proud proud to host Forte Theater Company for everything except your Christmas show this year, but, uh, this schedule doesn't didn't, uh, didn't wasn't open enough for that. But, uh, that, um, another goal this year is, like I said, recruiting more a broader range of students uh, into the theater community. uh textiles, art, business management for marketing and uh and running front of house and customer relations. Uh also industrial tech kids. That's actually how I got into theater. I was an industrial tech kid and had to take an English elective. So I took theater and

089we had to work on the show. So I was like, I don't want to be on stage. I'll be in the shop. And just absolutely fell in love with it. And uh yeah, that was junior year high school. I had no interest in theater whatsoever. Then went on to study that in college. So it didn't so doing that sort of uh that sort of outreach and development. Do you have any attendance goals or uh I mean are the shows 50%. I don't know what your uh uh I haven't really set specific attendance goals. Um like I said, I'm developing the marketing more so hopefully that'll go along. So, I will I will track that. I'll I'll follow up with uh with what the attendance difference uh difference was from last year to this year. Um

090yeah, I was just going to add what Tracy and I have kind of talked about with the community series is can this collective of shows essentially break even as the great like a good scenario. So, one show might not make as much money because we just wasn't the right show for us. Other shows might. So like Mud's Gone Nuts is coming back cuz that did great two years ago. Um so bringing that to the mix. So how do we get several different things in there that provide a different avenue for someone to want to come? So if we had all four shows that were exactly the same, probably not what we're really looking for, but how do we find a collective of shows that can bring different members into the Saber Center all together? How

091do they work collectively to break at least at a minimum break even over the course of the year? So, um, Tracy works on what are the acts, when are they coming? Because not everybody comes in this area. A lot of our acts, right, they tour the country and then they hit certain parts. We're not going after aerosmith who pick and choose where they want to go and whatever they want. So, um, we're going after acts that also have to be regional as well or be coming into the region at that particular time. So, yeah. So, I I do partner with a lot of other uh communicate with a lot of other uh venues around the state. Actually, uh I had a conference just a few weeks ago with the Wisconsin Presenters Network where it's all

092venue managers from all around Wisconsin and we look at okay, what are people looking at bringing in, what styles of acts? So then as as tours get announced of who's actually going to be out on the road, we can get back together and say, "Okay, we're on, you know, we've got Wasaw, um, Green Bay, Milwaukee, and say lacrosse all wanting to bring in, uh, you know, some sort of like 70s yacht rock thing because that's just kind of what their audience is kind of looking at right Now, uh, how can we partner together to entice a group to come in at a lower price? Say their normal booking fee is $8,000. Well, we're offering them four shows in like four or five days, maybe they do four or 5,000 because because of that guarantee and

093building that kind of partnership. That's how I was able to bring EDM in. Normally, she would be well above what uh what I would consider to be something that I can make my revenue, make my expenses back. And uh but I partnered with Ashwabanon by Green Bay on doing that and was able to uh to bring her in at a reasonable uh reasonable And there is a formal group of these theaters. Yep. Yeah. Wisconsin Presenters Network. There's also a Minnesota presenters network, an Iowa presenters network, Illinois presenters network. So I can even can reach out to I've got contact information for venue managers all over Illinois and Iowa, Minnesota to bring in so we can basically collectively try and recruit in those bigger shows. All right, great. Thank you. Anybody else questions, comments? No, just

094uh I want the minutes to reflect that yacht rock was mentioned at this meeting. Thank you. I'm I'm working on it. All right. Thank you, Mr. Stewart. Coherence plan, end of the year report. Dr. Mole, please. One second. All right. Thank you everybody. I just have per Oh dear. Oh dear is right. I'm going to sit back so I don't touch it. Not sure. One quarter is working, one isn't. So um there were two attachments in um um that I attached for you to look at today. One is this document you see up here and then one is the actual updated coherence plan. I'm going to toggle back and forth between them. Um, this has more detail. The situation report is more of an overview. So, if you're someone who likes to follow along with

095more detail, you could use this document while I'm projecting this. But that's the two documents I'm going to be referring to. So, I am the lucky person that gets to share the work of our whole district, our department, our communities. Um, and as much work as it was to get all of this together, it's probably the most excited I've been to bring a presentation to the board. Um, number one, we finally have it in a format. In fact, when I previewed with Mike, he said, "This is what we've been asking for for all these years, like a clear format with clear metrics, so you can look at the situation report and get the highle overview." Um, that would have not been possible without Mark Grunky. I know I always shouted him out, but this project,

096building dashboards, building clear data has been his baby for since he started here. Um, I cannot tell you how I mean rewarding it was to put this together, but also easy. So, he and I have spent the last 3 years. There's a spreadsheet that tells exactly where each data point is pulled from, exactly what day it's pulled, exactly. I mean, we've never had that. So, you can go down the list and say this is from this, this is from this. I'm not going to get into the details of that tonight, but just know and if you see Mark, um, especially he is the one who took all this work and distilled it down into something that I feel is pretty easy for all of you to understand as board members with some inside information, but

097more importantly for the community to understand, like it's in a little bit more usable format that maybe we can have conversations out in the community about our work because it's a little bit more real people terms. So um what you see here on the situation report is the same thing that you see here in front of the coherence plan. So what we did was take our coherence plan that you all adopted a year a yeah I was at the July meeting a year ago and updated it with our information for this year. Um we have one data point that we could not get and that is AP scores. So kids got their individual reports this week, but the aggregated data is not released for public until next week. So because AP scores um are part

098of this right here, this college and career readiness indicator that held up that whole category. So that's a little bit disappointing where the July meeting fell was enough for individual reports but not public reports. So I will share that with you either through Analise KYI or I'll email you separately. So as soon as we get that, it's supposed to be released next week. So, I'm hoping soon. Um, but otherwise, what you see here in our four categories, learning, engagement, well-being, and fiscal stewardship, this number in the circle right here is the overall score for that category. So, that score is determined by taking each one of these indicators and producing a score of a 5, 4, 3, 2, or 1 for each of those and averaging into the overall score. So, this is the big

099score. If you scroll down, um, that is a screenshot from what's in here. So, if you're a detail person, you're going to want to see those individual scores, but more importantly, you're going to want to see these celebrations, which was on purpose an internal data metric that we used to support the larger coherence plan metric. So for instance, when we talk about behavior outcomes, our coherence plan metric is suspensions and expulsions, but really internally we were looking at things like behavior referrals, um, sabers, our social emotional screener scores. So some of the celebrations are in those metrics that we don't share as publicly as the coherence plan metric, but the news is still very good. So if you haven't had a chance to look already, please look at those celebrations because there's some really good

100data hidden in there. Um I am very very pleased to report that we held constant or increased in every single indicator except ACT. So when we're scoring those in so that was disappointing. We're going to talk about that. But we have such tremendously good growth in the other areas of kids moving up to that. I'm feeling really good that we can turn the corner on ACT, which I know has been important to the board. But I we have not had a year um since I've started that we've seen that. So when I talk about year-over-year, the best place to look is this page. What was the score at our baseline 54321 and then what was the score this year? You can see that we increased that 54321 in those areas. When I'm talking about that,

101we have not had that sort of growth prior to this year. So that's the big if I leave you with one message, it's that we're seeing really good things kind of coming up to lead to hopefully turn the corner on that ACT. So our first category is learning. Um you can see on the chart here in parentheses is the 54321 that was scored on that indicator last year and then this year. I want to call out and take a moment to explain the growth that we have seen in K8 reading and K8 math. Um so if you're not aware how MAP works, they give you two scores. One is an achievement percentile, meaning if you took um Andy's AJ's score and ranked it against all the other kids his age across the country, how does

102his score fall compared to that on a percentile? I know I'm going to use the the example that I use that Angie said isn't really true, but it's like going to the doctor and they give your kids height and weight on a percentile rank. The more important one is the growth indicator. It's also done by percentile, but to to put your gauge right, we expect a kid to grow at the 50th percentile. The 50th percentile means that students are making a year's growth in a year's time, exactly what you would expect on average. So when we see right here for K8 reading growth and then K8 math growth, the fact that this number is above 50 means that on average K8 students in Franklin made more than a year's growth in a year's time. Even

103more importantly is we take that measure on spring to spring. So it was their spring score as a third grader versus their spring score as a fourth grader. That's much different than looking at the scores of fall of fourth grade and spring of fourth grade because kids kind of do a cycle. So Mark Grensky and I have this joke. I am a spring to spring champion and he is a fall to spring arguer about which data is better. But if you have a kid that grows fall to spring, right, they make their growth target, they drop during the summer and they grow from fall to spring again. You're not seeing that trend line go up. they're kind of just improving in a circle if that makes sense. So I want to stress that this is

104on spring to spring meaning that that trend line is going up um in a better way. I guess I would argue right true improvement from third to fourth grade versus just meeting your goal as a fourth grader. Um we can cite a lot of things for that. Um I think we can cite MLSS, we can cite SAVIS kind of getting ahead, firming that up. Um, but I think it's also just collectively getting better with data and getting better aligned with departments and goals and and being as transparent as we possibly can about what we see. So that's the first piece of really good news is that growth score. Quick question. Yes. So the achievement is if I see 69.62 in math. Yes. So that means that 69% of our students are proficient. No. No. That

105means if we took the average student student achievement score, they would be better across the millions of scores that they collect in the nation than 68%. Right? If you took everybody and ranked them from highest to lowest, it's a nationally normed. Yeah, it's a nationally norm. Millions and millions of data points. So that that has nothing to do with how many students. that has to do with the average score that our kids had is is compared to everybody else in the country is at just about 70% if you're looking at math. And I think the other important part about that, right, is that the 60 to 65th percent is saying that you're that's typically correlating with proficiency on the forward exam. Good to know. So the nice part about the MAPS exam is that it's

106our universal screener. Uh it also allows us to do some like micro doing to check in on how things are going maybe with students on plans but then also gives you the bigger alignment right to the legging data that we get from uh the foreign exam annually. Okay. Forward exam data is still embargoed. I wish I could share it. Let's just leave it at that. Be a really exciting fall when they It's going to be very exciting. So we do have the scores in the good news category. We never used to get forward exam scores until middle of summer. They promised them to us in May and they did actually arrive in May. So, we have them, but it'll be embargoed until the state report cards are released. Were you going to say anything about

107a ACT in terms of how you address that or what you are doing? Well, if you I I was going to say something about the ACT. So if you look at the core strategy areas on the page inside here this document a very big thing that we are adding so most of I don't know we don't have any high school kid people maybe Mike left is we are adding a fall administration of the ACT you you'll have a high schooler right of the ACT and the preac you have one too we graduate a lot but we still sorry oh yeah and I already used AJ but so you will see that will be new I don't know if the kids know that yet. So, if you're watching, they are they're going to be happy. You

108can break it to them early if you want. They're going to be thrilled. I'm going to tell her when I on September 10th, 9th graders and 10th graders will take a fall administration of the preac and 11th graders will take a fall administration of the ACT. We have never had a fall data point at high school anymore for people to work off of. We've kind of gone around, we piloted some different programs. We're going to use preac's test and we are going to make our own AC. So ACT releases the questions and once the questions are released, you're free to use them. We're going to make our own test with the ACT. So it evened the cost out. So the big thing, Linda, is that then we'll take those scores and we'll be able to

109build a system at the high school of addressing those kids. So um maybe if you're low in geometry, you're going to be assigned to a gold block around geometry. I'm just for two days a week or the math team, the nth grade math teachers, the IM1, IM2 teachers are going to sit down and review this this fall test of ACT data for their students and be able to align and intervene and do some work sooner in the good news category preac. So we always take that that's not a coherence plan metric but we always take it has shown gap closure in every single service group. So leading up to that ACT, we saw a little bit one group of gap closure for ACT. We did not see as much as we want. Um so remember

110those service groups are free and reduced lunch. So that group is served, that's where that comes from, by title one. English learners, that group is served by title three. And then students with IEPs or special education, which is served by IDA. So that's a term that the state uses for those three groups. I don't particularly like that term, but it's because they're served talking about budget by financial pieces um in federal law. Is the ACT number just for those kids that took the actual ACT or is it also the preACT? Correct. It is for kids who took the ACT and only the state required one in the spring. So, we have some kids that go out on their own and take the ACT to try to get a higher score. their parents choose to do

111that. This number is from the state required March 9th or 10th. It was this year state ACT just that one score that everybody has to. So we're not comparing it to the same kids at any rate like the like we are with the like we are with the from third grade to fourth grade. We are not that's 11th graders have a one time shot of kids. That is correct. Good question. And the exciting thing, not to interrupt you, Dr. Mo, but the exciting thing I think about also with the ACT, like we have room to improve, but starting around January, we had some pretty strong conversations with the high school about that gold block. And then when we're having our PLC time to meet our professional learning community and talk about things, it was a

112lot of curricular driven or teachers talking about what they need for plans, which is good planning, but it was missing the piece about really drilling into the students and talking about where our students struggling or what different service groups were talking about. And so that shift and that thinking and how that was going really took place uh then with the administrative team and the staff at the high school. They saw a positive response from the staff too. um and like oh we've want been wanting to do that. So they've been able to work through the pieces that are tricky in a high school, right? Like what PLC what professional learning community do I go to because I might have um you know I teach multiple sections of things. So am I going to the science

113one or how do we align our CTE groups? So they've come up with a lot of different ways basically to manage the student data too so that you know Noel Bisog is one that's really been an example. She's like, "I love it because I can jump into the meeting notes from those PLC's, see the students that I work with, know what maybe needs they have to meet their learning style or their learning needs, and she's been able to incorporate that in our classroom." Right? And we're hearing that in lots of different pockets. So it gives a lot of, you know, good momentum going into the next school year to say, okay, we kind of have those pieces worked out and we've started doing that, but now we can really hit this summer leadership summit talking

114about how are we best going to be aligned for that when we start looking at the that professional learning time and then that gold block that aligns with it uh at the high school. The other piece of good news there, I just want to review the service group metric is still a little bit hard to understand. So if you picture nine groups that we're tracking for gaps. So we're tracking three academic measures, ACT composite, K8 reading, K8 math with three different groups of kids, those three service groups. So a 3x3, nine possible places that we could close gaps. At our baseline, we are only closing gaps in one of those nine, which was um far from desirable. Um this year, we're closing in five of nine groups. So, for EL students, they closed gaps in

115um ACT and K8 math. For special ed, they closed gaps in reading and math. And then for um free and reduced lunch, they closed gaps in math. So that alone when we talk about that growth percentile and those so we have an average growth percentile but then you have to like work extra hard behind the scenes to close those larger gaps. So I feel like those two things combined I felt pretty good that it wasn't just one or the other that combined we're seeing that growth. So I'll pause there. That's the learning category in a nutshell. ACT is a great question. We were not happy about that score either. I mean I nobody wants to sit here and say we went down an ACT composite. So, um, but I'm proud of the high school. As

116Annalie alluded, they are kind of taking it on and going to go full in and try to turn the corner on that. And they all have to take it, right? Correct. Just in the spring, it's required once. Um, Linda, in the spring, we have a lot of kids who take it three, four, five, six times sometimes if it's that's their family's wish. But we don't count those scores. ACT and and colleges count those scores. So, you've heard of a supercore. Some kids kind of play the the game on you can take if you take the test four times, you can pick and choose which subcore you want to take to make your highest composite score to apply to college. So, that's the desire for some kids to take it multiple times. Okay. Uh moving on

117to engagement. So, our overall engagement score was 4.5 out of five and we went up on every single measure. Um, when you look at our um student engagement survey, employee engagement survey, family engagement survey, those first three points, that's the average score out of five points on those surveys. So, when you see 4 point something, 3 point something, that's the average score when they answer those questions. Um, the other great thing about engagement is I worked with Matt Gomez at Wreck to get some data and engagement is not just that survey. It is far from that. Um, we have increases in all of our recck department enrollment things for kids. So, kids camp, kids club, um, all that contributes to engagement. Um, when we look at staff and employee engagement, Annalia already teed up. Our

118teacher retention is looking to be the best it's been since I've been here in a good way. Um but we also have the celebration of putting in that compensation model. So trying to think about and and be um transparent with people that those all those little things going on behind the scenes. I think it's fair to say that when our metric increases that they are making a difference. We'll never know exactly which thing made the biggest difference but collectively um family engagement. Uh, one thing I noted in the celebration, so just to review with you, there's that metric called the net promoter score. That's the score. How likely would you be to recommend this district to a friend? Um, we've seen our highest net promoter score ever. Meaning that when you have people out in

119the community that can positively go out, the the scientists behind that metric would say when people switch from just being a supporter to a net promoter, when they're actively going out and saying good things about our district, engaging with the community. Um, so that was good news there. Um, the attendance measure is chronic absenteeism. So I just wanted to call attention. We don't measure habitual truency. So that's the unexcused absences like kids who may be um in trouble for habitual truency. This measure is kids missing school for excused and unexcused. So um that's something to watch. You've probably read since CO that's increased nationwide. We we are not immune to it here. But we did manage to shave a percentage point off the number of kids who are chronically absent. Meaning if they're enrolled for

120at least a semester, they've missed 10% or more of days excused or unexcused. So just so that could be to go to Disney, that could be because you're sick, or that could be that you skipped school. For this metric, they all go into the bucket of missing school. So just so you're so Franklin Public Schools, 9% 9.07% of students missed more than 10% of days in 2425. So, I know sometimes you all get asked things in the community. That's how you would explain the difference between chronic absenteeism and habitual truency. It's more than just skipping school. It's kids who are being excused to not be in school, and that's a little bit more difficult nut to crack, but our attendance is down last year. Our attendance is up from last year. Less kids are chronically

121absent. So, that's one where we'd want the score to be lower or we'd want the percentage to be lower. We want less kids to be missing 10% of days. So we had 10% of kids who did that last year. We have 9% of kids that did that this year. Questions about engagement. Sorry, I'm trying to keep it high level. Um the other thing that I just wanted to say um about this idea of service groups. So for instance, something that that we see is students in service groups, so free and in reduced lunch, special ed, eel, generally speaking, have a higher chronic absenteeism rate than all kids. It's a it's a difficult thing. So for those groups, so whenever I look at this data, you take the filter and I look at it for those

122three groups of kids, for that group, it's running more like 12%. If we just pulled out, right? So we have to get at that. Annalie used the example of root causing. Like, why is it that if you're a student with an IEP, you're missing more school? We can speculate that, but we're going to need to get in and do empathy interviewing and talk about the student experience and get with those families. Like, what is that? I'm not saying they're school skippers, naughty, but something is causing them to miss more school. Maybe it's medical, maybe it's not, but it's a problem. When kids miss instruction, they can't learn, and we have to figure out how to get at that. So, just as an example, that service group carries through. All right. The well-being category is the

123area that we don't have an overall score in because of those AP tests, but we do have the other metrics to report to you. We just can't calculate for an overall score. Um something that I wanted to share about um behavior outcomes. So remember that metric for behavior outcomes is the percent of our students um with inschool suspension out of school suspension expulsion. So that's what it's measuring. But we cut our behavior referrals. So that's kids getting um sent to the office for something on that behavior matrix that's office managed. So more than just forgetting a pencil, they they've done something that's a violation of the code of conduct. We cut those from baseline to this year by about 350. So you saw that 350 less referrals, which likely carries through into less suspensions and

124expulsions, right? like less kids getting referred or the ones who do get referred, we're able to intervene, make a plan, give an intervention, whatever that is. So, behind the scenes know that we've cut those referrals. The other thing to know is at the high school um they track attendance through behavior referrals. So, many of those so they assign detention hours as a as like a log entry as a behavior referral when you hit a certain point. So that's apples to apples comparison, but that also includes kids who maybe have been tardy 10 times and they're issuing a consequence for that. That's way in the weeds, but just know that doesn't mean there's hundreds and hundreds of kids of doing very major things. It's just how we track that. Um the other thing is we I

125know we've talked about we do the Sabers behavior screener in grades 3 to 8. Um we had a very high percentage of kids who are considered low risk. So that's something that we use internally. The teacher does a rating, the student does a rating of themselves. We look at how that matches. Um the first year we did it, um parents had a lot of questions. They talked to their school sites. The second year we did it, parents were like pros. Yeah, I get this. I can talk to my kid. They had direct conversations with the teachers. Exactly what we wanted, right? AJ gets his score. Andy and Jenny have a concern. They can talk to somebody, talk through, they can talk to their kids. So, I feel like we're getting that kind of into the

126way that we do business in Franklin and parents are feeling more comfortable, which is good. When people get upset when parents call, I say the best possible outcome you can hope for is that a parent would see something and call you to talk about it. We should celebrate even if they're mad at us. You can't ask for parent involvement, then only say, "I want good parent involvement and donuts and prizes for teacher appreciation week." You also have to have parents come to you when things aren't right to try to work through it. And I I think our teachers and school sites have really done a nice job on that with Sabers and building some trust there for what that's worth. Um we were here a year ago in November to report at risk numbers to

127you. That's a state criteria and remember we kind of teed up. We would bring back at risk numbers as a coherence plan metric. So that number you see there, we have a percentage pointish, a half a percentage point less students. It was enough to bump to the next rating um that are considered at risk. So students in grades 5 to 12 that are at risk based on the state criteria which is more good news. I'm going pause questions about those indicators. I know I live in an everyday but you all don't. So no question is is silly for what that's worth. How have we done with getting kids um from at risk to not at risk anymore by the end of the year? Um I I know we've been very successful in the past. We

128have. Has that been the same this year? Um that's been the same this year. It it kind of es and flows. So you see very few fifth graders at risk because it's hard for them to get two indicators. You see less middle schoolers at risk because it's hard for them to get indicators. When you get into high school, that's when credit deficiency kicks in and tends to be the second indicator for kids. So, they might have been at risk, not state criteria as middle schoolers, but they don't get on that list until they get two of those indicators. Um, year-over-year, um, we had kids come off. I'd have to look at the numbers, Mike, when I go back, um, I want to say it's 27 kids that were on and and came off that list,

129like the swing of that many. I can get it for you the exact number of kids, but if I'm being honest, kids come off and then some new kids come on. So when semester grades come off, we are not My prediction is that we may kind of hover right around this 3 4% um as a trend. I I'm not saying that's good or bad, but as kids coming off, I don't ever see us getting that to zero or even below where we're at, if I'm being fair. Do those um that risk numbers include the um the uh uh community rehabilitation center. All of those students would be statutoily at risk, but we use only the students or it's a great question. Our data rule is only students who are in attendance on third Friday. So

130for the CRC, that could be a swing of 10 15 kids. It's the kids who it's only the official count that we use. Okay? So those 11 kids may be completely different kids from the 27 that are there the next month, but they would all be Yes. Every single student enrolled at the CRC would qualify as statutoily at risk. So those numbers, so they are included. Those are correct. Yes. Okay. Thank you. But it it it's not all the kids. It's a it's a dipstick. If I'm being fair, I it's probably under reportported because we just took a dipstick on a particular day if and that those that population changes sometimes on the daily. Um last indicator is fiscal stewardship. So you can see on there, Annalie already told you about the bond rating, which

131is probably our biggest celebration for fiscal stewardship. Um, this is one our only indicator where we have that score of one on the 54321. Um, I don't think after all the conversations we've had over the last two years about health insurance that that's probably a surprise to to anybody on the board. I don't know if it's a surprise to anybody in the in the public or how much people are aware of that or or how much feedback you guys get on that, but um that's not where we want to be. We're working on improving. We've taken some steps already to improve that and and recover from that, but um that's not where we want to be. Um but the rest of the indicators look great there. So, we're just happy happy about that bond rating,

132happy about um the health clinic. I mean, we have a lot of good things on the horizon to kind of get at that one to nudge it up. So, it it feels kind of exciting. And I also told Annalie today like um I think it also keeps you honest like nobody wants to report a one but I hopefully as an unintended consequence it builds a little bit of trust that like yep these are the metrics and we're going to report we we can't unreport a one for health insurance like that that is what it is right now. So, um I I think it also kind of keeps it real for for hopefully building some trust with the community that we are legitimately reporting the data as clear and honest as we possibly can. What exactly,

133and I apologize, I'm sure it's in here. What exactly does a one mean? It's satisfaction or one is not good. That means we have no fund balance for health insurance. If you go to that indicator page, yes, in your sorry document, it's page you we'll put page numbers on that go a note of that, but it's page 19. Thank you. Um, so when you're looking at a one, yeah, it's the unrestricted fund balance or I'm sorry, I'm in the fund balance one. It's not 18. It's the one ahead of that uh to get to a five in that indicator, Mary, we need um that 20% over the prior year. So when we're talking about the 54321, we're talking about this strip right here. But hopefully I'm hoping that with the health clinic starting up you

134know and then because this even our health insurance is not 10 years old we just kind of you know still baby baby you know age of as such. So hopefully down the road you know unfortunately health insurance is becoming health expenses are there you know it's getting more expensive and more expensive especially taking the cost of inflation which is there but hopefully our uh hopes with the clinic you know will pan out and hopefully in a year because it it does take time I think it's not a shock to anyone that it will you know it is at level one because we can't expect it to be magic within one or two years you know it takes at least 5 years for Tuesday pan out. So I'm hoping that the uh clinic open coping up

135and then two to three years we'll be starting seeing that it goes from 1 to two and two to three hopefully that's our hope as well please Linda I really the only way to generate fund balance is to under spend is that correct in health insurance correct spend okay yeah it's a long road y correct we have it's part of general fund balance it's not segregated funds fund. Correct. Uh while it is part of the general fund balance, it is not considered unrestricted. It is moved into it's a restricted fund balance amount or account to only be used for health insurance. And you can um we can move money into that account. Could the board do that? We could choose to do that. Yes. Yes. Okay. All right. Thank you. We could fix that overnight

136if we wanted to. to add money to self-funded health to add money to that to have a safety net for self-unded health. We could just allocate the some of the fund balance to you could I think well technically we could it has to get expensed at the end of the year anyways. So whether you have it under self-funded health in um as part of your fund balance it would still just get expensed out at the end of the year. The board could choose to say, "We would like to take some of this unrestricted fund balance and move it into self-funded health." We could choose to do that. That doesn't solve any of the operational problem of it, though. Oh, correct. That's another dynamic. Yeah, another dynamic. But correct, as an indicator, we have plenty of

137fun balance. I guess I would say that that's an artificial inflation of self-funded insurance then to do that. We could move it. We could move a self-funded health insurance amount in there and put it down as a five to say we have a five, but we didn't do anything to self-funded health. We made an accounting move between two accounts to move money into it. So, it'd be an artificial five in my opinion if we did that. Okay. It's a long road to say that which self insurance is, right? It doesn't happen. I think Dr. Mox said it well. It doesn't happen overnight or even over a couple years. like it takes time and we've discussed enough that we a heavy year, right? So, yeah, it'll take a path. We're not going to go from one

138to five next year. No. Um but we hope to be at two, right? And I think there's a lot of proactive planning to get there some changes to health insurance, opening the clinic, um choosing a partner that we know is going to be out there. I call it marketing, but helping to be in front of our staff to show like what you can have done at the clinic, what is wellness, like really being integrated to get more, you know, foot traffic through the door right off the bat to increase those pieces. But yeah, it's not going to go one to five overnight. Any other questions? If not, then as soon as we're sure that um AP comes through, I'll make sure to get that last score and we'll update and go from there. So, thank

139you. Thank you very much. Any further questions? Mary, please. I know that we exchanged emails about the bullying aspect. Is that included in here in some bullying could be uh one of those suspendable offenses, right? I I I would say loosely included in here, so to speak, in that behavior category, right? It's connected maybe to sabers and some other things, but there is no specific bullying metric that's coming on a future agenda. Talk about the discipline matrix, talk about bullying. So, we added that in for a plethora of reasons. Um, so like I said, an email. Hopefully what you're looking for is going to be answered September 10th, 24th, 10th meeting. Yeah. One of the Anyone else? I just want to um congratulate you all on both the the quality of the presentation of the

140data both on paper. It is it's eminently understandable, your facility and explaining it to us. um you you clearly live this every day and um I appreciate your ability to speak off the cuff to handle any number of questions and then congratulations on the growth especially in the academic achievement categories. It's I was excited to read this report. Good job team. We were too. So if you see anyone else I just get to report it. That's fine. All the I mean teachers too. Um, you know, as an anecdotal thing, we were doing some interviews this week and I had three different people unrelated come after those interviews and just say like, "Wow." And we had internal candidates. So, the quality of teachers in Franklin like at these interviews is just so good. I go the

141afternoon I meet with Andy Thompson. He said, "You know, I was at St. Luke's and St. Luke's approached me and said, "What are you guys doing in Franklin that your CNAs that come out of Franklin are just so much sharper and resilient and have these soft qualities compared? Like, I need to get with you. What are you doing?" So, like, you take that quantitative data that we have to look at and have to report and layer in some of that like tracking down Andy, your kids have something going on that we want to give other kids. Um, so please spread that. tell some of the the Andes and Amanda and the teachers in the classroom and the people that quietly do it. Um because those little things like that was just one of my days

142where people are like my goodness our internal candidates are so much better than the other the outside candidates. And so if we can spread more of that, I'm hoping that that kind of is that the good part of a fulfilling prophecy or self-fulfilling prophecy that you start to feel the qualitative and quantitative which has been a big piece of what we're trying to do that that feel-good quotient as I call it matters too. So it's not celebration, right? There's a lot of data and science to say celebrating, right? High performing teams, high performing districts are celebrating. they're talking about those positive things and they're sharing it because you are constantly focusing and continuous improvement on what are you going to improve, right? That's the nature of our everyday conversations and what's going on. But you

143do have to be very purposeful and in celebrating because there's a lot of a lot of big things going on and engagement hopefully engagement is just rolls downhill. You know, there's a benefit. Mark Grunky walked over to my office this morning. He said, you know, I think I can finally say this like this kind of growth is going to be hard to maintain year over year. Like what are we going to do to set people up? So like you immediately like move on presentation is tonight like okay like what are we going to do cuz that's hard to do bar high now year over year right and so you do you just move on in a good way and then Mark before he walked out he said I can't believe I just got to say

144that right like right that we've moved so it it starts to feel it's the growth of the system right same conversation similar conversation with Mark like a month ago and it was we're doing all the summit planning for August and we were just reflecting Jesse were there to a bunch of us like the the depth of the conversations around the data like I remember two years ago being on those like okay good we're talking data we have everybody's hands in it and we're we're just past surface like we're talking and now our conversations and our tools that we bring to the team to use for them to bring back like it challenges us to continue to look at like those those conversations are getting deeper like the the questions Mark will get pulled into rooms

145for is like what's a good growth goal off of this data that's come down you know three wise into like, oh, okay, why did we get here? Versus it used to be, okay, like students with special needs need to improve. Let's let's know that. And now it's like, here's what we know about what they need and here's what we're going to do in classrooms. And that's that's led to individual goal setting in classrooms at the middle school level. Um, Pleasant View has done some of that, too. Like those are the pieces that get all the way to the classroom now. So, when we always say boardroom to the classroom to the student, like that's the ultimate goal. And we've gone from really good boardroom on a third iteration of a plan to SIT teams that

146have reformed so a really good format of SIT and now it's getting to that professional learning community multi-level systems of support MLSS. So it's getting deeper into the student data right not just the planning about the learning that's going on universally in my classroom. But now we're getting into like specific student data and what's working with you in the English classroom that I need to try in the math classroom or what behavioral pieces do we need to work on so they can attend to their learning. And those are the exciting pieces and now it's even getting to that student level. Teachers sitting knee to knee with middle school students in particular. That was their big goal last year. It's really why I think they saw some of the things you'll see coming up. Um and

147but they sat with the students and they help helped the students with them set goals around learning and the students could articulate what they're learning and where that journey is going to go and that's when you really get the impact when they know and the parents are involved in that conversation. So it's like when we say boardroom to classroom like we're truly getting there in a lot of pockets and intention to fully get there and it it takes time. So I think a lot of those pieces are such celebrations and it's not forgetting the bigger rocks that had to get in place. Right. We talked about schedule my first year here. We adjusted it for my second year at the middle school, but that created the pocket to have those communities and those MLSS meetings

148to get to the student conversations to get to the right house structure to get the students in there, you know. So, it it takes like those chunks and moves, those moves at the high school that happened this year to start talking more about student data, not just planning data. Right now, that's moving that to the next level. Um, so I think that's the exciting piece is we talk rocks a lot. So it's like the big rocks are in place and now we can get to every next level of it. But it truly is going from the visioning in the boardroom now to to students being able to talk a little more. We talked about at that meeting, remember that not everybody was a super big fan of the schedule change when it first started um

149at the middle school they had this year on their map score. So Linda, you asked about achievement scores. So MAP takes achievement and breaks it down into deciles. It's a really big word for it. 0 to 10% 10 to 20% 20 to 30 the middle school for the first time I asked Mark Gronsky if it was an error and I'm not lying I was like that can't be right they had more than a year's growth in a year's time on every single decile so that means kids who were achieving like at the second percentile so compared to all the other kids in the country they would be considered on average achieving lower to kids that were achieving at the 98th percentile meaning they were high all of those kids made more than a year's growth

150in a year's time, which I and I I kid you not. I was like, Mark, you need to call. Like, I don't even want people to look at this that I have not seen that. I've been doing this a long time. So, like, you're starting to see things like that. And Jenna was just could not wait to celebrate that and share that and bring that to PLC. So, you get to do some of, you know, seeing data like that is is pretty remarkable. It's something that I have not seen. So it doesn't happen by, you know, the teacher in the front of the room teaching universally the whole class. You have to hit those standards that you approved tonight and you have to try to hit proficiency with all students on it. But you don't

151grow all those groups by doing that. You grow those groups by having the conversations about what the students need and then meeting with those students in small groups with like needs or sharing kids across classrooms, right? That's becoming a more regular language, especially in our elementary middle schools where you have similar classes going on at the same time. So we don't have to run the same small group of two students. we can share those. I can run this group of four. You can run another group of four. So, it's very intentional to be able to get there. And that's looking at, you know, that's pointing right back to that MLSS piece and the structures they have. Like, if you sat with anybody on that sit team at the middle school and you looked at those

152MLSS meetings, you're going to have like data on the students, but you're also going to have on like what are their interests. You're also going to have what are all the strategies we've used across our district. So, not only are they looking at the students, but they're looking at like maybe there's 35 strategies we've tried across all students in our building this year. These five have been the most rewarding and and the and then rewarding being students have engaged in it and their achievement and growth has improved. So, we're also finding the better strategies that are more likely to meet certain students or students with certain demographics maybe just you know of focus in the classroom or whatever it may be. So, um I I guess Dr. Bow and I could go on all night

153about this. It is really just stop but you have to get my inner person to say some of it. Yeah. All right. Digress. I'm proud of you. It's great work by a great people in the district. It's a great team. It's fun. All right. Thank you. Anybody else questions? I just have a comment. I think you know with our act 20 and um also the new reading uh curriculum which we have implemented hopefully that will help us you know um increase our ACT scores I think down the road I'm hoping with this changes which we are doing now because as studies have shown is that the third grade reading does reflect you know in the ACT scores of and ACT having reading and English you know two most important component and I think the changes

154which we have implemented especially with the reading the new curriculum and all the stuff with act 20 hopefully will start you know uh giving us some positive uh results in the near future you know such so thank you anyone else right thank you Dr. Bennon thank you Dr. Mo thank you Mr. Cromy, thank you to all the staff that's in here and the staff that's in our schools. Uh what a great um what a great year. Um we keep getting better and better and we started off in a pretty good place. So, thank you very much. That um that's great for the community. What a great report tonight. Thank you. Tuition waiver, Dr. Bennon, please. Sure. So, tuition waivers when they come up rarely, but we've had some over the couple last couple years. They

155just have to be board approved. It basically means a family has shown enough work towards building a house in the community, but they're not in it yet. They plan to be in it in the next 9 weeks to 18 weeks. And so we just look at board approval um that they'll be there. They've they've shown commitment. They're broke they're broken ground. You can see a lot of the documentation in here that already approved by the city. So it's we don't have any reason to suspect that they're not going to be permanently in that residence in the next nine weeks. Typically with tuition waiverss, it's nine weeks. I can ask for an extension to 18 weeks. Um and then we take care of it from there. I make a motion to approve the tition level for

156the above. Second. Motion was made by Dr. Khan, seconded by Mrs. Larson. Any discussion? So they provide their own transportation. Right. Right. I mean, how do you know if they're if they are in their house or not? We'll check residency. They'll bring in proof of residency when they move and we transport everyone. So we'd have it come through that way. Yeah. So we track it through transportation. Um Okay. because they did have to be on the bus and after they moved, right? Yep. And they'll have to show proof that they've they're resident. So, we'll have them documented and then uh Heidi Angel follows up with them. Okay. Thank you. Mhm. Anybody else? All right. All in favor? I opposed. Motion carries. Thank you. Treasures report is available in the board docs library. Uh future agenda

157items, Ed for employment, parent and family engagement in title one programs, student code of conduct, discipline matrix, summer school report, uh bullying report, and uh I am looking Can I ask for another future agenda item, please? I'm I'm looking to see some kind of review of our um our new um compensation model. year to year and its impact. It was a big move last year and I don't think we really had a thorough review of uh after one year implementation on uh where we're at. Is it sustainable or is it doing what we thought it was going to do? Those kind of questions. All right. for discussion at some point. And uh anybody anybody else have anything? All right, I'm looking for a motion to adjourn the meeting. So move. Second. All right. Motion was

158made by Mrs. Larson, seconded by Dr. K. All in favor? I opposed. We are adjourned at 8:07. Thank you everyone. Oh.