Grafton School District Board Meeting December 15, 2025

001the Monday December 15th meeting um to order. We will start with the pledge of allegiance. So please stand and the flag is behind you. 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 have one uh order to take care of here before the presentation and that's the consent agenda items. Um we have two um the approval in the minutes of the November 24, 2025 board meeting as well as the statement of receipts and expenditures for November of 2025. Do we have a motion to approve? Second. First and a second. Any additional discussion? All in favor say I. I opposed. That passes and we are ready for a

002presentation. Yes. Thank you to Dr. Gunderson and his staff for hosting us tonight. Um, I'll turn it over to him and he'll walk us through some slides, introduce his fourth grade team and some of our students tonight. Hello everyone. Welcome to Kennedy Elementary School and our school board report for the year. We're super excited to be here. My name is Principal Craig Gunderson. It's an honor to present to you today in our Kennedy music room. This is a special room. It has many features. The board did it right when we redid the Kennedy. Um, in fact, we have enhanced ceiling tiles, acoustical panels, and even the door seals for a better audio experience. And so, it makes for a great area for performing and also hosting schoolboard meetings. So, welcome everyone. I started at Kennedy

003in July of 2014. Our family resides in Grafton and my wife and I are parents of three district students. And in fact, these are the Grafton Gundersons. We're very busy. We represent each school. I try to hold down the fort at Kennedy Elementary School. My wife Jenny is the district physical therapist, so she goes to all four school buildings. Bruce is in fact a ninth grader at the high school having a great experience with Mr. Manti and his team. Very grateful for all that you've done. Lydia is a sixth grader at John Long Middle School. Mr. Weiss, thank you. And our daughter Marin is a third grader at Woodview. So, thank you, Mrs. Schwen. But we're all in for Grafton and we get to go to all the events and so we feel very fortunate

004to be able to do that. So [snorts] a presentation tonight includes several different features. We have Kennedy by the numbers which is a common theme that we use within our Kennedy board meetings. Kennedy in action that features our students and staff and kind of like a highlight of the school year when we think about walking through the inservice at the beginning of the year through this point right now in um December. We feature our staff and students and then there's also an opportunity for questions and discussion. So Kennedy by the numbers first off a statistic. Each year our student council hosts a toy drive overall by Capco with the kidsto kids toy drive. This year we were able to have 352 toys donated which is a pretty good number. However, in the spirit of new

005baselines, we've established a new baseline with fifth grade going over to the middle school. And so we're at 352 which is down a little bit but we're also down about 70 students. So give or take um we're right in line with that. The student council is very active and they had a great opportunity to enhance the lives of students through their generosity. So thank you to our Kennedy families and students and staff for hosting this Kennedy by the numbers looking at our enrollment by the year by grade and average case or average class sizes. We in fact do have 436 students in our school. The number is down, but that's predicted based on fifth grade going over to John Long Middle School. We have bubble classes at grades two and four. So, we have that

006fourth teacher at those levels. Those are the largest cohort sizes with 93 students and 79 students respectively. And then, as you can see, our average class size per year has stayed pretty steady at about 22 or just under that. And I think that our school district does a really nice job of being responsive with our staffing and enrollment when we add staff when we need to and we just adjust accordingly. So you can see the steadiness and the programming that we've been able to offer for the past years with our students and our staffing. So thank you for that. Point of reference with the merging of um different schools and the onset of Kennedy Elementary School opening up with a new addition in the fall of 2018, we had 400 students 4K through 4th grade.

007So if you think about village growth, new housing, people moving to our school district for opportunities, in August of 2018, if we would have cut fifth grade off at that point, we'd have had 400 kiddos. Just as another way to look at the numbers, another piece of this, this is a new factor. So as we know, our Kennedy families are able to take a survey in the spring of the school year to give us feedback about their own students and their own experiences with our school district. This year we're taking a little bit closer look as principles at certain aspects of the survey, areas that are going well and areas that we can keep looking at. And so with Kennedy, I pulled three different statistics for you on this. Safety, learning, and connections. We're very

008fortunate that we have amazing parent and family support at Kennedy School. You can see that with safety, I feel that Kennedy Elementary is secure. Last year, 96% of families agreed on that. It's a wonderful statistic. Five-year average of 96.4. four connections on the far right. My child feels accepted by adults at Kennedy Elementary School. We're at 97% agree. 5-year average 97.6. And in one year, we even had 100% of families agreeing to that one, which is a phenomenal statistic. However, with our school averaging scores that are in the mid to high 90s, certain scores came back as outliers. And the one that I wanted to feature tonight was the one about learning, saying that my child is challenged to their academic potential at Kennedy Elementary School because at the end of last school year, we

009had 81% of families agree. Our 5-year average is lower as well at 86.3. And in working with Mr. Nelson, our staff, school board, and our whole school community, we wanted to look more closely at this aspect of learning within our student or within our family survey data. In looking at this, we went through a process. In fact, the school board looks at this data as well at our at our board and administrator retreats. We take it back to our staff and we reflect on it. And so, at our back to school meetings with staff, I asked the staff, what do we do to challenge students to their full potential? And the staff was able to come back with many different things that we do as a staff. It could include a robust schedule, the best

010curriculum elements that are that are possible for us to implement, different features like that. We then shared this feedback with our Kennedy PTG. It's a group of parents who are highly invested in our school and know what's happening. And we had a reciprocal conversation back and forth between our school staff and admin and also our PTG trying to hone in on some leverage points that we could use to impact this number to see if we could move 81 degrees up a few notches. We've learned from our PTG different things that we could try. We were working with our staff and I wanted to share some of that. The spirit of this though isn't a complete programming change but rather turning up the heat like one degree. thinking about some of those quick wins or process

011changes that we could utilize in order to enhance that survey data point. And so what we do is we did some learning and what we learned is that perception is shaped by communication. And when we drill down in that a little bit further, one of our goals number one is to close the gap between the great things that are happening at school and also those communication pieces as well. We want our families to know the great things that are happening in our classroom and schoolwide. We want to ensure families are informed about how we're differentiated differentiating for their child. It's really nice to send out newsletters and holistic communications, but it's another thing if you're a family member to receive something that's personal about your child and the level of support that they're receiving, whether

012it's during sore time, a pullout class, or something in class as well. We look for some quick wins. for example, enhancing principal newsletter updates or increasing our student focused messages to families and also sharing additional work with our families so that you can see the work that's occurring at home and have those conversations with your kids. We also talked about what I would deem as possible process enhancements. And these are things looking a little bit more deeply at how we invite students or invite families into our classrooms to share that learning progress, increasing opportunities for students to present their work to their peers and really putting the students in leadership positions in our school. And so we feel that we are in a great position to make some impact on this 81% agree standpoint. And

013we're going to see after implementing some strategies how the results turn out. But that's just one of the features that I believe that you will hear from our different schools as we present looking at family survey data and how we can make an impact on that. Okay, this is my favorite part. It's the rundown of the school year sort of in chronological order but also in an order that makes sense in our minds. Back to school is fabulous. You can see Mrs. Schwenzen and I sitting together in the auditorium in late August. Mr. Nelson speaking, our school school board president serving lunch to our staff and other board members in the audience as well. Our teachers work closely together. For example, in the top right, you can see Miss Wankowski working with her Woodview counterpart

014as a first grade team leader, making sure there's great collaboration and alignment across our two elementary schools. You can even see some of the fun celebrations bottom right with fourth grade when we when we're celebrating back to school after a nice summer time. Great start conferences were fabulous. We typically have over 90% participation. It's one of the things that I value most about Kennedy is that when I pick up the phone to call a family member or schedule a meeting, someone almost always seems to answer or call me back. We have such a responsive group of families and it's wonderful that we have that connection and level of trust when we are working hard to improve outcomes for our students. The first day of school is amazing because we all line up on the front

015on 11th Avenue. We invite families to come into the school as well, say goodbye, make sure that their kids are oriented at their lockers and that they feel amazing about the start of the school day. It's shocking to me to see how quickly our teachers get the students into the groove as well. By about 9:00 in the morning, about a half hour into the school day, they're already at the rug learning. They're circling up. They're doing activities. They're getting into the curriculum, really starting that strong foundation for learning. It's a wonderful thing to see. One thing I really pay attention to is our 4K students because this is their first day of school ever in a big school. While some of them may have had preschool experiences or other experiences like that, I believe that

016our 4K students facial expressions at the at the end of their first day really says a lot. They're so proud knowing that they did it, that they're big kids now, and that they're ready to continue their learning journey. But I love looking at the facial expressions of the kids as they finish that first day of 4K. Mrs. McGyver, who happens to be in the audience today, our school psychologist, also hosts new student lunches. And so for Kennedy, we had 22 new students, grades one through four, plus a friend have lunch with Mrs. McGvern. It's a way that we connect together, having a large elementary school to make sure that we have buddies that were looking out for each other and building that culture. Our PTG did a nice job last year of working hard to

017raise money for the playground. As an enhancement this year, we have new signage. We have a playground donor board which is out there as well and it features the generosity of our school district and families as well as they sought to implement a new playground at Kennedy School. Our students love it. We use it every single day and it's been a great investment for our school for PTG appreciations and our and our PTG president um Heather Brahm is in the audience. Last year we focused hard on the playground and the and the gymnasium sound system. big ticket items, things that we needed as a school in order to run efficiently so that kids could play and also here. This year, we're focusing on smaller items, but still impactful and meaningful classroom items, amplify enhancements, and

018making sure that teachers have what they need in their classroom. And when we look ahead to next year, the 2627 school year, there's a few pieces that I'm looking at as well for some schoolwide enhancements while also supporting our teachers in their classrooms. Each year we start our school year with an eagle way kickoff. You can see our entire student body. Mr. Mike Klein took the picture from the roof. It was very windy. He was going to use the drone. However, he just used his phone to capture the photo. It's what we were able to do on that day. But you can see that our student body is slightly smaller because we don't have fifth grade. We're an elementary school with 436 kids. And so the student body reflects this. And of course you can

019see Kenny the Eagle in the front and center posing. Teaching and learning begins from the start. Whether it's art, music, and fiad or our classroom work, our teachers get right to work with the kids, ensuring high levels of learning. It's amazing for me to see as a principal what's happening 4K through 4th grade and all the areas as well. And I'm super proud of our teachers and kids for all of your hard work. I also wanted to point out, let's see if this works here. Oh gosh. So, this is the downtown Grafton business's second Saturday event. And we had three very brave teachers, Miss Blau, who's in the audience tonight, Miss Zuiki, and Mrs. Rosenrren participate in the dunk tank on a chilly fall afternoon. We raised money for our school. It's going back to

020the classrooms. And I want you to know not to feel too badly for these teachers because they got a kickback from our PTG for for giving up their time as well. So, we gave them a little bit of enhancement. and I'm very thankful that they were able to make that community connection with their kids. Homecoming was a special experience for us. The parade was hosted at Kennedy. It initiated from Kennedy and worked its way to the high school. It went really well. The high school was meticulously organized with things and I couldn't have asked more about the behavior of our students K through 12 and also how the high school had it organized. It really was an exciting time. A powerful thing about the Grafton School District is the connection also between our high school,

021middle school, and elementary school as well. There were so many amazing opportunities for the kids to come and um just enjoy the school day. So whether it's blue and white day at Kennedy and school spirit, hearing the pep band playing throughout the hall and outside or even have athletes and activity members coming and giving kids high fives. We tried to make a big effort thanks to GHS to celebrate homecoming as a district. It's one of the most enjoyable weeks that we have at the elementary school. One part of this presentation focuses on the impact of Kennedy alumni and how they are giving back to our school. This is a picture of Amelia Ramsey. She is a Kennedy and a GES alumni. She was in Mrs. Shanks kindergarten class back at GES, but Amelia is a

02212th grade student now and she is in an AP research class and she's doing a study with our first grade students and Mrs. Wendy Springer about how first grade reading comprehensions is affected by different types of non-fiction texts. It's wonderful to see the maturity of our students when they do come back and help out and to see how they can learn and give back to our school as well. But great job, Amelia. Also, we have three student interns from GHS coming to help out in our classrooms. We have Josie Getats helping out in 4K with Mrs. Shanks, Kendall Conrad, third grade, Mrs. Rosenrren, and Jack Nelson, fourth grade, and Mrs. Voss. And what I'm hearing is that these students are contributing authentically to our classrooms. They're not just observing and just being passive, but they're

023actually getting involved with the kids, interacting with them, and helping them with their learning. But big kudos to our high school students contributing in our school. Donuts with grown-ups is always a hit. It was Buddy Breakfast, but then it has gravitated more towards donuts with grown-ups. We had a generous donation from Piggly Wiggly for 50 dozen donuts, and we had countless smiles as well. It's an annual event that we have, and I foresee that continuing year after year at Kennedy. MC Teacher Night is a big hit. As you can see, we earned over $900 from our PTG dressing up as the mascot staff serings staff serving students and families and getting out in the community and enriching lives, too. It's powerful to see when students connect with our staff members outside of school because they

024develop a deeper relationship and make that connection. Also, we have Kennedy Minute to win it. One one part of our PBIS assemblies this year included having our teachers and students participating in minute twin games. So you can see Mrs. Easter and Miss Hurley doing some sort of a toilet paper activity. You can see Mr. Ryder the MC with his ridiculous blue wig on. You can see Mrs. Morte bottom right hand corner the intensity and fire in her eyes because she has that intense spirit. Again, it's great to work hard in the classroom but also to make the connections outside of the classroom as well. These are the things that I believe that kids will remember. And enrichment at Kennedy with us achieving the same or greater than 97% of the elementarymentaries elementary schools in the

025state. We're making a concerted effort to enrich students who are at or above grade level. Mrs. Burner, our instructional coach, and our grade level teachers are providing enrichment and extension to about 65 students in grades 1 through 1 through 4. And this is a testament to collaboration, using actionable data, and then using those powerful curriculum resources that we have to impact student learning to the highest level. Costume trot. Woodview has a turkey trot. We have a costume trot to raise money for our PTG. And this is a group of amazing Kennedy staff members who dressed up with a staff uno card theme. You can see the wild cards. Red nine, skip green. And it was amazing to see our Kennedy staff participating alongside our kids too in the costume trot. They ran countless laps. They

026were exhausted and the kids slept really well that night based on the feedback that I got from the families and a celebration to our school. Girls on the run just just finished up. They had a practice 5K near the school zone and then they did their FA 5K which was a great testament to um staff staff members as well parents showing another aspect of elementary school physical fitness positive messaging about body image and great attitudes and learning but it's one of our clubs that we we run to enrich the lives of our students and spelling bee. Last week we finished up our schoolwide spelling bee and I want to feature Pisha Sach Dava. She's the fourth grade. She's a fourth grader and she won the spelling be at Kennedy with the word compunction which I've

027never said out loud before in my life until I was a be master. Compunction is a feeling of guilt, distress, or remorse caused by regret for wrongdoing. Let's not go down that road. But she did a great job spelling it. When we said the word, she knew it from the start. You could tell in her eyes that she had it. She spelled it correctly. and she and the other students who are in the school spelling be will get to participate in the district spelling bee in January coming up. Our fourth grade kindness retreat just finished up. It was provided through a grant and supported immensely by our school district. You can see Amanda Mack and Sheila Binder in the top center picture. Mr. Nelson came over. You can see him in the top left photo

028as well. And again, another example of high school students coming to volunteer for students at at Kennedy School and giving back. This is a joint event between Kennedy and Woodview and we celebrate kindness, goodness, hard work, collaboration, and having a great school culture across our district. Knowing that these kids are going to come together next year at John Long as fifth graders state football game was an amazing opportunity as well. We had the projector going in the gym with the sound system. You can see Grayson kicking his game-winning field goal in there. And when that was happening, I was giving a tour to a prospective Kennedy family for next year. And we walked into the gym and Grayson was just lining up for the field goal and I said, "Excuse me, could I please watch

029this?" And they said, "Yes." They were from Grafton as well. And so we watched it together and celebrated. I'd never given someone like hugs during a tour like that before. It was just a celebration though. And our whole school got involved in it. Um, boys and girls of all ages coming to the gym, watching from their classrooms and celebrating school spirit. As a connection to this, future Blackhawks, our school district now gives t-shirts to all 4K kids after they register that says future Blackhawk and then class, for example, of 2038 or 2039. These are students in 4K and 5K who got their t-shirt either last year in January or the prior year because they're in 5K right now, but they show their school spirit as well. Once a Blackhawk, always a Blackhawk. It's good to

030be a Blackhawk. And we start very early. messaging that to our students. When we look at the students who were football players who received honors, these are former Kennedy students who had come through. Some of them started in their very youngest grades, others a little bit later. But you can see Grayson, our kicker, Ian Cornelius, Hudson Miller, Miles Mullenberg, Tyler Heinley, Reed Schaefer, and Pton Whis Mueller. I want you to know that supervising this group of students at recess football was terrible. They were immensely physical, skilled, competitive, and I think we all remember that dynamic that they brought to the to the recess. But it paid off, and it's cool to see what kids grow into as they develop with their maturity and skills academically and scholastically and also athletically, too. We also had Kennedy

031alumni who received honors for volleyball, Paige Prey and Abby Bartholomew. They started at Kennedy as well as young students and are now highly successful at Grafton High School. Swimming, soccer, and esports. Kylie Grim swimming. Nikita soccer. Kenneth Berszac esports and Aiden Castner esports as well. You can see that Grafton High School provides many different ways for students to show their talents. And it's amazing to see how students different diverse interests increase and how the opportunities increase as students get older, too. So this brings us to this final portion of the board meeting featuring students and staff. When I look at this, this is our 10th meeting that we have hosted as as a school and we're fortunate to feature different areas of our students and staff. Today we're going to be featuring fourth grade. It's

032the capstone year of our elementary school and we have a number of students and staff members here who are going to talk to you about what it's like to be a fourth grader. They start this school year together. They're cohesive. They work hard and they have fun, whether it's first day of school or PTG back to school night. And we're excited to bring them up here to show off what it's like to be a fourth grade student or staff member. They've rehearsed hard. You can see them rehearsing at lunch on Thursday, talking in their small groups and preparing for this big moment. And they're here tonight to talk to you. So, I'd like to have Mrs. Ally Voss, our fourth grade teacher and team leader, come on up. And I guess I'll turn it over

033to you, Ally, and you can work your way through the slides and let's celebrate some fourth graders. Okay, thank you. Good evening everyone. My name is Ally Voss and I'm the fourth grade PLC team leader. And tonight I'm joined with my wonderful colleagues Nikki Blauet, Emma Hurley, and Susan Easter. Tonight is really about celebrating our fourth grade students and the work that our team has been doing. Um, we want to give you a peek into what the day in the life of a fourth grader looks like. Um, so you're going to hear about different subjects we teach, the routines we've built and set in place, and then ways that we support um our students and challenge them as well in our classrooms. Here are wonderful students that are going to be presenting today. We have

034Cameron Bant, Harper Braier, Arlo Brin, um Andy Johnson, Brinley Large, Claire Lubc, Axim Means, Gabby Neman, Devon Travella, Zoe Rush, and Shiloh Scott. So great to have them. What we want the board to know is that fourth grade is an amazing year of learning, increased independence, and opportunity for all of our students. We want to feature the exciting work of our exceptional students across several areas and then aspects of fourth grade that are unique, valuable, and engaging. Um, one of the first things that we want to talk about is how we are supporting and challenging our students during our sore time. So, sore time is our dedicated intervention and extension block and it's a huge part of how we meet every student's needs every day. For intervention, we focus on targeted groups. So some of

035the targeted groups we have going on are fluency, we have comprehension and specific skill practice. During soore, we as a team split our classes up and um each teacher teacher takes on a different group based on their needs. It's truly a key time of day for us because some students are going to get the extra support they need whereas others are getting that additional push to extend their learning. for extension. Um something that we have been doing in my room is book clubs and it's been really great because I have um a high school student that's been facilitating a group and then I've been leading one as well. And we have been looking into a bunch of different books, but one specific one we've been reading is The Chronicles of Narnia. And while we've been

036reading it, um students have been working on higher level thinking questions, um vocabulary practice, and different hands-on activities. Like one example of that is a comic strip reel where students are able to visualize the story and then sequence it and then bring in their artistic um own style. We um also have a group where students are diving deep into vocabulary words and they're really above level grade level vocabulary words using a resource called wordlywise and Mrs. Burner and Mrs. Easter are working with those students. Um, and then for math, we use something called concept quests. And this goes along with our Bridges curriculum. And it's a way that we can really take concepts that we are teaching in math and then give them that extra push in a higher level thinking question format. And students

037usually work in groups or they may work independently. Um, today Miss Blauet and two of her students are going to be sharing one example and it's called a kenken. So I'm going to turn it over to Miss Blau. All right. Um, so as Mrs. Foss said, "This year we've been offering different enrichment opportunities to our fourth grade students and um Shiloh and Axton are going to show you how to complete a Kenken today. It uses arithmetic and logic and it challenges the students and makes them really think and um get comfortable kind of with that productive struggle um to push their thinking. So um let's hear from them. Hi everyone, I'm Shiloh and this is Axton. We're going to teach you about a fun math puzzle called a kenken. A ken ken is kind of

038like seduko but with math. Before we start, here are a few key kenken rules. Boxes are grouped into cages. Each cage shows a number and an operation. The number is the result you must reach using that operation. In a 4x4 puzzle, you can only use the numbers 1 through four in each row and column. Since the first box does no operation, it will simply be a three. Next, we can look at the two boxes in the first row. The numbers in the cage have to add up to three. So, that must be two and one. For the one for the one minus cage at the bottom, the four must go there because it's the only number missing in the column. The other box is a three since four minus 3 equals 1. For the 24

039times cage, we need to we need numbers that multiply to 24. 3 * 4 = 12 and 12 * 2 = 24. The three goes in the third column, the two goes in the second row, and the four fills in the last square. For the three minus cage, I need a one because 2, three, and four are already in that column. The other square must have must be a four since 4 - 1 equals 3. For the 2 / cage at the bottom, the possibilities are 4 / 2 = 2 or 2 / 1 = 2. Since there's already a four in the column, we have to use 2 / 1 = 2. Wait, when you place the two and one, some other numbers need to move. Let's swap the one and two in the

040three plus cage. The one must go at the top of the 2 / cage because there's already a two in the third row. Good catch. For the other two divided by cage, we need to use 4 / 2 equals 2. The four goes on the bottom and the two goes on the top because there's already a four in the first row and a two in the second row. Lastly, in the four plus cage, the third row still needs a three, and the bottom row needs a one. Adding three and one gives G gets us at four. That's how you complete a ken. We hope you had fun and maybe even try one on your own next time you're looking for a challenge. Let's give them a round of applause. Um, I've really loved seeing the

041students embrace the challenges that come with these problems. Um, Axton has actually started creating his own ken kens and he stumped me with a few of them. So, it's really fun just seeing the students grow and push their thinking even more. So, thank you for listening. [applause] Good evening. I'm Susan Easter and I'm here to talk to you about science. I'm going to do one of the units and then Mrs. Hurley is going to do a second one. Um we in this module students are introduced to the analogy of the brain as a computer. There were two specific parts of this unit that kids enjoyed the most. One was our culminating activity where the kids got together and wrote a skit and then um videotaped it and sent it out to our families with Seesaw.

042And so they enjoyed working as a group and then having to collaborate and figure out how to best teach other people about concussions and how important it is to recognize a concussion and then what to do when you do have a concussion. Um, the second part that was most exciting in our brain unit was that the kids created a model of the brain and then were able to use yarn to talk about the input and the output of an action. So, I have um Gabby, Clara, and Zoe today. You guys want to is how do you want to do this? Does that work? Uh, they're going to come and talk to you about their making of the model of the brain. Yes. What if we move the microphones? Would that help you? Yeah. Okay, here

043you go. [clears throat] How's that? And then stand around it. First, we explored the parts of the brain and found out each has a special job. We then modeled the brain out of clay. We noticed that the surface of the brain is not smooth. We created the brain with folds and grooves. Then we added a brain stem and a spinal cord. We studied how the brain senses information from the outside world, how it processes the information, and how it causes an appropriate reaction in your body. We used red and blue yarn to show the input and the output. Our input was when someone accidentally stomped on our foot. The red yarn follows the path of the input from the foot to the parietal lobe. Our output, our reaction was to push the person away. The

044blue yarn shows how the message goes from the brain to the hand. We were amazed that the brain does absolutely everything. [applause] All right, the next portion of our PLTW in science is all about energy. And so that we begin the unit by challenging students to observe where they see energy in their daily life. So we've found that it truly is everywhere and it's a part of every single thing we do at school. Once they notice that, then we move on to thinking about how energy is transferred between objects and people, how it moves through a system, and then the most challenging piece when um they discuss energy conversion and that they culminate into their windmill project. So students are asked to build and design their own windmill. And so I have a group of

045engineers with me today. Um, Andy, Arlo, and Devanch, and Miss Harper is in the audience watching as well, and so they're going to tell you a little bit about their design process today. Give it up for our engineers. We work through the the design process to build a windmill. The design process helps scientists plan and organize an experiment. The steps are ask, explore, model, eval, evaluate, explain. Today we are going to show you our windmill that we designed and built and complete the explained step of the design process. At first we tried to use the pieces as propellers which was way too heavy. Our base was also too wobbly. Then we changed it by using popsicle sticks and index cards to make the propellers. It was still too heavy. However, our base was much stronger.

046Finally we succeeded with their final model that we have with us today. We used just index cards and the propellers spun. And this is it in action. [laughter] Thank you. [applause] The next thing we're going to talk about is social studies. In fourth grade, it's a special year because we get to really dive into our state's history and talk a lot about Wisconsin. Um, they analyze a variety of sources. They learn through meaningful inquiry, so asking a lot of questions to each other. They are working hard on crafting presentation and then students take field trips to the weight house and Madison. This fall we took a trip to the White House and right here in that picture in the top corner um that is our students listening to a blacksmith and it takes them back

047in time to um different roles people had um how they're similar today, how they're different um and really just um give us a great picture of what's going on in our history books and having it come to life. Um students also are working super hard to craft presentations and um this is all leading up to our culminating Wisconsin project where they're putting everything together they learn. So in May we're going to really start working on this culminating pro project and um really putting everything we've learned from our field trips and then um in the fall learning about social studies. Much of the work that they do is um on a site called Padlet, which is like an online bulletin board. Um so students are able to interact with um different posts they make. So this

048is where they're asking a lot of those inquiry based questions. Um and they are liking posts, they are commenting on posts, they're challenging um different points of view and questions about um these theories that people are proposing. Um, and we also used an interactive um, online Wisconsin timeline which was really cool. And students were working on placing their own timeline card on this um, that shows the different eras that we learn about. And that leads us into Madison. So toward the end of the school year, students take a special field trip that really wraps up their year. They get to embark on the journey via charter bus. This is probably like the most exciting part to most of them and where they have the most questions about. Um they get to explore downtown Madison, the

049Capitol building and Camp Randall. Um those are some pictures of the group from last year. So there's us on the Capitol steps. Um we got to meet different government officials and go into the ratunda. And then um we got to go onto the football field which was really cool. I got a really cool video of my students running through the tunnel. It was a really exciting experience. In our Amplify curriculum, we um start off the school year really focusing on writing and um we jump into our personal narratives unit. So, in this unit, students are really learning how to tell the stories of their lives. Um, they're using things like vivid details, dialogue, sensory language, all while br building a strong structure that helps them reflect on these meaningful moments. A highlight of this unit

050and the way that we celebrate is our narrative nook cafe. Um, so we set up the room like a big cafe. The students come in and they share their work and it's really a great opportunity for them to be really proud of their work. You really see their confidence grow. Um, yeah, it's really exciting. Uh throughout the unit, we also connect back to our lessons um using a lot of different mentor texts. So they're seeing how real authors are using the same strategies that they are doing at the same time in real time. I'm going to turn it over to Miss Blau and she's going to lead us into our next amplify unit that we focused on. All right. Um our second unit had two parts to it. The first part focused on Europe during

051the Middle Ages and students learned all about the feudal system. So um surfs and knights and monks and nuns and we read um a non-fiction text that explained all about the day in the life of the different people in in the Middle Ages in Europe. and students at the end of the unit had to pick who they would want to be and then they all wrote a persuasive paragraph explaining why they would be that person um using information from the non-fiction text that we read. So Brinley is going to read her paragraph to us. If I could choose to be someone during the Middle Ages, I would choose to be a monk because the church is powerful and wealthy. Monks did not have to work every day and did less work than other jobs. And

052monks were educated, taught skills, had a place to sleep, and enough food to eat. If I could choose to be someone during Wait, I would choose to be a monk because the church was powerful and wealthy. In the text, it said the church was getting more and more powerful and wealthy. This makes me think that you would be powerful and rich, too. In addition, I would want to be a monk because monks did not have to work every single day and dig less work than other jobs. In the text, it said they would mostly pray and sometimes pick bears. That makes me think that I do not have to farm or go to war like other jobs did. Another reason is that monks are educated, taught skills, had a place to sleep, and food to

053eat. In the text, it said they got food from the church and the house. That makes me think that I would have money for other things like nice clothing. I think that monks are the best because they have power, money, and protection. [applause] All right, Brinley did a really nice job with that, using um evidence from the text, but then also inferring and making her own conclusions about what life could have been like in the Middle Ages. So, nice job, Brinley. I'm going to turn it over to Miss Hurley who will tell you about part two. So part two shifts from the European side of the world to the Islamic empires. Um and so students in this section of the unit are asked to use a non-fiction text to write a historical fiction piece. And

054so it's that transfer from non-fiction to fiction. Um, and in this case, students, the prompt they received was that a person living in the Arabian desert in the year 560 CE. So, they used the text in their reader to help think about a protagonist um create the proper setting, describe it with those good details. They um talked about how the bedwinds and their life um changed and evolved in the Arabian desert. And so, here to share his writing is Cameron Bant. Working hard by Cameron Vant. Back in the year 560, there was a 12-year-old boy named Tassan who hated working and wanted to relax and stop working. The only problem is that his job was vital for his family, so he had to work if he wanted to survive. Dad, why can't we just stop

055working? Hassan always asked. His father always replied with the same thing. Cuz if we don't do anything, we can't survive. It was especially hard for Han cuz he and his father had to tend the crops, meaning he had the job of feeding his entire family, which was really hard for him. But one day since crops weren't going well, a famine occurred and Hassan and his family were starving. So Hassan had to work extra hard in order to survive. Soon the crops were starting to grow and not many of the crops failed. After that, Hassan realized that you have to work hard in life at some point. So from that day on, he never complained about working. [applause] Nice job, Cameron. So um the hard work in ELA is definitely not over. Right now we're in

056our poetry unit and students are writing a wide variety of poetry and on January 9th from 2 to 3 we are hosting our poetry slam. So we welcome all of you to come and visit and see the fantastic poetry that our students are writing. Thank you very much. [applause] Thank you so much. Great job everyone. So, we want our board to know how proud we are of our students, our school, and our work together. We do our best to make sure fourth graders work really hard, they learn a lot, and most importantly, they have fun in their final year year here at Kennedy. Um, it's an honor to be able to share this with you and welcome you to our school. Now, we're going to offer up any time for any questions and discussion. Fantastic.

057Thank you. [clears throat] So, I I have a question starting out. Um, I have two girls that both one's in Kennedy now and one just left Kennedy and we've talked about the buddies and I don't get a lot of detail from them what they do with their buddy or what they talk about. Can any of you guys explain to me what you do with a buddy in the younger classes or what you talk about? We'll take a couple. So, we'll start here. So once a month That's really cool. So, they're like a lot of personal conversations and do you give them words of advice as as older students on what to expect as they get older in the classes? Not so much. [laughter] Well, I think it's really cool how they do they do that

058program and then we see, you know, seniors coming back to offer time to help with the reading lessons. Some of the traditions around graduation when they come and march the hallways, I think is really cool to see kind of where they got their roots. Um, I also just wanted to highlight how seeing Kennedy's approach with the community, how involved they are internally with the district community and as well as the external community is grafted. I think it's really great to see that connection with both. So great job on your presentations and thanks for having us here today. I was wondering if any of you I incredible wide range of topics that you're covering in fourth grade, but I was curious if any of you had been like inspired to give you an idea of what

059you might want to look into in middle school like classes you might want to get more involved in or even heading towards high school. I can't do something. I want to be a mom. All right. [laughter] Sounds awesome. Fantastic. Any other board questions? All right. Well, thank you. Fantastic job. [applause] students, why don't we have why don't we have you and your teachers? Why don't you guys want you have the board of the board come up and we'll have you guys join the board and we take a picture. Now we're regretting eating on this ch sitting here. Get over there. [laughter] How are you? I started taking right over here. Look at all the cameras at awesome. Great job. You're welcome. Oh, so cute. Talk about burying the lead. That really was just one. All

060right, we will then proceed to the rest of the superintendent report. Yes, thank you to Dr. Gunderson and his fourth grade team and our students. The great representation of Kennedy and our district. Great to see their learning in action and um hear their writing and reading and PLTW and so forth. It's great. Um, a couple reminders that winter break is from Monday, December 22nd through Friday, January 2nd. Um, so all students return to school on Monday, January 5th. So our wish is that families have a very safe and happy holiday season. Um, a final reminder of the school board spring election that occurs on April 7th. Candid candidate filing deadline is Tuesday, January 6th at 5 pm. Um, also we just had coach Norris come to last month and since um he presented last month

061with the football team for their state championship um he has been named the Wisconsin Football Coaches Association Green Bay Packers High School Coach of the Year. So in recognition of the honor the Packers awarded a $2,000 donation to the Grafton football program from the Green Bay Packers and the NFL foundation. Um, coach Norris moves on to the Don Shula National Coach opportunity to be the national coach of the year. Um, him and his wife Abby were able to attend the Packers Bears game um, a week ago um, and be able to be there Saturday night. They they had a ceremony with all the other coaches. Um, they have coaches of the week and then he was the coach of the year, but they got to do that at the Johnsonville area and um, then be

062able to be at the game and go through the locker room and so forth. So, very cool opportunity for for Jim and and Abby, his wife, to go along as well. Um, but congratulations to Coach Norris um and their whole program. Congratulations to GHS junior Lincoln Gracar for his second place finish at the Wisconsin High School Esports Association Fall State Championship. Lincoln competed in Super Smash Brothers against 200 gamers from throughout the state. So, it sort of puts it in perspective when you say there's 200 kids that qualified and he's playing against them. So, he did a pretty good job. So, congratulations to Lincoln with that. Um, and also our GHS random engineers robotics team took fourth place at the Whitewater FTC qualifier and officially secured their spot at the FTC state championship in March,

063which this is the first time in school history um that a GHS robotics team has qualified for the state competition. So, good luck to those students in March, but congratulations on qualifying. Dr. Gunnerson um mentioned this earlier with our cute kids with the future Blackhawk things, but our 4K information night is coming up again. and it's on Thursday, January 22nd at Woodview Elementary. Um, parents are invited to attend along with their prospective students. The 4K and 5K priority window, open window enrollment window is January 23rd through February 6th. Parents can enroll at the district office Monday through Friday from 7:30 to 4. Um, and it's also available on our website. Um, and then we have our GHS experience is coming up on Monday, January 12th in the GHS auditorium from 6:30 to 8:30. So, all

064current eighth grade students and parents are invited to attend, learn more about Grafton High School. Opportunity to learn about coursework, academic programming, as well as clubs and athletics will be provided and opportunities to meet coaches and and um advisers as well as teachers that night. So, great opportunity to see what Grafton High School has to offer as our students come in as 9th graders. And for our educational funding partners, I have a note here from GEF um which says, "Happy holidays from GEF." We have some dates for you to save. Need your gifts wrapped. And I just found out I need a gift wrapped for tomorrow morning. Um but it's our but this is going to come up a little later. It's check out our gift wrapping fundraiser coming up on December 21st. So if

065you have some gifts that you would like to have wrapped, you can make a donation. It's coming up on Jan December 21st. Also need something awesome for your classroom, grade level, or school? The grant applications are due February 27th. Reach out if you have any questions about applying for a grant. Need an end of the year tax deduction? Seeds to harvest is our ongoing campaign. Need retail therapy in the doldrums of winter. Rio will give back a percentage of your total to GEF on Saturday, February 7th. So mark your calendars for February 7th to go shopping and need a fun night out. Watch for information about our spring night of giving to come out soon. So thanks to our GEF and I think we have Do we have anyone else from one of our funding

066partners here to speak? We do not. Perfect. Great. And with that, that concludes the superintendent report. Any questions on the super report? Okay, great. Uh, thank you. Uh, next item C, a public comment. Um, I received no emails um, so I had nothing to forward um, this past month. Is there anyone in the audience that'd like to address the board? Right. Seeing none, we will go to item D, personnel report. Yes, we have a couple items forformational only for the board. um a new hire of Max Vanderwarf, building sub at Grafton High School and resignation of Kate Nestler, communications coordinator, receptionist at district office, and Zack Stler, student study hall supervisor at Grafton High School. Only any questions, any open positions that we currently still have to fill. Um the both of those that I

067just mentioned as rec as resations have been posted for um and we've had an opening for a special ed position for a couple months now um that was based on just additional um students um with that. So we started the year fully staffed instead of additional students but otherwise we are fully staffed I believe building sub still looking for a building sub at at John Long actually um we're still working on that too but that's been posted for a while also. Okay, information only. We welcome Axe and we thank Kate and Zach for their time with the district. Um, item E, 2627 school year calendar first read. Yes. So, this year we have three versions of the 2627 school year calendar for review um and feedback from the board. Um um over my 10 years

068here, we've we've gone through various renditions of calendars to try and find um a calendar that has a balance between professional development that the staff needs um to improve student learning um and then also helping parents balance their child care needs um which creates when we don't have school. Um, historically, as a reminder, we used to have our elementary schools on trimesters. And so we would have um we would have calendars that were set up for secondary where they would be they'd be running on a semester schedule and they would have breaks when the semesters would happen and then we'd have trimester breaks for the elementary K5. Um, they would have trimester days off. um we moved we then and then I went back in our calendars and looked and in um 19 2019 2020

069I don't remember why but we had K8 levels all have early release days even though 68 was still on a semester we had um 68 join the and I think it was to get more PD for those levels is my recollection but it's a little hazy that was a while ago um but in the 2021 school year is when we started moving everyone to semesters and we've we've sort of We've kept that format throughout this whole time. Um, and where we've all staff on the same days um, as PD back in 1819, 1920, we also had early release. So, we've also had early release days um, and and that met with um, parental push back of the the the difficulty of having early release and and so forth. So, we moved away from those and

070we haven't had those since the 2020 school year. Um, I was asked how other districts in our area do look at um, their days and and they look at them all differently. Um, um, some have just regular PD days. Um, some have late start days. Um, and some have early release days. So, Homestead's on a trimester. Um, we can see we have we had eight PD days. So, when I think of PD days, as you look at the calendar, I don't think of the days that are before school begins and the days that are after school ends. It's what happens in the once we get into September. from September to to May basically is how we look at that's how we that's how we would interpret um PD days. So if you look at anyone

071else's calendar I looked at their calendars to see how they do it as well. So Homestead with the trimester is a little different. Cedberg um has seven PD days. Um they used to have early release days. This is the first year they don't have early release days. They went away from early release days for this year. They're keeping it for next year. Um I talked to their superintendent. Um but they used to have early release days and they just moved away from that. Um and port has eight PD days. So we have eight which is similar to what others have. Um and we have we can we count those eight with three of them being virtual days. So we use those as virtual days. Um and so um PD in the morning with virtual learning

072in the afternoon that teachers are working with students um 512 um across the district. Um so we bring we bring three different pieces because we surveyed parents at the end of the year last year. Um we received feedback from them. you know was 51 52% were like we like virtual. Yeah. Um 48% or whatever it was whatever the number was it was close but there was not a there was there was not a overwhelming people who loved it not overwhelming people who hated it. So we need to do something different. So we have the administration has worked hard to work at what what do we need for our PD days? What are the things that we need um to be able to maximize learning for students because the results that we're getting are the best

073that we've ever gotten. We've never had as high of an ACT score. never had two students get a perfect ACT score. We've never had as high of a report card score that we just received last month. All these things that we're doing. So, we still need that time and and we do go through and and um assign the PD days at the times that we really need them the most. So, for example, if we look at the October date, so there's three different versions that we look at. all of them have the similar PD days um with with an exception and I'll go through that but you like the first day that we've looked at this year because you have that September um Labor Day starts September 7th so it's a little different um because

074we're starting to we have a you know a week of school or four days of school then we'll have a day then four days so our first um PD day that we'd be recommending would be in October which then aligns with our fall assessment data so we'd be able to look at our all school testing data back from ghs the as web results that we have at the elementary the um and across the middle school um and various areas the I Ready that we have. So data that we can look at in the fall um to be able to help teachers um as we prepare for the rest of the school year and setting goals and so forth. So as you look at the three calendars, you'll notice that um they all have 176 student

075days, secondary student days. They have 190 teacher days. Um, spring break is from March 22nd through 26. Um, which aligns with the CISA1 recommendation for area school districts. That helps um for our athletic programs, but it also helps if people live in our district but work in a district different district and their kids go here. All those various pieces that just align to help help families um spend that time together. Um, but then the differences between the versions are some of those elementary student days. So in versions A and B, there are 174 elementary student days. Version C, there's 173. There is grade five virtual learning, professional development days. Versions A and B, there's one day. Um, in our meeting with um, union representation, we were talking about um, the reason why we had A

076and B is because we really looked at is March 1st, so that mid-inter break that we traditionally had for the last four years. Um, is that a big deal to parents or would it be better with Easter occurring on the 28th of March? Would it be better to have a week of Easter and then have the 29th be a um a non- studentent day? So, for travel, are more people going to be traveling on the 26th, 27th, 28th and March 1st, or would people enjoy to have a longer spring break? So, we didn't really come to consensus as a leadership team. We like it was something that we were find either way. speaking with the union representation, they said, "Well, what if you what if you had both of them and you added a different

077virtual learning day?" Because in in A and B, we have one virtual learning day. So, we've said November 9th would be our virtual learning day. We see that as being an important time um for um we do we do see the value in virtual learning. We do see the value in students um being um having to be responsive with their own learning. We see the value of them using technology. um we see the value of because if we as we get ready for um moving into the winter um the storms that we've had we've had two storms that if they had happened on different days we'd have already had two we'd already had two snow days there's no way that the first storm and we had 12 inches of snow we would have had school

078um no matter how hard Jamie and his crew worked that just you know that there's not a possibility with that so the the getting having in November as a leadership team we talked about because one of the concerns we have from parents is you know you have the virtual learning in September students are only here for a couple weeks. It's hard for them to get into the flow of that. So, we say, "Okay, well, let's we're waiting until November. We have virtual learning day in November. If we ever had to go into if we ever used up our snow days that are built into the calendar, um then they had to go to synchronous virtual learning. They're in the habit of doing that. We've tried something before. We're getting ready for it as we move

079forward um into the winter season." So, those both of those pieces went with that. In meeting with the union, they had said, "Well, if you had two virtual learning days, if you made the December 7th um PD day, a virtual learning day, and then had the 29th be a teacher professional development day, it would still be a day off for students, then you would have the benefit of both having that March 1st off um as well as the March 29th off for for families. Staff would still work on the 29th um with that. Um, and I think that's a lot of the things I have. Um, we've talked about as leadership team, you know, this would be one less professional development day. Um, uh, the September day um is really a a time for us

080to look at teams coming together, collaborating, how have things been going the first couple weeks, it's been an opportunity for us to use some district initiatives. So this year, um, looking at AI training, um, you know, has been a focus. Every time we've had a PD, we've had something about AI. Um, but things that we felt like that's the month that we could, um, best lose a PD day. Um, and because of the other staggerings that we have throughout the rest of the school year. Um, and so that's how we decided on these three different versions to bring to the board to get feedback, knowing that we would come back together as a leadership team. We've shared with the union to for them to share with their teachers leaders as well and give them additional

081feedback. Um, but we wanted to bring those three options to the board and take any questions or feedback that the board would have for us to consider. So, so, so real quick. So, um, first read, you know, information only for tonight um, for us to give some feedback to administration um, just as far as the different options. Um, so certainly want to give everyone a chance tonight just to have some input um, back to administration. and we'll try to see if we can get to some kind of consensus. Um I think the goal would be as we wrap up today um that we have some kind of idea as far as what would get finalized or what will be brought to us for the next meeting. So um you know there's obviously an opportunity to

082get any kind of feedback from there to present that. So anyone that would like to go first if you have a preference in one of them or if there's something that's in one of them but change a little bit you know now would be the time to give that feedback. Ask like just clarify. So, sorry I don't have them right in front of me. Show up in my computer. Oh, thank you. [laughter] Okay. You and all of them we got rid of September as a PD day. Yes. Yeah. Um ex except in version. No, that's correct. No, we did. We got rid of all just Okay. So, and [clears throat] what is your feeling about losing that? that it seemed to be valuable or just you're getting rid of that trying to make these other

083pieces fit. Yeah, I think trying to make the other pieces fit and being aware of um number of student days that we need as well as number of teacher days that we need um as well as um with it with the virtual learning you do lose a couple hours of PD. So, you know, by losing at least one if not two, you there is some time. So it isn't you're not losing a full day as you look at it. And um as we as a leadership team, we said this is this would be a this would be our year to look at this. Then we would be evaluating as we go through the year. What was it like to not have that additional PD day? Was that something that um was essential? Um should we

084should we come back for the following year [laughter] knowing that Labor [clears throat] Day will be at a different day? Um so there'll be different opportunities with the calendar and so forth, but this was an idea of just bringing it forward for one year to to try this out. I see. Okay. where they uh I just a couple comments. I like the thought on that version B of moving the March 1 day tacking it on instead of like another I feel like that's probably some value. one other gonna be gone and then I I kind of agree. I totally agree with you about virtual days as they are, but given how much virtual work snow days, people that don't agree at all with that, but I definitely think there's some value. I'm probably one that

085doesn't agree with the virtual. I I think back in the co days, we were trying to get working really hard with staff and administration to get the kids in school. We felt that was their best learning experience. And now I think we're working hard to figure out how to make virtual days work best for the kids. I I'd be I' I'd support A or B, I guess, with one virtual day. I just I think we need to get back to having the kids here. And I understand the value of professional development, but I think we owe it to our kids, too, to make sure they're getting good quality education as much as possible. They are, right? Like the student days are the same, right? Yeah. We're counting the virtual day as a student day. So,

086it's a it's a day that they're learning, but they aren't in school learning. Yeah. Okay. I don't really maybe Mark and I are just saying it differently. I I think there's value in them but I mean I definitely prefer in person but you know one or two days I don't think is problem is it thought just to not having them on the calendar and you keep them in your hip pocket for snow days? My only opinion on that would be that there are years like this year, yes, we would have already probably had a couple snow days, but there are years that we would have none. And as much as my kids love going to school, like yes, those extra days, you know, yes, that is just one less day of you. If we have

087no days, that's fine. But it's I know that especially at the high school, those kids use those virtual days. They do plan ahead. Some of them are able then to go on college visits. they're able to do other things because they've planned ahead. Usually the work has been assigned usually Friday. So you have that college kind of atmosphere of okay, this is the work that is due by Tuesday. It is my choice whether I use that and you know Saturday is a good day and I have things I need to get done on Monday or I can wait and use it on Monday. So I I think high school that's probably the proper mindset. middle school, it's you're transitioning. And then, you know, maybe it's a little bit of what Mark's saying, but just my

088own thought is if you stack a virtual day next to a traditional school day, which one's got the higher odds of the best product? And the virtual seems to be a great uh substitute when you can't execute on the the primary, but should that be the starting point for the calendar to say we're going in with the virtual because we have to account for, you know, all all levels of of learning. I get that. I mean, I'm probably a fan of C. I do like the virtual days. Um, I think having two your first time, [snorts] November, and then you can always be tweaking it. Like December is your second chance at it. By only having one, that first snow day, you better have nailed it the first time and not needing, you know, it

089is their one and only chance because odds are we will have a snow day. You know, some years we don't, but some years, you know, the kids do and then you are having to do virtual days. So, I'm a big fan of the two. As I said, I've seen at the high school what they can get done, how they are able to go more in depth because I can tell you that my kids who had to write an essay for uh on their virtual day, they'll tell you they actually have to do more work on virtual days than they do on normal school days because if you have an AP English lit essay to write, I can tell you that they spent more than 88 minutes writing that AP English lit essay. Yeah. Just middle

090schools too, right? It's not just high school. It's not just kids. We have to look at the whole system. But you got I mean the you have eighth graders who are going up to the high school taking high school classes and I can tell you starting freshman year those kids are you know they will be still eighth graders doing it and it isn't I think it's a good thing to learn how to these kids are very good at technology for those kids. It's also for families a chance to they took days off to go to the high school football state game. Great. That is a choice. And families who are able to take time off for that that's a choice. It's the same choice whether or not you took the day off for that or

091you took the day off because it's a virtual day. Bob, um I think the suggestion from administration is great that we've taken it from three to the current and kind of made some concessions to kind of even out the survey results and massage this a little bit and and the effort that goes into it, understanding this calendar reflects so many different components. Um personally, I like B. I like having the extended spring break coming back from that with that uh for teachers as well. Um I value the virtual days for lots of reasons spoken here and some just to get a glimpse into what my kids are doing. I like that it's in November so I understand how Canvas and all these other programs that they use work early on so I'm not caught off

092guard in January when you get a teacher report where you're like I don't know what they're doing because I I don't see it at home. Um, I think preparing kids to use technology and then support the staff here that develop it, maintain it. It's good to have the readiness tool for that. So, I think B looked good to me. But retaining adoption for one day, I think is a good I say concession to people who are opposed to it. Coming from 3 to one certainly is a is a move in the direction. I think that helps satiate some of that crowd as well as, you know, maybe next year. If it isn't, then we re-evaluate not having any. But maybe let's see what the results come in at this uh the surveyed mark point here

093and see if it was successful to help those groups out. So, but between A and B, it B seemed to have more merit for it. Sean. Um, yeah. I mean, I'm guess I want to know what teachers like you still have to ask that, right? Get their feedback on the different versions. Yeah. And teachers and remember the survey result teachers were split as well. And but that was on the idea, right? Like this is physical like here that it'd be nice to know what their true thoughts are. I mean, as long as we're meeting the instructional minutes that we're supposed to have and teachers are getting quality PD um I think some of the small changes, it really kind of comes down to what what the staff wants to do. Yeah. And one of the

094things that we and I'm glad you mentioned that Sean because one of the things we did talk about as leadership team too is you know looking at the school day um with us running our double routes like any time you are going to either start school earlier that wouldn't impact the elementary because but it would impact the secondary students having to get up earlier and all the research talks about students not getting up earlier. So, we didn't want to look at getting up earlier, but we didn't want to extend the day because if we extended the day, that would impact our second route, which is our elementary students. And so, maybe, you know, in the fall it's bad because we're starting our routes and it takes too long already, then they get into the, you

095know, you get into a roll and then it snows and then things are delayed and so forth. So, any type of movement of even if you, you know, if you add two minutes to our school day, that has a massive amount of minutes over 176 days. However, um like that we didn't see that as being the best way to do that. Um high school is looking at their exam schedule as a way to revise some of their their exam schedule as a way to gain some additional time in our current schedule that would allow us to have at least two snow days built into our calendar um without impacting our regular day um and um whether it's BHT or our regular school day. Um but if you know if we go through this thing and

096we say well we really need another PD day but we need that instructional time we could come back to look at some of those other pieces without making it virtual. Um but that would be a conversation for future years. Um but we did have that internal discussion as well of being trying to be as creative. You know our theme is innovation today. So we're trying to be innovative with our current problem. Um but we didn't see that as being solving might be creating a different problem that would have a different um response from from parents and staff as well because that's a frustration with our busing. So for the number of snow days that's built in maybe these calendars it's two for the high school. Yes. And then it's more for school. Correct. So at

097least it's the first two days have correct. Um, you know, my comments on it, I mean, I agree with um I guess I I would lean toward B. Um, I like C from the standpoint where at the high school, you know, my son, his freshman year at Madison, first semester, he's taking a virtual class. I mean, so to me, there's a lot of value in that at the high school level. um is that you get that experience and you you know understand those requirements and to your point the um managing of time and getting assignments in those kind of things. So um you know certainly don't want to throw it I mean I'm okay with two at the high school and one at the middle school. I don't know if that complicates things. Um but

098if I mean if we were going to go across um the entire you know 5 through 12 then I would I would lean towards B. Yeah, we've been different in the past. Um, you know, I bring that up as an example earlier when we had trimesters and then early release and all those different things and um it isn't it isn't set in stone that we would have to say that virtual is 512. I mean, um, so I think we're open to having that discussion and we've had a lot of discussions with the leadership team just looking at this calendar and and trying to create the best possible calendar for for parents, but also for staff, realizing that there are times that we just need to have time for us to be able to work with

099staff to prepare for testing as we get into the spring. You know, I when Julia sets up the calendar for the year, that fills up pretty quickly um with various touch points that we need for various things. And then building principles have their building initiatives as well that if we don't have a PD day to do, then it turns into into their faculty meeting or it turns into during teachers prep or it turns in before school or after school. Um, which some of those things become much harder to make sure everyone's there because they have other district responsibilities, isn't that they're leaving early to get out of here. They might have a sports team, they might have an esports team, they might have a a coach, whatever it may be. Um, could be a high

100school person coming to the middle school to to coach at the middle school even. um and so forth. So having that time that we're guaranteed having people work together has really been beneficial for us for collaboration and culture and and having better academic um achievement for our students. So to give administration some feedback then so is there an agreement that no more that one would be the max for middle school for middle school one virtual day no more than one or is it I mean is there a consensus to have zero my thoughts zero the consensus is one that's okay okay I mean you can zero one. I don't have I think there's some value. I Yeah, I agree. I I think it just comes out to what Yeah, I just haven't heard what the

101staff have to what their thoughts on the three calendars are. I'd like to know that. Yeah. And one of the things that could change um is and we talked to the union about this is we used to have conferences on the same week um and then um there was a big push back because the elementary teachers didn't enjoy having conferences and Halloween during the same week and so we've went away from that. Um there has been some recent conversations about certain people not liking having um two weeks of conferences. Um secondary people have not bit on that at all. they have said we want one week and we want to be tired at the end of the week but have one week of being tired. Um, and so as we said at the union, I'd

102be happy to even survey staff and if take consensus like this really is it's it was based around teacher feedback. They didn't like that before. Have enough people changed over so they don't remember that or people who used to think they'd hated it. Do they hate this more? Like all those pieces. So the the conference thing could come back and be a little different, but that'd be based totally on teacher perspective. The administration does not have a strong opinion on this. uh we don't we don't see it as being an issue for parent attendance or anything else. It's just workload for staff. Um and elementary had asked for a different workload and we we granted that a couple years ago. Um but we may come back with a different response but we may not either.

103I'll get more feedback from them on that. Okay. So, we're I mean, majority of the board for one virtual day for for middle school, one that will help them prepare um as then they get ready for for high school. So, are you saying different for high school? Well, I'm just saying for for I'm saying the calendar. Yeah, we're just talking through just the consensus. This is just recommendations for us. So, we're saying first we're saying no more than one would be the max for for middle school. Um, and then is there a thought of kind of a D? Um, that is two for the high school. I mean, I I'm I'm fine with two at the high school. I think three. No, calendar versions. Yep. Just you're just taking the one day and you're making

104you're allowing two at the high school. Or do you just keep one at the high school as well? I think high school might be a little bit harder to have one. I mean, you have an A day, you have a B day. I mean, one could be on each day. I suspect the whole thing is like that little mat. I think some of this might be an extra question. I I mean, if you do that, it would give you spend a whole another day doing it. It'd give you three days. It'd give you three days of of before you would go to a snow day. I I just um my perception or my thought would be that uh an inerson day is better than a virtual day even though there's definitely in my opinion value

105to a virtual day especially at the high school like Krie was saying. Um but that a just an impromptu virtual day is not the same as a planned virtual day. There's just no way that could be. That's just oh crap it's 12 in snow today. We're not having it now. it's a virtual day, but that that'd be the the lowest of the, you know, most effective teaching. So, I I don't like the thought that, well, we could always just do it. We're we're we're going to have to do it no matter what. If we get 12 inches on a school day, but to to not plan for it is that makes that a whole lot different to me, I would guess, than a planned virtual day. But if we did change it, you said we

106would have three built-in snow days that would be true snow days that the kids wouldn't I mean you just get a snow day and you wouldn't have to do any work which hopefully we typically in a year three it's about the I mean yes we could get a blizzard in cold snow cold has been more common the cold usually three would be a good I mean I feel like we don't typically go too much more but anything could happen Yep. Is there PD on virtual days? Right. There is in the morning. Yep. Through the morning. So, I just want to make sure that PD is protected because whatever the value that it has is not lost, right? Okay. So, where are we? So you tried to have eight more calendar. [laughter] Not eight. Not eight.

107Not eight. Well, I think it's I think it's a good perspective for us to keep in our back pocket as well because that would that would change how we would um look at the days and all those different pieces of connections with staff. Um because we even, you know, as we were looking at the calendar and we we really did look at the entire calendar to say, okay, well, do we really need two days at the end of the year for PD? What if that was what if we had just one day at the end of the year for PD and we had another student contact day that allowed us to have PD at a certain time and and we just didn't feel like that was the we found that we believe that especially if

108there's new curriculum coming in having all staff for an entire day is really valuable. You have grades you have wrapping up your stuff and so forth but then whenever there's a new curriculum and that's really jump started a lot of our learning or going into the summer in LBC. So we went back and forth on that, but we so we did really look at all the days that we have set out to maximize the amount of learning for students as well as learning for staff and opportunities for staff to collaborate um and refresh themselves to to to lock in for an important period of time until we meet again sort of thing. Um so we can keep that in the back of our head of does it doesn't have to always be 512. Um we

109can have that discussion. Okay. All right. So to bring back at the next meeting then so you would be bringing back something that would have no more than one correct at the middle school up to two at the high school and then you would be looking at extending the day after Easter. Yes, that's what I heard. So those would be the three things that we would be looking for and administration was bring back one calendar. Yes. And then you can either say yes or you can vote to say yes but this. Yes. Correct. I would like teacher feedback. That's what the calendar would include. Yeah, it always has, but I mean it isn't. Well, I'll be honest. No vote on it, right? What's that? Um, the one that you come back with would include. Yep.

110So, so I think what Sean's asking, will there be additional feedback that you will get from the staff before we see the one in January? Um, so just as we've always done, we meet with union leadership, talk to them, they take it back to their leadership team, give feedback from them that they come back and meet with us and give us additional feedback to it. Um, so the feedback that we had on this one was really just us speaking with them. They'll bring back additional feedback that will, you know, district leadership is here as well. They're going to hear what you've said. We're meeting um um to discuss this. We're going to hear feedback back from the teacher leadership team for them for us for us to consider as well. Okay. before we come back

111in January. So, um we have a I think we said to them we have a meeting our first meeting in January is whatever day that is because of the educators convention and to get business of the year thing. We have to we can't have a meeting that day. Um so we've given them a date in the first week in January for them to give us feedback before we meet as a leadership team to finalize it. So they have time to digest it as well and get feedback that they'll bring back to us that we'll bring back as a final version that goes with it. Okay. Any other thoughts, questions? I think we're okay. It's helpful. All right. Thank you. Um item F, uh directing funds from refused board salary to Yes. As we've had in

112years past, we have a board member who has uh essentially requested that their salary be uh refused and that those funds be allocated uh to uh a different cause, if you will. Uh this year it's for $900 to go to the angel fund to assist with negative food service account balances. Um and then $800 to go to the Blackhawk scholarship. Uh essentially uh a board member cannot individually direct those funds to go anywhere but the board can take action to direct those funds to go to those places. So, we have brought forward a recommendation tonight based on the request of that board member that the $900 of refused salary go to the angel fund and $800 go to the Blackhawk scholarship. Uh so that is in front of you. We'd be looking for action on

113that tonight. Any questions on the request used salary? Okay. I look for a motion for the um direct of $900 of salary refused to the angel fund and $800 to the Blackhawk scholarship. So moved. Additional discussion. All in favor say I. Opposed. And that passes. Thank you. Um G 2627 budget development calendar. Yes, exactly what everyone wanted more discussion about a calendar. Um but luckily this is not a calendar that ever needs to be uh t board action on. This is simply information uh to give everyone uh schedule of uh what the steps we're going to take to develop the 2026 27 uh budget. Um so again like in past years February really hitting those revenue projections March and April developing uh personnel FTE to understand the staffing needs that we're going to have for

114the following year. Then in May and June finalizing some of those non-personnel costs having a preliminary budget that's passed that can be used starting July 1. Uh and then in September with the annual meeting and then October once we have final budget information from the state being able to pass that final budget and certify the levy. So this is the calendar for uh [snorts] that we'll start using in February. Uh information only. Any questions about this calendar? Comments, questions, information only. There are no virtual days in this is going to find himself presenting a lot pretty soon. [laughter] All right. Um H total school taxes levied. Toeer will stay with you. Sorry. All right. Go ahead. [laughter] All right. So um just bringing forward uh the school taxes levied at the end of October. We

115certified the levy um and it was $19.9 million which with increased uh property values within the district led to a mill rate of $624 which uh happens to be the lowest mill rate in Ozaki County. Um and then what happens with that levy um as it after it get gets to the municipalities is there is a school levy tax credit which essentially lowers the tax bills that eventually get sent to residents. Um and so it didn't change at least the statewide allocation did not change for this year. You can find that on your tax bill circled in red and that is applied against the taxes that you uh eventually see uh down circled below. Now, if you look at your tax bill, you'll notice they did go down a bit. Uh just like any even

116though the state didn't change their allocation, they do get allocated to different municipalities differently from year to year. Um and so school taxes uh levied or the I should say the school tax levy credit did go down. So our all fun tax levy went up 3.4%. The school tax levy credit went down point uh 4.8%. Total school taxes levied went up 5.7%. But there are a lot of factors that go into uh the tax bill. So, uh, total schools sto hi. Now, now I'm not going to have a lot more to present in the future, right? Okay. Uh, so total school taxes levied went up 5.7%. But with net new construction being 3%, that absorbs more than half of that increase in school taxes that go on to bills. In addition, you've got economic valuation.

117So changes between different mun municipalities having their values go up faster than others can shift that tax burden. And then you have assessed values. So again, total school taxes levied up 5.7%. However, more than half of that increase absorbed by the new construction, new homes coming online. Um, and then for the second year in a row, the economic valuation growth was faster in the town. And so you'll see that pie, if you will, the town gets a bigger share of that overall tax bill because its valuation is growing faster than the other municipalities, namely the village. Um, and then this is really the big one, the assessed values. So once that municipality has their tax bill, they got it from us, right? And then they apply the school tax levy to lower it, then they

118have to aortion it out to everybody else. And last year it was the town that had their values assessed. There was a reassessment. And so the word was that the average assessed value would go up 35%. But it wasn't that every actual uh property value went up 35%. Some went up 45. If yours went up 45%. Then you were going to see a decent increase in the school portion of your tax bill. If it was 35% then your tax bill was only going up between maybe zero and 1%. That was about the average. But if your uh assessed value only went up 25% then you were seeing a sizable decrease in the school portion of your tax levy. Now this year the village gets their turn. They had a reassessment and so you had quite

119a variety of different um changes in assessed values. This is a sample of six properties in the village, ranging from assessments that went up 63% on the property down to a property that only had their assessment go up 3.2%. So you can see the impact that has on the school portion of the tax bill all the way from property A with a 63% increase in their assessment going up 18.3% down to that property that only had an increase of 3.2% uh dropping by 25% that school portion of the tax levy. So you can see even if you had an assessed value that went up a little over 40% the school portion of your tax bill was going up 2.1% which is under the rate of inflation that we used for this year 2.95%. Now if

120you take a look at the town which did not do a reassessment you can see pretty much assessed value stayed flat. Now, if you had work done, improvements, certainly your assessed value would go up. But for for the majority of homes and properties that didn't do any improvements, that assessed value stayed exactly the same. And you can see all those properties have a the school portion of the tax bill that went up 1.9%. So to circle back uh to look to look at our our key performance indicator in our strategic plan uh school taxes levied right of 5.7%. When accounting for net new construction which was 3% uh will not increase more than the rate of inflation. Um and so that was 2.7% which is under inflation that we're using of 2.95%. that meets that

121KPI. And so, uh, Carara can bust out the, uh, Sharpie and color in that box a nice dark green because we've met that KPI on our strategic plan. So, just wanted to bring that forward to the board now that we have that final information um, from the municipalities and can measure that. We brought that forward uh so you would understand that. But also just to again like we did last year talk at least get it get it in front of you that those assessed values changing in the village impacted people differently all the way from having um uh taxes go up significantly to seeing large decreases in their tax bill. Any questions? questions or comments for Toeer. Thank you. Yes. Yep. Thank you for sharing that. I'm closing out this text love here. All right.

122Um I Julia forward ACT and PACT data. Okay. Good evening. I'm here to share our data from the spring of 2025. Um, we have shared it with the board at our board retreat, but this is the first time the public gets to hear about how our students did on the forward, preAC, and ACT. Um, so just as a reminder, the Ford exam assesses students in grades three through eight and grade 10. Uh, students in grades three through eight take ELA and math. Students in grades four and eight take science and social studies. And then our students in grade 10 take social studies in addition to the preac. Uh there are four performance levels advanced meeting approaching and developing. And the ELA and math data do contribute to our overall state report card for the district

123and individual schools which was presented during last month's board meeting. Uh these scores are accounted for in the achievement section, growth section, target group outcome section. And the following slides, I'll show you our data for grades three through eight um in ELA and math. Uh so this chart here shows our data for third, fourth, and fifth graders and how they performed in ELA on the forward exam. And this also includes um DM uh information. So the DM is a test given to students with significant cognitive disabilities. This accounts for a very small percentage of the data represented, but also factors into our state report card. So on the chart, each performance level is shown there. Um as well as the percentage of students that fell into that band. Uh [snorts] we are showcasing two years

124of data since the Ford exam was changed in the 2324 school year. And it can't be compared to previous years. So you can see for last spring for the 24-25 school year, we had 85% of our third grade students score meeting or advanced. That's that blue and purple bar. 71% of our fourth grade students scored meeting or advanced and 75% of our fifth grade students scored meeting or advanced. Looking at our elementary math data on the forward and DLM for the 2425 school year, we had 85% of our third graders score meeting and advanced with uh 56% of our students scoring in the advanced category for third grade. And then 73% of our fourth graders scoring meeting and advanced and 78% of our fifth grade students scoring meeting and advanced as well. Uh looking at

125our middle school data again you can see how our sixth, seventh, and eighth grade students have done for the past two years. Uh for the 2425 school year in ELA, we had 69% of our sixth graders score median or advanced. 76% of our seventh graders score meeting or advanced and 79% of our eighth graders score meeting or advanced. Uh these charts also do show cohort data, right? So in both seventh and eighth grade, we increase the percentage of students scoring uh meeting our grade level expectations from the previous year. So for example, our class of 2030, which is our current eighth graders, had 70% meeting or advanced as sixth graders. And then as seventh graders, they increased that to 76%. And our class of 2029, which is our current freshman, also had 70% meeting or

126advanced as seventh graders in the 2024 bar. And uh then as eighth graders increase to 79%. So these do show some good cohort data as well. When looking at our middle school math data, we had 72% of our sixth graders score median or advanced. Um 85% of our seventh graders score meeting or advanced and 82% of our eighth graders score meeting or advanced. Um just like in ELA here in math, our cohort data did increase the percentage of students meeting our grade level standards in both seventh and eighth grade as well. When looking at how our system performs compared to the state in ELA, you can see in grades 3 through 8, the number of students meeting or advance outperform the state last year by 23.6%. And you'll notice that the past two years, the

127state has remained consistent in the students meeting grade level standards where we actually grew by three percentage points um from the previous year. This chart does show the 5-year trend. Um, but again, as a reminder, they did change uh the forward test in 2024, which is why you do see a jump in performance for Grafton and the state from the 23 um bar to the 2024 bar. And then here is how our system performed in math. Again, you can see in grades three through eight, the number of students meeting or advanced outperformed the state last year by 25.6%. And you will notice that both the state and here in Grafton we did see a decrease in the percentage of students meeting grade level standards from the previous year. Um so just to review uh here

128in Grafton we continue to outperform the state um averages with 76% of all third through 8th grade students performing meeting or advanced in ELA. This is the highest uh percentage proficient since the very first administration of the forward assessment in the 2015 2016 school year and we had 79% of all third through 8th grade students perform meeting or advanced in math. This is the second highest percentage of proficiency since the first administration with last year being the highest. Um so before I move on to preac and ACT, are there any questions on the forward? Any questions, comments? Um, as the state's only 52%, I'm sure they'll they'll change the test again so they could raise that number. But since we're just looking at our relative increases year-over-year, like do these numbers tell you anything, you

129know, anything that we should do different, anything that we're doing great other than just scores for their own merit, you know? Yeah. So, our teachers use our professional development days to really dig into the state testing data. Um Rick puts together a really great spreadsheets that we can break down the forward exam by standard and we use that to analyze our curriculum. Are we teaching all the standards that are being assessed on the state assessment? Are there gaps that we need to fill for our students? And how can we continue to support them and and grow in ELA and math and also science and social studies? Do you feel the learning from trying to get better at the tests is making for better students? We always use the curriculum and the state standards to guide

130our instruction. Th this is just an additional piece of data to help support some of our students who need the additional assistance by being able to get really granular with which skill. So yes, thank you. Okay. Okay. So, um looking at the next um the next sorry test ACT and preACT secure. Um so these like the forward exam these are required tests that all of our students take in the spring. Uh students in grades 9 and 10 take the preac secure and students in grade 11 take the ACT. So I'm going to start by sharing our ACT data for the spring of 2025. Um this chart reflects our current seniors and how they performed last year as juniors. So on the chart you can see the average score broken down by each subject area and

131then how the state performed. Uh [snorts] the bottom row shows the difference between our average score and the state's average score. Our scores do range from 22.7 to 233 with the exception of writing which is scored on a different um scale. And we are proud to state that our composite score of 23.3 is the highest that we've had since the state required all students to take the ACT. Uh here is a breakdown of the past five years and you'll notice that our average score for all subject areas um last year we did have the highest and each um again [clears throat] each subject area and then also our composite. Uh you'll also notice we had a significant jump in the average score for English from a 21.7 um the previous year to an a 23.4

132last spring and also a jump in reading from 21.9 um in the 2024 school year to a 233. Switching over to the pret. This chart shows how our current juniors performed last spring uh as sophomores. So again you can see we are still significantly outperforming the state. Um and then as a district we do track progress towards our KPIs. Um so our KPI is having our juniors score a 23.5 on the ACT. So as sophomores um we expect them to have a composite score on the preac of 20 or higher um to help meet that goal as a junior and we did exceed that last spring with a 21.2. when looking at our current sophomores and how they performed as a freshman on the preac. Again, continuing to outperform the state in all of our

133averages for every subject area and the composite. And then in addition, um we expect our students to have an average composite store score of 18 to be on track to get that 23.5 um KPI goal. And we did meet that as well with a composite of 18.5. So, in summary, our class of 2026 scored the highest average ACT composite score in school history of a 23.3. In addition, um, as I mentioned previously, we had the highest average scores for all content areas on the ACT as well. And our class of 2027 and 2028 had scores higher than the state average on all subject areas, including the composite, ranging anywhere from 1.5 to 4.2 over the state average. Uh just just to note um this year we will see changes to our administration of the ACT

134for our class of 2027 and for all future administrations. The ACT has announced enhancements to their test which include uh fewer questions which equates to more time per question. uh reduced number of choices for the math multiple choice um test, shorter reading passages, and then they also added engineering questions to the science test. Um however, the change with the highest impact to our students is the change to the composite score calculation, which they removed the science test from that composite. So now um students composite scores will only include reading, math, and English. Um, even though science was removed from the students composite score, the state of Wisconsin does still require us to administer the science portion and the writing portion to all of our students for the ACT. And lastly, I just want to share

135an update to our vision 2030 key performance indicators, including the information that was presented last month about the state report card. We have two additional updates for CO1. Again, our score of 23.3 is trending in the right direction to meet our goal of 23.5. And CO2, our third grade advanced in meeting on the forward ELA um portion of the forward test, um met that goal of 80% and exceeded it at 84.8. So, I'll leave it open to any other questions about ACT, preACT or above. Any other comments or questions? Okay, good news. Thank you. Could Could you ask less questions and give me more time to answer? Fewer choices. Your choices. Oh, sorry. All right. Item J, uh, student overnight trip request. Yes, we have one student overnight trip application that we'd ask for board

136approval for. for the Lakeshore Lightning Girls Hockey Co-op where they go to Culver's Cup for the varsity and junior varsity hockey tournaments in Verona. Um the departure date is 12:27. They return on the 29th. You can see our five four students, excuse me, that are on the team um and where they're staying um and we would ask for board approval for this overnight tournament. Comments, questions on the trip request as presented? If not, I would look for a motion. So second for a second. Additional discussion. All in favor say I. Opposed. And that passes. Thank you. Okay. Gift reports. Yes, we have two gift reports we'd ask for board approval for. One from PMMIU skills fund with Sophie Grant Foresight being the contact person. Um it's for our FTC robotics ram random engineers that I

137mentioned earlier qualifying for state. But there is a skills fund grant in the amount of $3,000. It's restricted gift for uh the robotics team. And then we have two additional um donations towards phase three. Um Carrie Hadleros in the amount of $500 and the graph athletic booster club in the amount of $500. Any questions? Not. I would look for a motion to approve gift uh question. Yes. What is what is phase three entail for the athletic complex? Is that is that the soccer stadium stuff? It's the restroom. Yeah. Okay. Yes, the restroom piece that goes with that. Okay. I look for a motion to approve the gift reports as presented. All in favor say I. I. Opposed. And that passes and we thank them and we will get them letters through. All right. Mr. McMahon,

138thank you very much for setting the bar high with your presentations tonight and we look forward Dr. Gunderson. Thank you. I'll find myself on that one. [laughter] Check to see if we were listening. Exactly. You were. [laughter] I thought I was saying something nice and you guys all looked at me like I say something to me. Mr. Gunderson, thank you very much. It was it was wonderful and well very memorable. Um and Mrs. Swinson, we like we look forward to your presentation next week. So, uh next month we will be at uh Woodview um on January 26th. So, that brings us to adjournment. Uh the board of education will consider a motion to convene in close session pursuant to Wisconsin statute 19.85 85 section 1 subsection C considering employment promotion compensation or performance evaluation data

139of any public employee over which the governmental body has jurisdiction or exercise responsibility for purpose of considering performance related data of the superintendent quarterly review. Do we have a motion to go into a jur? So move. Second. All right. Take a voice vote. Yes. Yes. And yes.