001At this time, I would like to call to order the November 24th, 2025 meeting of the Harford Joint One School District Board of Education. Can I have a roll call, please? Blender >> here and Sh present. And Welch, >> I'm here. >> Excuse. >> Thank you, Miss Hoffman. This is a meeting of the board of education in public for the purpose of conducting the district's business and it is not to be considered a public community meeting. There is a time for public participation during the meeting as indicated in the agenda. Any district resident or parent of a currently enrolled student wishing to speak should have filled out a card located on the sign-in table and given it to the board secretary. At this time, we're going to do the pledge of allegiance. And I'm going
002to pass it over to Dr. Buy to introduce our group from Rossman. >> Yep. So we have our school counselor Miss Kler here and she'll introduce our leadership students. Soon our leadership students with us today and she stands patient God Indivisible liberty and justice for all. >> Good job, guys. >> Thanks for being here. >> Good job. >> Thank you guys. >> Good job. >> Thank you to the students for coming and for their parents for helping to get them here. and Miss Kger and Dr. Buie for introducing them. Our next item is to consider the approval of the agenda. The agenda notes the board's mission of we will support our community through dedicated governance, leadership, and stewardship so that our students achieve. It also states our values and expectations as a board in governing
003our meetings. The purpose of the agenda approval is twofold. The first reason is to verify that public notice has been given according to state statute 19.84. Miss Hoffman, has the meeting been properly noticed? >> Yes. >> Thank you. The second reason for approval of the agenda is to consider tableabling an item or to rearrange the order of event. Is there any request or move to do that? Seeing none, is there a motion? >> I move to approve the agenda. >> I second. >> All in favor? I. >> Any opposed? Motion carries. Item number four is our presentation of student excellence which is also from Rossman Elementary School tonight. And so I'm going to pass it over to Dr. Buoy again or to Mrs. Klein, whomever. >> Sorry. I know. Yeah. So, thank you very much.
004Good evening. >> So, we have Mrs. Klein, Mrs. Anderson, and the third graders, McKenna Calbert, Craig Fiser, McKenzie Hoffman, uh Brady Hicka, Emma Hogland, and Lazama presenting the seat. They can come on up. >> Yeah. Where would you prefer them facing you guys or the >> Um, can they stand on the side and around? Is that okay? Yeah. Go ahead. >> There you go. Okay, so recently our third graders enjoyed a read aloud titled Balloons Over Broadway, which is part of our reading curriculum. In writing, we have also been conducting research for our informational pieces. To put our research skills into practice, we researched the history of the Macy's Day Parade. Finally, to celebrate our learning, we even created our own Macy's Day Parade style paper balloons, now proudly displayed in our third grade hallway
005at Rossman. This balloons over Broadway presentation delves into the enchanting world of giant balloons and their role in the iconic Macy's Thanksgiving Day Parade. This journey highlights the creativity, artistry, and history behind these whimsical creations, showcasing why they have become a cherished part of American tradition during Thanksgiving celebration. All right, we're going to let um some of our students share with you some of the research that they did um on the Macy's Thanksgiving Day Parade. The Macy's Thanksgiving Day Parade started in 1924. A lot of employees and paid actors were in the first Macy's parade. The point of the Macy's Thanksgiving parade was to be a fun Thanksgiving tradition in New York. The person who created the Macy's Thanksgiving Parade was named Tony Sar. The first Macy's parade to be broadcasted on television was in
0061948. Many people many people watch or go to the parade Macy's parade today. When Tony Starch grew up, he moved to London where he discovered no one was making marinettes for kids anymore. In the heart of New York City in Herod Square was the biggest store on earth R Macy's department store. Macy Macy's heard about Tony's puppets, so they asked him to design a puppet parade for the store's windows. Tony made new puppets based on story book characters, then attached skiers and pulley to make them move. Next, in the Macy's Wondertown windows, Tony's mechanical puppets dance across the sage like magic. But Macy's had an even bigger job for Tony. Many of the people were working at Macy's were immigrants, and as the holidays approached, they missed their own holiday tradition at the dancing with
007music in the streets. Macy's agreed to put on a parade for their employees and hire Tony to help. Tony was an immigrant, too, so he loved the idea of creating a parade. Then they made costumes and built horses, boats, and camels for the from the Central Park Zoo. And Macy's even arranged to bring bears, lions, and elephants. Each year, the parade group, but kids were getting scared of the rarities from the lions and the growls from of the bears. So Macy's asked Tony to replace the animals. So then he thought of blimps. So he asked the company to make him balloons. And they said yes. The Macy's Day Parade has been going on since November 27th, 1994. 1924. Have you ever wondered about the history of the Macy's Thanksgiving Day Parade? Tony Sarge was the
008fir was the person who created the Macy's Thanksgiving Day Parade in 1924. The purpose of the Macy's Thanksgiving Day Parade is the employees of Macy's were immigrants and missed their own holiday traditions. So Macy's wanted to give them a new tradition. The parade is held in New York and the day is on Thanksgiving Day. Today you can see many popular characters float down like Pikachu, Sonic, and Spider. Do you know what the Macy's Day Parade is? It's on Thanksgiving and it's how people get start did with celebrating their Thanksgiving. It also was created by the Macy's department store. They hired Tony SGE to make the puppet balloons. Also, did you know Snoopy is the most popular balloon? He was in seven Macy Day Macy's Day parades in a row. The first Macy's Thanksgiving Day parade
009was in 1924 in New York to honor immigrants and their families. When Macy's didn't want to get real animals because it was scaring the kids, they hired Tony Sar because he made puppets. Felix the Cat was the first balloon showcased. When it first started in 1932, the balloons weren't inflated, and if the balloons were returned, they would get a present from Macy's. One time, a balloon got stuck on an airplane wing. Snoopy was the most famous balloon and has been featured since 1968. Did you know the parade was created 1924 morning of Thanksgiving? The person who created the parade was Tony Sarge. They put on a parade for the employees. The par the parade was to celebrate Thanksgiving. The first balloon was Felix the Cat. Also, the parade was such a big hit, they decided
010to do it every year. The parade has been on TV since 1942. So, we have our three third grade classes. This is Mrs. Shrader's class kind of showing off our balloons in our hallway. Mrs. Anderson's class. And then this is my class. Um, here it all is kind of in pieces, but it's spans across right the entrance of our third grade hall. And so, here's a few pictures. We have about 70 of them um in our hallway. So, if you have the chance to come on over and visit, come visit. This is the time to see it. And then here's the other two parts of the wall. And we tried to put our duplicates next to each other because it was fun to see how the kids interpreted the drawing and were able to do
011it. They're similar but different in their own way. Um to wrap it up, did you know there are about 46 million turkeys eaten in the United States each year for Thanksgiving? That's a lot of turkey. Thanks for having us. Was there a most popular balloon that you guys threw that was repeated most often by the students? It wasn't Snoopy because Spongebob, maybe three or four of them. >> Okay. >> Um, a lot of Marvel characters. Yeah. >> Great job, guys. >> Any other questions? >> I don't think so. Don't let them go at us. Good job. Good job. Thanks for being >> Great job. >> Good readings. Good job. >> Thank you so much. >> Nice work. >> Thank you so much, buddy. >> Excellent. That was great. understand some things about the first time
012I was like and not enough person. >> Thank you again to all the kiddos who presented all the parents and teachers who brought them. Thank you all. [laughter] >> Too late with that. All right. Item number five is our citizens delegation to be heard. Mrs. Hoffman, was there anyone who charged? No. >> And that brings us to the board president's report. And so the only thing I have tonight to discuss is that last month we sent a link with the school board development tool which was that survey. 80% of the board as of tonight has filled out that survey. So if you have filled out that survey. It is not too late. We would like that done because next month, um, Mrs. Hoffman will print out all of the results from that. Um, I will
013say that there were some questions I found weird because it's supposed to be from the perspective of the board, but some of the questions really seemed to be about how the administration or the district is doing. But what I would recommend is just fill it out to the best of your ability. It is a tool. It's not perfect. And then we can have great conversational voice next month. Um, with that I'm going to turn it over to Oh, yeah. Go ahead. >> I think you had a chance to talk to Mhaft about sponsoring our scoreboards. >> No, I have not. But I do think that there's already some sponsorships that the district has to go through first as far as the sports goes at the middle school. So, that's something that we'll have to kind
014of go through with Mr. Stevens, I think, a little bit more before we would reach out to other businesses because there's some >> Correct. And that's something that administration would handle, not not necessarily. directly. So, I know Mr. McDer has been working on that. >> Yeah. >> Okay. We're going to pass it over to Dr. Vlo from the district administrator's report. >> Okay. Thank you. Very first report that I have is um we had three absolutely beautiful Veterans Day programs in all three buildings. I'm looking right at Mr. Flynn. He was a key player um in the central middle school program. He was kind of the narrator. So, great job. But the were outstanding. And what I love the most is you can't say this is the format for a Veterans Day program. All three
015buildings have their own format and all three programs are just exceptional. So it was wonderful and I enjoyed being at all three. It was fantastic. Um the next uh update that I have is that annually we have been fortunate enough to be the recipient of a donation uh at Lincoln Elementary School. That donor does choose to remain anonymous. However, uh they um the amount that they have chosen to donate does need to come to the board just for acknowledgement. And so I'm bringing it to you to share with you today that a local business um is sponsoring the building so that way they can help with any books, winter clothing items, things like that that are items of need for our students. So we're very grateful and um we will send a a letter of
016recognition to that donor. It's just that they want to remain anonymous publicly. Um, DPI, uh, special education self assessment. I'll actually turn it over to Miss Houston shortly, but this is something that, um, happens to all school districts. It's part of a rotation. And so, it actually, um, started last year with Miss Connealy before she left. And so, Miss Een just wanted to share with you where we're at in the process and what's coming. So, I'll turn it over to you. So this is DPI's cycle of self assessment to ensure compliance on IEPs and really um setting results for students. So it's comes in three parts. The first part was um a parent survey that was done in the spring of last year. And so they look for about 10% response rate which we met.
017We got to that number. Um the results were shared in your Florida packet. uh some really huge highlights. They look at um whether or not parents feel like they're warmly welcomed into school or meetings. Um there areas that we have that we can keep up. I think probably things that we talked about a lot of making parentfriendly language in a world where we have a lot of acronyms and things are can be really confusing about process and procedures. Um but I would say even that 75% of our parents felt like we were out there. So I I think that there's always places that we can tweak in in terms of that uh parent and IP process, but by and large everybody is very have very good things to say about that process. The second part
018is initial evaluation. So um when we get a referral for a student, we are operating under a certain set of timelines to make sure that happens. And so that's that happens every year looking at whether or not we're meeting those deadlines and that information will come with our December count snapshot. So stay tuned on that one. The last one is uh the self assessment. So DPI randomly pulls some of our IEPs. We are tasked with putting together an ad hoc committee and reviewing those on a certain they give us checklist of items. So very specific points that we're looking toward. Um, so we had a group of eight people come in in summer. They we do some learning together about what the standards are and what DPI what we're looking for in terms of compliance.
019Um, it really affords us the opportunity to talk a lot about best practice too because some things we can be compliant on but we can still do better and so it's a really nice conversation about what meets the standards and how can we make it better. So, we spent the day going through 23 IEPs um and we were at a 90% combined rate. We did really great. I'm super super um happy with how things went. I think that the conversations that were had among the teams of people about how we improve process and procedure were really valuable and then have come back to the teams at the building. So what comes next is on anything that we were not compliance on any specific checklist item those will be reviewed and revised. We're talking to family
020about families about those and then there will be learning that is happening now um through well it will continue but for sure all of our actions have to be done by January. So some department meetings, some memorandums just outlining some of the things that we can continue to approve and then DPI will come again in the spring of evaluations just to do a stop check on. So you will hear more from me at the end of year after we go through that to get questions about that process. >> No, I said to Dr. This is the first time I remember seeing this kind of reporting and I and she explained it doesn't happen. It's not every it's not on a certain cadence. Um, but it's it's really interesting information and it was nice to see
021all of the percentages where they were. So, I appreciated reading it. Can you also remind me once a child's on an IEP, they're on it the whole time forever or how do you how do you what are the metrics for someone getting stronger with it because I know that we have a lot of IEPs um which is not a bad thing but um isn't kids need the support they need support but I was just wondering how does that when they get close to that level like how do you graduate them so um the goals that are set by team have you reviewed annually and at least every three years then the team comes together again to look at that eligibility to Do we need to sit down? You have to sit down and determine whether
022or not they would continue to make to meet eligibility requirements or um has it perhaps changed as kids get older as they age out. there's there's more of a generic significant development. So that it happens more frequently than three years, but Thank you. Uh the next thing that I wanted to share is just a very brief update about fun 6. So as you know we have now had all three of our ribbon cutting ceremonies in each building finalizing uh the ribbon cutings very recently with Lincoln. And so that means all of the bills are are coming in. They're making their way over to Mr. Majaras's office. And so next month he will be reviewing with the school board the facilities audit that was done recently um before we or right when we started the discussion
023about the referendum. Um and he will be sharing information about what did that audit look like? What were the projects that we you know checked off of that list through the referendum? What's still remaining? what the priority looks like in terms of what's left over and then where the funding or the spending is at so we know how much money we have to kind of reinvest back into the fund 46 uh projects. So, um that will be something that he'll be discussing next month. So, if you do have any questions or if you're looking for anything specific, please let me know so that way I can convey that information. Please remember that with winter break, the next meeting is early. It's coming up on December 15th. So, we really have a very short So, I
024don't want to be giving him information on February or Yeah, definitely not on February. That was too late. Um, but not on December 11th or 12th. Okay. Uh, and then the other part of my update is around legislative information. So, there's a lot uh that has been going on. Last week, if you were watching the news, Trump um announced that he is beginning the process to dismantle the Department of Education at the federal level. That is a department that has not always been there. It started in uh 1979 with President Carter. The main rule or roles include administering college loans, tracking tracking student achievement, enforcing civil rights in school, and then of course providing some of our funding which you heard Mr. Majaris talk about uh at every annual meeting that we have. What the
025Department of Ed at the federal level does not do is control our specific school operations like curriculum and staffing, things like that. And so um this is an attempt or a hope to streamline federal education activities and uh so right now that we have limited information but I'm staying you know current with WAZA and then at our CC meetings to determine what's coming next and how does that impact us. So that's something that several of us have been monitoring just because it impacts each of us in a different way. Then I wanted to share a couple of bills with you. So, uh, Assembly Bill 613 and 614. If you see these coming through, this is about behavior in school and then reporting. I don't anticipate these two bills going forward because there are a lot
026of concerns about student confidentiality um with FUPA. And so, this is something that I I don't expect would go through, but if you're hearing about it, I think the intent behind it was good. I just think that um it's it's not going it conflicts to the federal law. Um, Assembly Bill 129 is about water. So, I actually had spoke to Mr. Carol about it a couple of weeks ago. This is one I do anticipate will pass. Um, and it's about making sure that our students, staff, and visitors have access to clean water. And, uh, the bill specifically talks about uh the water filling stations um for a number of students in the building. And so, we are already sufficient. So, if this does pass, we will not need to do anything. So, um, know that.
027The next one is Senate Bill 327. It's about service animals. This is something that I do anticipate passing, but don't know for sure yet. And then there is a suite of consolidation bills that are out there. This is something that I was part of the committee of shared services for the state of Wisconsin back in 2022. So, I've spoken on several of these bills to two reporters. one that's out of Madison, Kate Morton from Whiz Politics and then Eevee Vlad uh more at the national level with Education Week. And so um this is something that uh the the bills themselves um I [snorts] think push us in the correct direction. This is where the 2022 committee was headed and they have the funding this time to back it up. Um, and that is that would
028be if all of the bills are are passed and go together and not that we pick and choose what bills for consolidation work. The other thing that's really important to note and I shared this with both of the journalists that I spoke to is that um all of the information that I've heard is that again this is helping districts determine if consolidation is right for them, not forced consolidation. And that is a critical understanding is that forced consolidation does not work. So, um, those again, it's a suite of bills, so I won't talk about them specifically. The big one that I wanted to talk about is act 42. I did send the school board an update of that a couple of weeks ago, shared information with you. Then I have spoken to Miola. I've spoken
029to our WAS group and then also CISA. Um, so the new cell phone policy requirement, I will say what I said previously, it does not change a whole lot for our school district. We already have this policy in place. The big thing or the big changes uh that we will need to talk about is uh the caveat for teachers allowing cell phone usage in classrooms. Uh that will be part of the AG most likely the administrative guideline not the policy itself. And um Wisconsin is not the first to do this. Wisconsin is the 37th state in the country to adopt a law of this type. So we have a lot of um people who were in front of us. So, we will be working on that and we have plenty of time. Uh, when I
030spoke to Neiola, they were aware of the adoption. They have it in their next rotation and for us as a district, we don't have to have anything turned in to DPI until October 1st of 2026. So, again, we have ample time and then that will be an annual report to DPI, something that we need to continue to turn in. Um, so that would be a an I would call it an unfunded mandate because it will add uh continued work for us to make sure that we're submitting any changes or anything any modifications year-over-year. Um, so that is uh the information about the cell phone policy. And then the last thing that I wanted to share is there's an assembly bill. It's assembly bill 460. It is about um school choice and uh about pupils eligibility.
031When I was talking to those of you uh during your preboard meeting, I kind of related this to open enrollment and how with our open enrollment policy, we share that if we have a sibling, you're moved up on the list where it's more likely that you're going to get in. If we take a s if you have a sibling who's a student, you will more likely get in. Um so this is the similar type of bill um that the assembly has put out. So those that was part of the district update. And then if I move on to board updates, um we have three people up for board elections this year. Mr. Pridemore, Miss Wil, and Mr. Grbebeck are all up for election. That is very atypical because usually it's one or two people each
032year. The reason we have three is because Mr. Gr was serving out the remainder of um Ed Benkey's role. And when you do that, and it's and it's an appointment, not an election, you only do it until the next election occurs. And so that is why we have three. So how this works is that our two highest vote getters in the election would get the three-year terms and then the next highest vote getter would get the one-year term to finish out Ed Bkey's role and then anyone after that would not um be elected uh to the board. Uh very critical timing information. So I I did share this with u both Mr. Pride Miller and Miss Wilk when I met with them for their board meetings. Uh but we did release the schedule for the
033winter break office hours. So we will be open on Monday, Tuesday of both weeks of winter break since we have a two week break this year. So on December 22nd and 23rd and 29th and 30th, our offices here will be open. They will be staffed with regular office hours. So 8 to 4:30 p.m. Why is that important? uh because the office will be closed on the 19 uh the 26th and the 2nd. Um the district is also closed on the 24th, 25th, 31st and first. Those are holidays uh for our 12 month employees. So we will also have the office closed on the Fridays that follow those holidays. And again, it is important to note that because for our current incumbents, if you are choosing to run or if you are choosing not to run,
034we would greatly appreciate having your paperwork by December 23rd. And I've instructed Miss Hoffman that if she does not have any paperwork to please issue phone calls to you. uh because if that paperwork the non-campusy paperwork is not in on the 23rd then someone has to come and sit here on the 26th when the office is closed and that is not going to make anyone very happy. So I am asking you uh again even though legally you have until the 26th out of the kindness and and holiday spirit um please turn in your paperwork on the 23rd. Uh if we don't have paperwork in and someone is sad and sits in the office on the 26th and we still don't have paperwork on the 26th, then the deadline to apply for any other individuals who
035are not seated on the board right now uh would be extended from January 6 to January 9th. So there is a a lot of critical timelines here and if anyone needs me to repeat or review anything with them later on, I'm happy to. I also will be speaking to Mr. ground from his staff and station. So, if he's aware of the timelines as well, um along with schoolboard updates, schoolboard salary refusal is something that uh you are all paid for your role and we appreciate that, but it's also almost a community service and um providing support for the community and where where you live and sometimes work. If you are interested in refusing your salary, we do need that in writing by December 1st. If you are not, you can disregard this. Um, and then
036the state education convention will be held January 21st through the 23rd. Uh, we do have three of you registered for that. This is the one time during the year uh that the state school board, we have some school districts across the state where their entire board goal goes. So, it's nice and exciting to have three of our five members go and participate. Uh, Louise Shrunk is our WSB delegate. And I did include the handout from uh WB that shares what each of the sessions are and how they may be of interest to you. So I've marked up the entire catalog so that way you can see uh what's open to everyone, what's specifically for Louise as our delegate and what you may be interested in particularly given the work that we're doing this our school
037board goals. So um that concludes my updates unless you have any questions. Any questions for Dr. Littles? >> Seeing none, then we're going to go to our discussion part of the evening here. And our first item is the spotlight on learning from the instructional coaches. So, our three instructional coaches partnered with teaching staff to deepen and refine differentiation practices, tailoring instruction so all learners can access, engage with, and make progress on grade level goals. And I will turn it over to you guys. Thank you for coming. I'm gonna turn it over to Miss Melter. I'm sorry. >> You won't hear from me long. I'm going to be turning it over. But I did want to say good evening and happy Thanksgiving week. What a great opportunity for us to share some gratitude um for the
038impact that our coaches along with our leadership team and our teacher teams really have on on student success. Um, we're grateful for our mission at Harper Joint 1, dedicated to the success of each student, which is why I'm very happy that you'll be hearing from the three of these individuals about differentiation or meeting the needs of all students, each student here at Harper Joint One. So, I'm going to turn it over to Alice uh Tasha Bogle at Rossman, Allison Stark at Lincoln, and Mike Flynn at Central Middle School. So, I'm going to start off today by just talking about the school board goals and how they match what we are doing with our work because we have been working very closely with all of our staff on differentiation. Um, you're going to learn a little
039bit more about what our own um personal development has been as well as we learn more about differentiation and then share that with our staff. But, as we're focusing on, you know, what this means for our board and our school, we are highlighting two of the board goals that were um new in effect for this year. and that is develop well-rounded future ready students. This is um truly applicable as instruction is tailored to our students and really setting the bar very high for our students and helping them grow. We want um our students to continue to grow as we're looking at all of our data across the years of our students. The second one um which I feel that we all been very passionate about as of late is invest in people, recruit, retain, and
040develop excellent staff. And this is one way that we are doing that. Not only are we learning ourselves, but we're sharing that learning with our staff. And as we're sharing our this with our staff, they are growing and then in turn growing our students, too. So, tying into this, we're going to go into what is differentiation. Um, so what it is, and again just to restate, this has been a focal point for each of us at each of our three buildings and that we are looking to work with staff about how they differentiate instruction. And really what it is at its core is, if I'm thinking about this in simple terms, is meeting kids where they're at. Um, it's about providing equitable access to all of our learners through different learning experiences. Uh and so
041just to go from there, it's about modifying aspects of teaching. So whether it's content, the process, the product or the environment. Uh and it's really to accommodate student differences in readiness, interest, and their learning profiles. Uh and we know that research shows that differentiated instruction supports student engagement, motivation, and learning success. So together as a team, we have been learning and developing ourselves. We began this summer and continued throughout the beginning of the school year reading a book called How differentiated instruction in how to differentiate instruction in academically diverse classrooms by Carol Anne Tomlinson. um and we all worked together to reflect on how that book really outlines the overarching ways that differentiation can be um implemented within all classrooms. And then Dr. Dicki came to speak with our staff in both August and October
042and he was able to share his takeaways from Caroline Tomlinson's work and um share more with our staff about differentiating the content, the process and the product for the students. And as we'll learn about later, we took a poll from our staff and we asked them which of the 15 strategies that Dr. Dicki outlined were the most intriguing to them. And then we were able to create our desserts and differentiation event which highlighted those strategies that our staff was most interested in learning about. Next, we engaged in a deep study in the most recent magazine of the most recent edition of the magazine Educational Leadership. Tasha is our overachiever and she read two articles. Mike and I each read one, but Tasha's articles really tied together. making the the decision to teach up and a
043protocol for teaching up in daily instruction which encourages teachers to look at the most advanced students in their classroom and plan their instruction for those students and then support the rest of the students at their own levels so that they can access the same information. I read the article thriving in the zone of productive struggle which highlighted the universal universal design for learning and that really highlights m featuring multiple ways to engage students multiple modes of engaging students and providing a variety of ways for students to show their learning. and Mike read four tools for doable differentiation which highlighted four different ways that student choice can be incorporated into the classroom and so that students can share their learning in those different ways. Um so what we each did and so at each of the
044buildings we hosted a desserts and differentiation session and basic it was based on the information that we gathered. So Dr. Dicki came and as Allison said um provided us some with some strategies and they were kind of like a long list of quick things and what we did is we asked staff what would you be interested in? What's going to help you to customize some of your instructional practices? Uh and then we use that information to sort of tailor some of the activities that we shared with staff. And so uh we sat down at lunch one day and then just talked through some of the strategies. Um, and then from that, um, I was able to reach out or, um, work with some of the staff about some of their particular needs and how we
045could differentiate instruction for their content area or for some of their particular students. Allison and I both work together with the desserts and differentiation at both Rossman and Lincoln. Um, with Rosen, we had one grade level team that was able to attend as well as one of our speech teachers. So, I made sure that I reached out with all of our staff um through team meetings to ensure that they received all the information. Then Alison and I worked together on a Friday and shared out with all the staff that had come to warm up their lunch kind of bombarded. By the way, as you're here, here's some dessert and let's talk about differentiation. But some of the resources that we shared out um are highlighted here. We looked at some anchor activities. So, those students
046that are always done early, we always I I have one in particular that I always picture. He was always done very quickly and looked at me, Miss Spogle, what do I do now? And I looked at him, I'm like, how about read a book? So, we came up and brainstormed with a list of other ideas that we could do with those students instead of just reading a book. Some examples that we had shared would be a vocabulary activity where the kids would look at a vocabulary word for that content. Look at the definition, have a picture, have a real world example that would tie into that. We looked at some other activities that geared towards reading. So be it um compare to books from the same author or even books from the same genre, look
047at interviewing a different character. How can you look at things from a different perspective of a character to writing activities, thinking beyond your regular writing tasks that you have, but get creative with your writing? Thinking about math, doing either fluency activities with dice or even thinking of a real world activity activity like if you're traveling with your family, how much would it cost you? What is the miles? What is that going to look like? And then finally, just some other choice um activities. For example, some art projects that might go hand inhand with a piece that you're working on or even origami. In fact, um one of our students was very excited about our origami book that he had. So, not only was he reading, but he was crafting, too. We also looked at some
048student choice activities and we went from low prep to high prep. Um could go for something as simple as choice with where they're sitting to looking at choice boards. And Alison's going to share in just a moment an example that she had seen with one of their teachers. And then we also looked at bridging text to complex ideas. So we're trying to really take a text and either push our kids higher. So if we're having a text on plants, for example, how can we push those high kids even higher by giving them something a little bit more or how can we support those students that are struggling either with guided notes or a paired text that might be at a lower level just to give them that same context. But again, give them that contact
049that they needed. Just to share a couple of examples of how I've seen this work in our classrooms to date. Um, as I mentioned before, we had a student that was looking at origami. So, he was reading and then building on what he was doing by creating um, origami pieces, number of the day activities. We've got a teacher that's looking at specifically a number of the day and decomposing it just to build that number sense. Um, I have a teacher that has been working a lot with point of view activities. So, she's been having her students look at um or they're reading about the perspective of one way that the story is written, but she's looking at, okay, what if this was written from a different point of view? What if it's written from a
050different character? How is that going to look and how would that change the perspective of the whole book itself? And then even looking at the real world, too. Hey, if you were on the playground and you saw this happening, do you know what's going on? So, thinking about those real world activities, too. >> Thank you. um one of our first grade teachers um really took advantage of our time together and she was inspired to choose one of the high prep ideas which is a student choice board. So each week students are given five different options of activities to complete during their guided reading time and they can choose each day which activity they want to do but throughout the week they will accomplish all of them. So it really bridges the independence with accomplishing all
051of the tasks that the teacher has designed for them for the week. So looking ahead, Dr. Dicki will be joining us again in January at the elementary and middle school levels to be doing demonstration lessons. We have winter and spring desserts and differentiation events planned and we will continue learning throughout the school year including um additional book studies and we always look to support our commitments to student success. So thank you for your time. Do you have any questions for us? >> I think it's great. I think the challenge is yeah where do you meet every kid? It's always been a struggle though to hear that we're actually acknowledging that there is levels >> and really trying to help each kid. I really appreciate. >> Along with that, I think it's great that we're offering
052this additional education for the staff and the teachers because I think that there are students that are learning differently and needing different engaging ways of learning. And I think it's I would imagine that's very challenging for a teacher sometimes to create different pathways for the same classroom. So, I think it's how did the desserts go over in general? >> Very well. Very well. And um teachers appreciated having ideas because like you said, you look at your class and you look at the range of the skill ability and you're like, "Okay, what now?" And we've got phenomenal staff. We're very creative, but then to get a list of additional ideas was really helpful so that they have validation in all of the things that they've already been doing and ideas to continue to grow as well.
053>> Your teacher who did the five things then is that shared out to the rest of the teachers. Is it collaborative? Like other people can ask questions about it if they like that idea or >> Yes. Yes. And so that was the first grade example. They do their weekly options. Second grade has a two or three week option where they've got more activities that they're able to choose from. And then each grade does it a little bit differently, but it's tailored to what's appropriate at that grade level. I think that's what helps with um the molds that we're in because we have a little bit more flexibility with our schedules that we can take the time to research a little more too. Um talk to our teachers, talk about what they need, but that we
054can also give them um different resources that they need to have this too. So >> I think the only other thing I would like to see um as we always talk about collaboration with the students as well, do they have an option or a partnership in their feedback of I I really would like to like you said origami like you know maybe there's something that the way they have to design or create something that they're learning is different there's something that they like so I I would like to obviously always make sure that the student also maybe has some choices of their own or can give suggestions on hey why can't we do this so I just wanted to make sure that the student was also involved in those >> absolutely and that's so important
055and even as we're reading about different things try to get students engag I mean, let's be honest. If you were asked to write a paper about X and you have actually no interest in it, you're not going to put forth the effort and how you're able to write something about something you're very passionate about, you're more willing to do it more. And a lot of our writing activities are tailor made to give students choice of, you know, you have anformational writing piece, you may make that choice. Even the reading is that choice. But I think we're continuing to expand on that as well in giving students that choice and that opportunity which is really great about the menu boards too because students have a lot more opportunity to be flexible in terms of their time.
056Maybe there's just a day that they just don't feel like doing X but they can do Y instead. >> Thank you. >> Shake. Good job. >> Good job. >> Thank you. [laughter] >> I did I guess however you don't say questions. You guys can all stay throughout the meeting if you'd like. [laughter] >> Our next item is an administrative report on building and grounds. And Mr. Carol, I'm going to pass it over to you. >> Updates. >> Give a little report. >> Give a quick report on building and grounds. Um, November is a transis transition month for us. We've moved from lawn mowing to snow. Uh, we kind of watch the weather to determine when that is. This year has been a little different than past years. We have a an added piece of a
057couple added pieces of equipment and we do not have to convert everything from grass to snow. So, we have a lawnmower that we can leave at as a lawnmower and it doesn't do anything with snow. So, we can mow a little bit longer and we don't have to have that. Um, hey, it's going to snow next week. Let's get stuff turned over. We still do have have a piece of equipment that does do both uh both lawn mowing and snowb blowing. That's been converted. Uh, the new Toro, which only mows grass, has been put away. And the new Bobcat that we purchased or you guys purchased, um, has some different implements. They're mostly snow removal equipment. Um, so that's and those implements are very easy to change. They change within five minutes all by yourself.
058So it's not something that we have to um plan a long time uh ahead for. Um so that kind of gives an update on on the transition for uh mowing to to snow blowing. Next thing we're we'll be in the process for is the uh um holiday programs coming. And uh that might be something seem like something simple, but it gets a little chaotic for us. We have to move equipment from Rosin to Lincoln and back and forth. And the teachers want some stuff so they can practice on and we only have so much equipment, but we we get that there's enough time to get things moved around and we get things done. Centrals, the two elementarymentaries are done during the day. Those are usually a little quicker uh setups and tear downs just because
059we need to continue to operate as a school. They have gym classes in those areas and uh we need to continue to do that. Centrals is more of a week-long process and they do their their programs at night. They divide them up uh between band, orchestra, and chorus. I think sixth grade does all of theirs at once. So that's that's a little different for us. Um the um next thing on my agenda is the winter break projects. We do work between Christmas and New Year's. Um, most of the things we do there are we do filter changes and we try to get into areas that are hard to access when we have kids. There's some certain projects that are just very difficult to get into classrooms when we have kids. So, those are kind of
060things that we plan uh for that that time unless we're blowing snow or move removing snow then it become we we just can't get that done. Um, and then we're going to be moving into uh before we know it'll be the end of the year and we'll be looking at uh posting for summer help and getting that schedule put together because that's going to be a little bit different this year because of the installations of the new generators and scheduling that because some of the power will be down for short periods of time for each one of those. So if anyone has any questions [snorts] >> maybe when you guys do your walk like obviously >> it's already done. >> Yeah. >> Did we do that usually in October that that I think that's what
061we did. >> Did we find anything? I mean obviously we've done renovations so I'm hoping that >> No, there was I mean there's certain items that are just they probably been on the list for a little while. Um, nothing really out of the ordinary that I remember off the top of my head, but >> next time we're talk a little bit about that when Adam gives a bigger update on >> one of the bigger reasons or one of the things we're trying to do there is not only just see the buildings, but um, we talked to all three principles about things they might want to enhance. Um, again, there was a a portion of our budget that we set aside every year for things that they'd like to have done. So, again, it's easy for
062us to get eyeballs on what those are. Um, so we can kind of all agree what kind of shape it's in or what kind of the vision or idea is or doing any one of those projects that they have identified so that we can start putting pricing together and see what that actually looks like. So, um, while we might see some things in disrepair and whatnot, um, kind of the bigger thing of what we're trying to do is again start planning for like those summer projects. >> And I think, correct me if I'm wrong or if I'm mistaken, but I think your question was more about were there any surprises or anything like that that we weren't aware of going into this? And I would say that there weren't any major surprises. The things that
063are going to be big ticket items that we'll hear about from Mr. next month have already been on the list and so now that we have um the referendum projects done or mostly done now those will move into the forefront. So >> thank you. >> Thanks D. >> Um item number three is a discussion about our accountability report cards for the schools and the district as a whole. Um a letter was sent to families on the day the scores were released. School districts are also required to publish educational options available to children residing in the district and to provide the performance category from the accountability report of district schools. A parent guardian letter will include the options and a class one notice will published in the newspaper as well. But Dr. Glo, I'm going to
064pass it to you. >> Thank you, Mr. Wilk. So on the board, you'll see the graphic that was sent out. And so this is a graphic I'm incredibly proud of. We had a core team of people, Miss Een, Miss Malter, and myself worked on drafting the letter, but every single administrator had a hand in reviewing that letter. Uh, Mr. Radcloud specifically helped us with data. And this graph, this chart that you're looking at uh right now is actually the work of Miss Een, so I have to give her the credit because this was tricky with the new score ranges. We wanted to be able to accurate accurately reflect where we've been and what our journey is that we're on. And so we feel um very proud about the graphic and while I would say that
065the scores may be lower than we had hoped for the chart shows that we are growing and that we are moving in the right direction. So I'm very proud of that uh and the work that everyone put in and obviously like I shared the administrators each had a hand in putting the letter together. Miss Hoffman had a hand in putting the letter together, but the students and staff did all of the work um as well in terms of getting us where we are. So, uh with the public school districts in the state uh and there are 421 school districts. So, my math is not wrong here, but the information that I shared said only 378 public school districts were scored. I don't know what the discrepancy is. Um but out of that 378, 355 school
066districts met exceeded or significantly exceeded expectations and we are in that number. Um so we were part of that large proportion of districts in the state of Wisconsin and public school district that districts that is that met that. Um there are 436 private schools that were also scored. um 161 of those met exceeded or significantly exceeded. So you can see that's a much lower percentage. Uh as well as 247 were not scored due to insufficient data. So what does insufficient data mean? Um I can tell you that could be that it's too small um to gather data or that they have not had three years of data if it's a newer school. Um but uh the private schools uh clearly did not outperform I would say the public schools. So I'm very proud of the
067work that we did. And in the letter uh that all of you received, we also included specific celebrations for each of the buildings as well as what we were committed to working on so that way we can continue to grow. So I'm very proud of where we're at and again always looking to move that bar and continue the work. Uh the next thing that I wanted to talk about was the administrative guideline revision which is actually an omission. And so, uh, last month you all adopted the policies that were presented to you. And one of the policies was our policy on, um, controversial issues in the classroom. And because you adopted that policy, we no longer needed the guideline. And so rather than taking it out at the last meeting um hoping that we would
068pass everything, I waited until this meeting. So that's why this is coming alone and not with a large group of policies. So this is again just the omission of the guideline. And then the next thing uh if you don't mind I'll keep going on. Uh policy 8510 is the wellness policy. So this is something that Mr. Majaras and the splitter have been working on quite uh extensively so far. It's one of our Niola updates and it is comprehensive. It's a very long policy. It's about 20 pages. And so because it's an existing policy, we only need to turn it to you for approval in December. But I'm bringing it to you this month. One, so that way if Mr. Majaras would like to share anything additional, he can. But um two because it's long I
069wanted to draw your attention to it. Again this is something that uh we should be addressing the wellness policy regularly and if you remember last year I stated that Miola completely revamped this policy and so it took us time to go through it and to bring it to you. U Mr. Majaras has put together a committee and if one or more of you, you could have one or two of you if you are interested in serving on this policy committee. It will be one to look at the policy but two also to evaluate are we doing the things that we say that we're committed to doing. So if you're interested in that, please let Miss Hoffman or myself know and we will convey that information to Mr. Majeris. Um there will be a meeting in
070the near future um likely before the December 15th meeting and potentially one after that. >> Good. Okay. That concludes our discussion items tonight. Uh moving on to district business and action items. Action item number one is our policy second reading for 2431 intercale athletics. This policy was a first reading in October. Um it's included again in the packet. Do we have a motion? >> Motion to approve policy 2431 athletic. >> I'll second. >> Any discussion? >> Nothing has changed since we brought it to you in October. It's the same. >> Great. All in favor? >> Any opposed? Motion carries. Item number two is the authorization of the 2026 summer work crew job posting which Mr. Carol referred to earlier. Uh each year the district hires a summer crew of high school and college students to
071do summer cleaning and maintenance work. These positions are limited term employment usually 10 weeks and full-time so up to 40 hours per week. Because the wages are between $125 and six investments per hour. There are tremendous financial savings to the district. Um do we have a motion? A motion to approve the 2026 summer work crew job posting. >> A second. >> Any discussion? >> Seeing none, can we roll a follow up, please? >> Don, >> I. >> Aaron, >> I. >> Louise, >> I and I'll vote I. Motion carries. Item number three is the three inter agency agreement. This is an annual renewal agreement between Harper Joint One and Washington County birth to three program to work collaboratively to ensure a smooth transition of children from birth to three services to early childhood early childhood
072special education within the district. This is a countymandated program for children with disabilities. When a child reaches the age of three, the school district is responsible for service delivery. Children must go through an evaluation and qualify for an educational disability in order to receive the services. If a child qualifies for special education services, we plan to transfer out the service cost. Is there a motion? >> Motion to approve the 2526 Head Start inter agency agreement. >> I'll second. >> Any questions? This is a something we renew every year. Not changes to it, it doesn't look like. >> Correct. >> All in favor? >> I. >> Any opposed? Motion carries. Item number four would be our consent agenda. The consent agenda includes approval of minutes, bills, treasures report, and personnel recommendations. Is there any request to
073pull an item from the consent agenda? Seeing none, I would ask for a motion. >> Motion to approve the consent agenda. >> I'll second. >> May I have a roll call, please? >> Aaron, >> I. >> Louise, >> I. >> Don, >> I. >> And I'll vote I. Motion carries. Item number nine is your board meeting reflection and feedback. So that was uh from the last two meetings, right? So we have an annual meeting and then our regular board meeting on October 27th. All of that data was in our board packet. Don't forget to fill out your form tonight. And then item number 10 would be a motion to adjurnn. >> I move to adjourn. >> A second. >> All in favor? >> I opposed. He thirded. He did it today. Uh All in favor
074um we'll hear a jerk. Thank you.