001like to call to order the meeting. We recognize that the school district of Lacrosse occupies the land of the Ho Chunk people. Please take a moment to celebrate and honor this ancestral Ho Chunk land and the sacred lands of all indigenous peoples. Will the secretary please call the role? >> Mr. Alberts >> here. >> Mr. Bneski >> here. >> Miss Fuks >> excused. >> Dr. Garcia >> here. >> Mr. Jackson >> here. >> Mr. Ma >> excused. >> Mr. Newmeister >> present. >> Dr. Sprag >> here. >> Miss Zucla >> here. >> A quorum of the board of education is present. So, the regularly scheduled meeting of December 1st, 2025 is called to order. We will now have the pledge of allegiance. Please stand and face the American flag. I pledge algiance to the flag
002of the United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. Tonight's agenda has been previously distributed to the board. I would entertain at this time a motion with a second to approve the agenda as submitted unless there is a motion to amend. >> I make a motion to accept the agenda as presented. >> Second. >> Motion in a second to approve the agenda. Any further discussion? All those in favor signify by saying I. >> I. >> Those opposed. Motion carries. Uh we'll then move on. We have no public speaker this evening. Is that correct? >> Uh we will then move on to the Golden Apple Awards program and for key staff award. And I'll turn that over to you, Dr. Engle. >>
003Yeah. Last year we started our Golden Apple Awards Program, a staff recognition program. We have amazing staff that help our students dream, believe, and achieve. All of our staff do their part to make a positive difference in our stu students lives every day. And in partnership with LPF and LEA, the staff recognition program recognizes individuals who are making a missiondriven impact on our students through seasonal awards. And we have with us Nell Saunders Scott from LPF and Jill Shams from LEA. So, all of the fall key staff have received a certificate handed out by their principal, but we wanted to just take a moment to publicly recognize and call their names here to celebrate them a little bit further. So, in the fall round of key staff here are our special recognizes. Alicia Feldam from
004Logan High, Bennett Laxton from Central High, Bobby How from Hamilton Soda 1, Bin Lawrence from Northwoods, Brittany Zemens from Hamilton Soda 1, Christina Fenton from Logan Middle Soda 2, Eric Cummings from Logan High, Hannah Judish from Longfellow Middle, Heather Skles from Southern Bluffs, Heather Struber GO from State Road, Ian Schultz from Central High, and as you can see there's some of our pictures of them getting their certificates in. I'm going to hand it over to Jill for the second half. >> Uh we also had Jennifer Till Sanders from Hinchen, Jennifer Voit, Central High School, Julie Ingram, Polytech and CRVA, Katie Lever, Logan High School, Kelly Mosh, Emerson, Kelsey Nat, Summit, Christina Congden, Logan High School, Malcolm Jerks, Polytech and CRVA. Matias Marshon Logan Middle School and Soda 2. Misty Araguz Longfellow Middle School. Nikki Rizlow
005Northside Ky Manasuri. Samuel Beina Spence and Tony Petta, Southern Bluffs. So, thank you so much. We had over 200 nominations this first round, which I think is a record in the now two years that we've done it. Um, but that's it's a real testament to the great staff we have. Um, you know, highlighting just a page worth is a drop in the bucket compared to everybody that um contributes to our schools every day. And so we're we're grateful to be able to recognize them. So, thank you. >> And nominations are rolling. So, anyone who wants to nominate for the rest the next round. >> Thank you. And the end of the year, we will have a golden apple gala uh where we recognize five individuals who've kind of stood out amongst the whole uh and
006uh we will certainly be inviting uh the board to attend as well if you're able. >> Thank you. We'll then move on to the superintendent's consent agenda. The superintendent's consent agenda is a mechanism used by the board to deal with routine business that must come before the body. Are there any items that the board members want to remove from the superintendent's consent agenda? >> I'll make a motion to approve the items on the superintendent agenda as presented. >> Thank you. Do we have a second? >> I'll second. >> Thank you, Dr. Hersia. Um, any further discussion? All those in favor of the motion signify by saying I. >> I. I. >> Those opposed? Motion carries. Uh we'll then move on to the um board consent agenda. And the board consent agenda is a mechanism used
007by the board to deal with routine business that must come before this body. Are there any items that board members would like to remove from the board consent agenda? >> Hearing none, I'd look for a motion. >> I'll make a motion to approve the items on the board consent agenda as presented. >> Second. >> Motion a second. Any further discussion? All those in favor of the motion signify by saying I. >> I. Motion carries. >> We'll then move on to information. And our first item is referendum construction plan update. >> Um the snow did not set us back. The uh construction company was aware that snow was coming. They were able to put down mats and tarps and other things and able to easily remove the snow from State Road Elementary. Uh construction continues with
008footings and walls there now. And uh the big progress right now is they're working on plumbing. So getting everything in under the ground before they pour the floors. Uh it is shaping up. I was over there today to kind of check it out and you can see the outlines of all of the the classrooms and the gym. Uh it's coming together nicely and still a source of endless entertainment for the students. Although the snow today was definitely the bigger attraction than the diggers. um at Hogan's site where um it'll be probably through the end of uh of um December that we're removing lead and asbestous. Uh found some lead paint that needs to be remediated in the basement. Um you know, it's been there since 1899. So, there's some things that need to be uh
009taken care of as a result. Um deconstruction will probably take place in January now. Uh still on track for uh construction uh at um on the north end of the field for the new uh elementary building though so it won't get in the way of any of our progress. And that is our referendum or update. >> Thank you. >> Any discussion, questions? >> Okay, we'll move on to the next information item. The next two are results monitoring reports. Again, um we had changed the the practice that the um other monitoring reports would be given to us as part of uh action items, but since results are approved um later on in the year, uh we get these now. So, I'll turn that over to you. >> Yeah. So, this is a part of our monitoring
010process. The school board has policies around academic achievement that are located in R2. And so, this is where we're reporting our academic achievement on state tests. and uh Miss Carrie Huth is our director of curriculum instruction assessment and will walk us through R 2.1 and then R 2.2 results monitoring 2.1 our students will demonstrate continuous improvement in core academic areas. Um those core academic areas include ELA, English language arts, mathematics, science and social studies. So we start with our 2.1 and we look at indicator one which is um our English language arts. We have marked that as reasonable progress. As you can see if you when you look onto the next page, our ELA assessment results for 2425 confirm growth um and success across all grade levels. The Wisconsin forward ELA grades 3 through 8
011uh we achieved a 46.6% 6% overall proficiency and we have some notable reference groups that have made growth in that area including our Hispanic student group. Um this momentum continues into our secondary schools where our preacct for ELA grades nine and 10 specifically. Um th those results show an increase in proficiency at 41.2% 2% um which is driven by some also some reference groups that have made significant growth which include our students with disabilities um jumping from a 3.1 proficiency rate to a 14.4 proficiency rate. You will notice on that first page that it is um going from 2021 to two to three and then you will see a bold line. That is where the benchmark changed. the state changed the benchmark of what proficient and advanced um was. And so then for 23 24
012and 2425 this last year, those results are more comparable. Looking at the data within those reference groups and our overall results, you will see the number of students um in the parentheses that met prof advanced or proficient and then the total number of students that tested. On the second page for ELA, you will note that it is then compared our local results to our state results. So has the repeating um data from the first page, but then compares it to the state on the second page for ELA. You will notice that is where um we had um the reference group that did out um that was higher than our state average. When you go on to the third page for ELA, it's our preACT. that as our 9th and 10th grade students that take the
013preACT. Um you will notice back in 2122 that was an ACT Aspire test, a different test than what we now take with our preACT. You'll notice that bold line as it has changed for the last three years. Um you will see growth in our overall results in those three years. Um just a a slight growth from last year to 42 41.2%. And then on that next page, it then compares again to the Excuse me. Do you see the the >> TV is going to go off the monitor? >> The auto power off. >> You got 42 seconds. >> That's what it says. >> Didn't mean to interrupt. I just didn't want to >> cut that off in the middle. >> Where's the remote? >> Thank you. We just don't want to lose the data that
014we're showing up on the screen. Thank you for allowing an interruption. >> Oh, absolutely. Yep. I'm glad I could fix it. Um, moving on then to our ACT. Um, the ELA portion um of that ACT, we uh showed a slight decrease from our advanced proficient um percentage from last year, but still at 38.9%. For ELA and then again, it is compared to the state um on that last page of the document for ELA. I'll move on to math. for math proficiency. This is indicator two. Math proficiency has continued to trend upward over time. The forward exam results rising from 28.2% in 2122 to 41.1 or 41.4% this past year. For the preACT, the proficiency increased from 26.1 to 38.9 over that same period. ACT math also shows long-term growth climbing from 18.9% to a peak
015of 36.3% but then falling back to 29.7% this last year. There's a few slight declines, but the multi-year um trajectory reflects strong improvement and highlights some areas that we can also show um and support for continued growth. Again, you'll notice that bold line for Wisconsin forward as the benchmark changed between 22 and 23. So, it's set up the same as ELA. So, we go from our math on that first page um just representing our school data showing significant growth in um a couple of the reference groups. The next page then goes between um our local and state um comparing our local data with our state data and we did decline a little bit with our local data but you will also notice that the state declined in their um uh their data as well. So
016we both took a slight uh decrease um in this year's data. the ACT Aspire um then shifted to the pre-ACT. So you will see growth over the last three years from 26.5 all the way up to 38.9% proficient and advanced yet this year or this last year again compared to the state and then that the next two pages include our ACT math um that subtest on the ACT and that's where I referenced we've made growth but we did have a decline this last year. Again, when we look at our ACT data, it is one grade level that we test. Um, it's just our 11th graders. And so, there's no cohort to compare. It is just looking at those 11th graders, 11th graders who take that test. And um, every year it's a new group of
017students. As we move on to um science, I will note that for indicator two, we did mark um no to the reasonable progress just for um the slight decreases in a couple of um those tests. Even though there's overall growth the last few years, a slight decrease um this year for science um we also have marked um no as under our reasonable grow growth as I will share. Um we have uh science performance has remained steady over time with the forward exam proficiency increasing from 41% in 2122 to a peak of 44.1% in this 2324 before holding at 43.3. So, a slight decline this year for the forward exam. PreACT um ontarget results have been consistent as well, ranging from 25.1 to 26.7 over the last four years. And the ACT um section of the
018uh the test showed strong multi-year growth rising from 18.9 to 36.3 before settling back down at 29.7 this past year's this past year. So, we've had areas of uh slightly decline, but the long-term trend reflects sustained progress and we will continue to um look at this data as we um support uh the science department in our in our district. So, you will see again um like we have we've been looking at Wisconsin forward and for science it is only fourth and eighth grade for Wisconsin forward. So, two uh it's a smaller set of students that have taken the science portion of this test. And then we look the local to state average here on that next page for Wisconsin forward. Overall, you will see science for um you know, we just slightly dipped this last
019year from the 2324 preac um information. Again, just a slight dip of one uh percentage point. Um but if we look at some of our subgroups, you'll see some of them growing and some of them have also dipped like our overall percentage of proficient and advanced. As we move through the pre-ACCT and into the ACT, you will notice the same trends from last year to this year in our um the last few years into this year, this past year's results um as we continue through science results. As we move on to indicator four, which focuses on social studies, this is um this indicator solely um is reflecting of our grade 4, 8, and 10 Wisconsin forward social studies portion of the test. The social study performance has remained strong and continues to trend up as
020we have marked reasonable progress on our front page of our results monitoring 2.1. You will notice um we went from 50.5 to 53.3% proficient in advance this last year. Several student groups including students with socioeconomic disadvantage also showed steady improvement over time increasing from 31.9 to 38.8 um with proficiency. Some of our reference groups remain low um below the district average and overall upward momentum reflects meaningful progress and clear opportunities for further strengthening achievement for our learners. So as we look into this indicator, you will know that we are notice that we are just looking at our Wisconsin forward um results. We are slightly below the state average. Um but notice we did jump at our overall percentage of proficiency for social studies. Questions about the data for indicator 1, 2, 3, 4 for results
021monitoring 2.1. If none, I'll move on to results monitoring 2.2. This is >> I'd like to note just for the public, just for transparency with the public, the first report you just gave to us is looking at continuous improvement in core academic areas. And now this one is going to focus on applying critical thinking and problem solving skills. So these are different kinds of things we're assessing. So for the public who's watching and trying to figure out what this is all about, I just wanted to make that distinction. Yeah, go ahead. >> Sorry, I was I was thinking about what I wanted to say before. Um, I just I just wanted to quickly note I appreciate you kind of taking and explaining the longer view of the trend line because my tendency can always be
022to really focus on on year-over-year and I think that's an important reminder that a we're looking at entirely different cohorts of students which presents its own challenge in statistical analysis but then if we're looking longer term on like a fiveyear or more trend line and seeing relatively consistent upward motion that's still a pretty posit positive result even though I appreciate um you know I think accurately saying we're not doing so hot in a couple of those areas. So thanks. >> Yeah, you're welcome. I've noticed through conversation that's a piece we've had conversation around of you the benchmark changing from the state. Um it's not something we control but how do we mark that and share that so it's clear um when looking at the data. I'm I might be interested and maybe others are too
023in looking at when students are third grade what their performance is and then that same group of students when they're eighth or sixth or whatever. So you track that same group of students through to see whether uh they continue to gain or where it's at. >> So Jim, we can do that with um our ELA and our math data because they take the Wisconsin forward um the preac. we can look at each specific year because they take that every year. So that's something I looked at today um and have looked at previously, but for ELA and math, we can look at that cohort data. Again, the benchmark changed two years ago. So there's a little bit of apples to oranges, but there's still ways that we can show growth. And it's this is um specifically
024looking at one measure. We always look at more than one as we're looking at our students for growth and achievement, but this specifically looks at Wisconsin forward. Um, in three through eight, 910 is pre ACT and ACT for 11th grade. >> Yeah, we would love to do that analysis as well. Unfortunately, with the changing tests, changing benchmarks, our window now is two years and that's just for uh ELA and math for third through 8th grade. And we've found it difficult to compare with any reasonleness the eighth grade to ninth grade tests forward in the preac just aren't similar enough. They don't spit out the same data. We can get holistic like percentage of uh proficient and advanced but that hasn't been you know kind of what we want either in terms of like a cohort
025moving through. But uh we're as we get past this year, we'll have two years of data, three years of data, and we'll be able to start to look at that cohort a little bit more, uh usefully uh from year to year, it's harder to to use, but we do track that. >> But it's changed for everyone. I mean, we're not the only school district, so Exactly. >> Like our math is obviously we're way behind the state average, so that's, you know, something we need to keep an eye on. It's concerning. >> Absolutely. Yep. Those larger trends here absolutely tell the story that we're that we're working from. And that's why we changed our math curriculum at the elementary level two years ago. >> Yep. This is our second year of full implementation in our math
026curriculum. >> And then at the middle school level, we have a new >> math curriculum this year. It's the first year of implementation there. So they're quarter and a half in. >> So seeing that we were behind, we started to make some changes to kind of push our rigor at the elementary and middle level in order to see that adjustment. uh come to fruition and there's usually an implementation dip. You know, as folks get used to something new, they're not as effective at delivering it as they were previously, the old thing. And so, we anticipate we'll start to see a steady rise here as we move forward uh as we uh use new curriculum and and increase the rigor available to our students. Jim >> and again just a spreadsheet of third grade results the
027same group of kids as eighth graders and then as 10th graders would be interesting to see whether that group the same group grew on any of this. >> Absolutely. >> Um I was just going to ask based on what Dr. Angel was just saying um can you give even anecdotally like an example of how how this data becomes actionable for you? So when when you talk about increasing the rigor like because this this is a high level view for us right so aside from satisfying me and these fine people like how do you put the data to use to make changes in the classroom >> for me still that 30,000 foot view I'm looking at the results of this in exactly what Scott just said in regards to the math numbers like that is a
028that's a call to action for um someone in my role to reflect on and the teams that work with me to look at how you know the resource we're using is that the right resource obvious maybe not because our results are not showing. So as we look at what a more rigorous resource is and not only purchasing a resource but then providing the professional development and supports over multiple years so that our teachers are using that resource to integrity um so that um we're not lowering our standards. We're keeping high standards. We're asking our students to do hard things because they can. But for me, it's more about that overall view of um as our numbers increase, I can also dig into some other assessments that we have, but also look at this at at
029that 30,000 foot view of like, okay, things are holding steady or they're not c not closing the gap with the state and then have a reflection as to what are things that we need to do, whether it is instructional strategies and engagement um opportunities for our students in the classroom, which is another area we're working on, or specifically speific resource related to the content or the subject. >> Then we also support our buildings with school improvement plan support. So they dive into the specific data for their students in their buildings and then we support them through their school improvement plans. Uh and then we look at the results of that each year and we noticed in our school report card that um Northside Elementary did a really good job in math growth this year. where
030they move the needle pretty substantially and we're looking at what they did this last year and how they rearranged some supports to be more effective and using that as a model of success to expand to other places that might also be having some challenges. Do you ever get opportunity to compare um ideally with with a with a district of similar size and you know demographics of ours but do you get the opportunity to compare at the level of you know the curricular materials that that folks are using let's say in math specifically at the professional development opportunities that they're using um the the the implementation and integration of those materials into the classroom um like when when they get you know their their test scores back and are there significant differences? Uh do we have
031learning opportunities if if they exist or are we in the position to help others? >> If you catch what I'm >> I absolutely do. >> Um that is a tricky one because again we have um limited time but that is something that as we look at new resources in regards to our math uh like we just uh decided on a new math uh resource for middle school. it aligns with our elementary school. But with that um that gives us the opportunity to research what other schools are doing like size or even schools around us um for proximity and support and conversation. Um but it usually happens with our curriculum review cycle more specifically um or a change in standards if the state would change standards. There's always a review in what we're using and uh
032what others are you um deciding to use as things change. So, it usually happens within our curriculum review cycle or um a a time that the state would make a change and we'd need to respond. >> And this is either encouraging or not encouraging, but when we look at the district level, there's not a lot of variability by district. We're pretty similar to our peers within a band, you know, of of performance. And it's pretty much tracks to uh free reduced lunch numbers. If you're more wealthy, you score higher. If you're less wealthy, you score lower. Um, there are outliers at the school level and that's where we pay attention and see if there's like specific strategies that were put in place that we can replicate here in our school district. We just had a
033school district reach out because they saw that our fifth to sixth grade growth last year was really high. They were curious what was going on there. I don't know if we identified anything but uh it was uh something that jumped out and you know was worth looking into and exploring doing a little postmortem to find out if there's anything we can replicate in the future. >> Very cool. Thank you. >> So continue. >> Okay. Thank you. Moving on to R 2.2. Um this results monitoring as stated before um we are looking at how students will apply critical thinking and problem solving skills. Um, critical thinking skills is defined as the ability to think clearly and logically, recognizing and understanding the connections between ideas, and problem solving skills as being defined as the process of identifying
034a problem, determining its cause, exploring and prioritizing possible solutions, and implementing an effective solution. Again, with this results monitoring, we are looking at those core subject areas. So with that that is ELA which is English language arts, math, science and social studies. So with the first being ELA we will dive into this. Um this is all based on um grades three through eight which is our Wisconsin forward exam and it is looking at specifically the test questions that have a depth of knowledge of three which is a higher level thinking skill. a question that's asked that might be multi-step or they're looking at multiple pieces of reading m, you know, text and comparing, but it's a higher level thinking um question that's asked. And with this, there isn't um it's a very detailed spreadsheet at
035looking at each item analysis and kind of comparing to to each pro each question and what the depth of knowledge is for that question and then pulling it out of that spreadsheet. So you can see for ELA over time um from 2021 to 20 um 22 all the way up to our current date we have grown from 47.6% to currently a prof um prof proficiency of 54.7% over the last four years. You will note um down below you can see um again you can start to look at some cohorts here Mr. Mr. Beeski, in regards to the grade levels and kind of going from third to fourth to fifth over the last few years, >> and the best group seems to be the fourth graders in 2021 to 2022 to 2023, they constantly improve from
03653 to 61. Yeah, that's not always true. >> Yep. Yep. And so as we look at ELA, you will notice that growth over time um for the last four years and more specifically broken down by each grade level. Indicator two again is this is all based on Wisconsin Ford grade three through eight. You will notice a growth from 41.3% in 2122 to 47.5%. Again comparative at looking at cohorts if you'd like. Um and there are some up and down movement in in some of these cohorts but overall there's growth shown um over uh over the last four years. So on uh the front page you will notice that for indicator one which is related to ELA English language arts and indicator 2 math we have marked reasonable grow grow growth for both of those areas.
037As we move into science which is indicator three this is um relating to Wisconsin forward for fourth and eighth grade and then preacct for 9th and 10th and ACT for 11th. we have more specific information we can pull for science um with the preACT and the ACT. So you will um see more data is included here um across different tests but also just looking at grades four and eight for Wisconsin forward. So you cannot um compare that cohort as of yet um for the data that's on this page. But you will see that from 2122 up till now we um grew from 45 to 45.5% to 47.5 for Wisconsin forward. If you turn the page and look at preACT, um that's grades 9 and 10. In 2223, we're at 26% proficient and advanced. And currently
038this year, um we did go up a little bit last year. And in this current um data that we're sharing, it's at 25.3%. So just down.3 of a percentage point um in growth for our preac. And then if you look at um our ACT just grade 11, you will notice there has been growth over time as well up from last year which was 30.7 up to 32.2. And then moving on to indicator four which is social studies and this again this comes from the Wisconsin forward grades four 8 and 10. And you will notice that there's been growth over time, a significant growth over time, shifting from 44.3% proficiency to 57.4% proficiency this last year. Again, this was results monitoring 2.2 applying critical thinking and problem solving skills. Any questions about this monitoring report? We
039will be voting on the um compliance with it later in our calendar this year. So, any further questions? >> Thank you. >> We'll then move on to the um last of the information items of Wisconsin Association of School Boards WASBY resolution proposal. Um, bringing this back to you. Um, so a few months ago, as you recall, um, well, as you recall in the state budget, there was a change in some funding for early childhood for for preschool. Um, that allowed funding to go, um, to, uh, providers starting next year. Um, and certainly could have a huge impact on the quality of our 4K program. And, uh, Dr. Engel and Mr. Jamaica worked on preparing a resolution that we approved to send to WASBY. um they approved it uh to bring forward to the full body
040for approval in January at the conference um with a few changes and I just wanted you just want to see if there's any discussion about these changes um in the upcoming meetings one or two I don't remember um the full packet of all the resolutions for WASBY will come to you and you will we will vote as a body to give direction to our delegate Mr. Ma on how to vote on the issues. But I just want to see since this is our resolution, I just want to see if anybody had any thoughts or concerns on this one. >> The changes they made, we had um stated the second sentence that's underlined there in the affirmative. Was supports a single funding mechanism for 4K education. Creating two publicly supported education systems threatens the sustainability of
041public schools. And they chose to rewrite it in the negative. was opposes a state funding mechanism etc etc. So, >> so I just wanted you to be aware of that if there's any discussion or any uh direction that anything we wanted to be aware of. I just didn't want this to come to you in the big packet of all the other ones since this is the one being sponsored by our school district. I wanted everybody I wanted to kind of highlight that. >> Thanks. >> Any thoughts or concerns? Otherwise, we can move on. Okay. We'll then move on to items for board action. Um first one being the operational expectation monitoring report OEE6 financial administration and this will be uh not the compliance but the indicators for the or this >> indicators. Yeah. First time
042we've received this >> indicators for the next year. Thank you. >> This is the the monitoring report itself. >> Oh it is okay. >> It is. So this is the last of the financial operating expectation reports for the 2425 school year. So this report monitors policy OEE6 financial administration for July 2024 through June 2025. The report reflects appropriate oversight by the business services department which maintains protocols and practices to support the implementation of the budget adopted by the board of education. The district has met the board's expectations related to ensuring district finances align with the board's goals. The report also flex reflects the practices and protocols in place to ensure the solid financials health of the district. All sections of the operational expectation six financial administration are in compliance and supported by internal review and
043DPI reporting or by the district's annual audit. So, this is another timely financial um OE based on, as you could tell from going through it a lot on the audit report that was just presented to the board at the last meeting. So, uh the majority of the evidence is from that audit report. And then, um Laura was so nice to uh put a nice summary of the highlights on the front page. So, are there any questions regarding any of the evidence in this report? >> Very nice highlights. >> Thank you. >> Good job pulling it all together. >> Again, on a clean audit. >> Yes, there's a lot of information in here. is dense, but it's all uh supported by evidence um from a variety of sources and primarily from the audit, which is nice
044to have a third party come in and review our financial practices. >> And it also mentions all the dates that the information was presented to the board during the last year. So, nothing you haven't seen before. >> Unless there's any other questions, we look for a motion um to approve. I move that in regard to the monitoring report for policy OE6, Financial Administration, and with respect to the provisions of policy BSR5, superintendent accountability, that the board of education concludes that the superintendent and district are in compliance. >> Second. >> A motion and a second. Any further discussion on the motion? >> All those in favor signify by saying I. >> I. Those opposed? Motion carries. move on to the linkage summaries. There are linkage summaries for soda one. If somebody was there and their name
045isn't listed, please let me know. And um I did those notes because Lil was out that day. So if there's something missing in that one, we'll get that fixed. Um it's Hamilton and then Central. And if there's any themes that you were noticing from linkages that you attended that you wanted to bring forward to discuss, this would be the time to do that. Want to take a moment to kind of glance through those. was soda and not >> we had one with soda and we had one with Hamilton. One of the comments that we had, I was in at the Hamilton one, but I assume it was reiterated um at the soda one was the staff were very um very supportive of their principal for having two schools because there's double everything, double staff meetings,
046double everything and they were very very impressed with that um with their principal for that. >> Yeah, which is nice to hear. >> Similar comments at at the Hamilton appreciation for the administration. I mean, it seems that the we're catching there's some similar themes that um everybody would like more TAs to help um in the classrooms. I think our workshop this evening might give us a little bit more information on um how we're because it's really about behaviors in the classroom. So, I think we'll get some more direction on that. um the soda one, which is the only one I attended. Um a lot of discussion about the space and if there's enough space when they're trying to share spaces and then bringing in specialists that share spaces. Um and then if there's additional students
047coming um one of the things that they had mentioned was at that uh session was they wanted to know when is the district going to officially decide on the boundaries for the new schools which um we I think uh was so inherent in the decision to go with the referendum. We kind of we as a board at least myself view it as a non-issue. So that'll be coming up on an upcoming agenda just to make it official. I I think we all are pretty solid in agreement with what those are because we had to understand what those were to make the decision on the referendum, but um kind of forgot that what that feels like in the staff area that they that isn't officially decided. And so that um was something that we can was
048helpful to u myself um as a board member about something we need to do to help um keep communication better. Other comments? >> Well, and I'd like to see those previous discussions. I don't think I was on the board at that time in terms of >> so >> whatever can be resurrected from the previous discussion >> we'll bring those forward in the next couple meetings with our agenda planning >> I think they're twofold the the Hamilton they desperately could use a new washer dryer we found out >> coming on Tuesday >> is it that's super duper >> and uh I think central I think uh they're going through some major growing pains right here with, you know, administration heading here and and uh I think they have internet problems from what we hear. That is
049not fun at all for them >> and their copier is ancient. So that's something hopefully we can work on down the road here. But I I think that Oh, and they desperately need uh more vape >> vape detectors in their restrooms because they're they're moving just from one to the other. And um I think we need to keep an eye on because that seems to be a major issue. >> Are are we going to have linkages or notes? Are we going to have workshops on these linkages previous? >> We could. >> I mean, I think that's the best time to talk about it in depth instead of right here. Yeah. >> Yeah. >> I think we asked to do this because a lot of we forget. >> Yeah. Correct. I just I was just hoping
050that we could explore it. >> Yeah. If there's any hot topics, this is the opportunity to do it. But I think a a a workshop where we can put together all of these and kind of sort out some big themes I think is important. We'll do that toward the spring. >> And I would just highlight that you will there's no administrators in the room for those. And so some of the things that you hear um if it seems like it's a pressing thing or something that could be addressed easily, let one of us know so that we can jump on top of it right away. Uh that way you don't have to do the leg work. We can do that on your behalf. um we happy to to help out however we can there but
051we won't know until like these linkage notes right that something comes up. So if there is something that's pressing for you or it feels urgent give us a call and we'll help track down how to make that a reality. >> Owen did you have you were very aggressively nodding >> helped out a handful of teachers with printing things off at the end of school year last year. Um that thing is always down. I don't think we can go two weeks without that copy machine breaking one of them. Um also just kind of glancing over the areas for improvement. Um the question on dual or the concerns on dual dual enrollment, my apologies, uh with iPads versus laptops. Uh there are a lot of college courses that at least I'm sure Logan can do them as
052well and I'm certain you can as well. Um, there are a lot of college courses that iPads just don't work for or you go to open a link and it just tells you no, not on this. Uh, which brings up the conflict of do we have students bring their own devices which we know had been previously outlawed or do we just kind of shrug our shoulders and hope they find a solution or look past it. Um, the uh internet blocking proving a struggle uh with a recent update of the iPads. I'm not exactly sure what the final problem was. I went to like export a PDF and it just said I couldn't do it and didn't have permission to print. That was for every student that I spoke with. So, at least for like a
053full day, no one could print, no one could share a PDF. It was a nightmare. I had to get a project proposal out. It just wouldn't work. >> You know, there's deadlines. That's really pressure. I would the the comment in here about the internet blocking proves a struggle. The discussion around that was a little a little more nuanced that it's it's a difficult tool to to make sensitive enough to like catch what needs to be caught and allow through resources that students actually have business using. Um but that that was the gist of it. Not just that the whole thing is a hassle, but that it it I don't know that's your expertise far above my pay grade. I just want to thank all the um staff that participate in these linkages and and are
054comfortable enough to be candid with us and tell us what we need to hear. So I I always and I think I speak for the board. We always sincerely appreciate that. >> Um >> I would say one more thing. >> Yeah. >> I went to both the Hamilton and the central ones and they were both very well attended by staff which was awesome. And then I think when we discussed reframing, reordering the questions to start start the conversation thinking on a positive note there there was a pretty noticeable change. Sometimes it took some warming up you know because people definitely had things they wanted us to be aware of. But I think overall starting with that that sense of of you know valuing and positivity what what can what we can be appreciating uh that
055that made it probably easier in some way to to to come to some of the challenges and to think more productively about them at least from my perspectives. >> Thank you. >> Okay. So we need a motion to any further discussion. We need a motion to approve these linkage summaries as presented. I'll make a motion to approve the linkage summaries. >> I'll second. >> Okay. Motion in a second. Any further discussion? All those in favor signify by saying I. >> I. Those opposed. Motion carries. Then move on to announcements and we will start with the communications from the student representatives to the board. Um and we can start. Um Joe, would you like to start? I don't know if this was already shared by Bethany, um, my other person, but, um, we've, uh, one of
056the high school social studies classes has collaborated with the Here project. >> Oh, man. >> Yeah. Um, and we like went around downtown and took like spatial photos on like school phones, I guess. And like I think they're going to be somehow used with our Apple Vision Pros. So, that was a cool update that we did. >> Thank you. >> Um, yeah, I think that's it. >> Do you have any, um, showcases or anything coming up? >> Oh, uh, we just had a showcase that passed like the Thursday before Thanksgiving break. Um, that was really cool. Um, I think our next one is um, February at sometime in February. >> Thank you. There's nothing extremely new here at Logan. The boys basketball team has their first game tomorrow uh in Oaklair against Oaklair North. Uh
057girls basketball, they have their third game tomorrow. It's a home game for parents night. We play Arcadia, which is pretty exciting. Um, we just had a blood drive at Logan uh right before the Thanksgiving break and students are still easing back into the schedule, which is slow but steady, which is it's good to be back. >> Well, I will say the fall break was greatly appreciated. I needed it so bad. I It was It was a fight to get up today. I'm like, I could just stay in bed. It' be really nice. Um there is a powerlifting meet hosted at central uh not this coming Saturday but the Saturday afterwards. Uh come out and support our lifters. We are also looking uh for any parent volunteers. We are looking for spotters and loaders so that
058our platforms can run efficiently and for concessions workers as well. Um the meet can't run without them and so we greatly appreciate any community support we could garner. And then it's a stressful day for Central seniors as the scholarships all opened up today. I got that email and I think my heart stopped for a second. There is one that by filling it out it uh auto applies you for like 70 of central scholarships and then there's some that you can apply for individually depending on what area of expertise you want to go into or certain criteria. I know there's um one for if you're going into it's like business accounting. Um there are a bunch for trades. I think there were like six that I counted. Like it's I really appreciate just the wide variety
059of scholarships we offer because it really shows that anyone can succeed after high school. Um so as stressful it is is I'm very grateful for it. Thank you. Any questions for our student representatives? Okay. Dr. Garcia Lacrosse Public Education Foundation. >> Yeah, the Gold Star grants will be announced next week and they'll be delivered Thursday morning. Is that right? December 11th. I was hoping Nell was over there. I think it's Thursday morning. And if you want to be involved in the delivery at the different campuses, just shoot an email to Mel and she'll match you up with some place that uh can use you. Um the newsletter that came out from LPF last week said noted that 260 staff members donate to LPF every month, uh which is a great participation rate. And they average
060about $11 a month. And all of that money funds random acts of kindness that or a bunch of that money funds random acts of kindness that directly benefits students. So, um if you're a community member and you want to do a recurring donation or a staff member and you want to donate $10 a month, it all adds up and makes a big difference. Um and then we're planning our uh gold uh grants award lunchon January 16th and tickets aren't available yet, but they will be up soon. um board president announcements. Um this evening we did hold the um session for prospective board members. Um I think it was really good. Um Dr. Engel and Laura put together some really good information. If anybody from the public uh is interested in being a candidate this spring
061um and didn't attend, they certainly can contact Laura and she has a wealth of a pleth plethora of information. Um so uh for there's that. Our next meeting um the 15th we reminder um the meeting starts at 6 but please come early because we're going to have a special musical performance by the students for the holiday. So come around 5:45 by the latest. That would be really helpful. Um we're working >> starting at 5. Okay. >> Holiday grass and winter. >> Oh awesome. Please please be here for that. Um you will be hearing in the next few days the date for the January retreat. Um we'll probably be starting around 8 in the morning going to about two in the afternoon focusing on facilities. Um and so I I think that's going to be a
062really good um opportunity for us to just sit down and really go through some things that we talked about at uh recent workshop. Um, I did mention earlier this evening about the um the bring to the board the boundaries for the new buildings and I actually um that's on next meeting's agenda. So, you'll see that in agenda planning this evening. Just wanted to circle back to that. Dr. Engel, >> uh, it's been pretty quiet since Thanksgiving break. Um, some things I'd like to highlight that happened already though. uh at Hamilton Soda 1 and at Northside Kulie Monasuri they had an ABC feast where they have a different food for each letter of the alphabet and they invite in community members to help serve. Uh and it's just a really neat opportunity to see kids um
063you know breaking bread together and uh eating things they wouldn't normally try. Uh and it's just a lot of fun. I got to help out serving to uh this last year or this uh this year. Uh and then uh the other thing is there's uh the access department for uh special education department at Logan High School works with the family consumer science uh department before Thanksgiving every year and bakes pies. They have a pie lab and uh there's a educational component to it and science involved and uh life skills uh just a neat opportunity for students to get together to make something uh happen uh for their families. So that's all I wanted to highlight today. >> I forgot one thing in my announcements. Um we had in the budget uh funding for if board
064members wanted to go to wisdom sharing. No one was able to do that this year. Um the National Association of School Boards um will be meeting in April. Um and so if a board member would like to go to that um please let Laura know. Um we don't have per currently have a policy. In the olden days the policy was that uh anybody that's up for election wouldn't go because you don't know if you're going to be on the board and why spend money going getting trained. Um but uh we don't have that policy in place, so I don't want to uh require that. But um I'm not going to be able to go u myself, but if anybody's interested to please let Laura know, and if we have too many people interested, we'll have
065to draw names or something to fit in the budget. But it's a great opportunity. Um I've attended two national conferences when they were in Chicago, and it is it's an excellent opportunity. I think this one's in San Antonio. So, get your cowboy boots. All right. Thank you for that. Um, we'll move on to agenda planning. Um, you have before you uh proposed agenda for December 15th and we'll look for a motion to cons um look for a motion to approve that or if there's any recommendations for changes. So, can can you just reiterate you you were mentioning the So, we're we're looking at approving the attendance boundaries next meeting and that >> we would have that as a potential action item. We can choose not to act on it at that time, but we could
066bring it forward and and discuss it, act or not act if we so choose. >> Yeah. I'm I'm just commenting that this is the first that's been on the agenda. So, if we're thinking about approval, I mean, I think as we're all aware, that's going to be a a hot topic. So, be aware that approval is not the only option. >> If the board if they would like more information as it with any action item, we can delay voting on it until we get additional information or have um we need more time. So there's there's always that option, but that's a fair point. Thank you for bringing >> I would say just that we usually phrase things in the affirmative consider approval. It doesn't mean that that's the like the the formal action that takes
067place. Um, board debriefing and this evening is >> we do still need a motion. >> Oh, sorry. >> Oh, I'll make a motion to approve the agenda planning as presented. >> Thank you. >> Second. >> Okay. Second by Mr. Newmeister. Any further discussion? All those in favor of the motion signify by saying I. >> Those opposed. Motion carries. Move on to board debriefing. And this evening is Mr. Jackson. Oh, he's like, "Well, I didn't know that." >> Pretty easy one. Um, I think in general we stayed on topic. It was there wasn't a lot of I mean, we had a lot of meat and data, but it wasn't a lot of conversation where we got off track. So, I think in general, anything else to add, anybody? Okay. Thank you for that. Then hearing uh
068no objection, we'll adjourn this meeting. There is a workshop following it. Um we'll give board members a few minutes if you want to um um take a quick break. Um we're going to talk about um behaviors in the schools and then following that will be a close session as well. So thank you. >> Yes, close session is down but for the work