Board of Education Regular Meeting - July 21, 2025

001[Music] Trying to do the math here. >> My son is in Arizona State is So yeah, it's nice. >> In January, I'm going to be gone the whole entire month. >> Been on a cruise for 17 days and then we're going to Arizona. But I'll be able to tell you ones when I'm in Arizona. Sorry. >> All right. Should we get started? >> Sure. >> Ready? >> You're cruising to >> What's that? >> I want to know where you're cruising to. >> Yeah. Where you cruising to? >> It's a Caribbean cruise. >> Incredible. >> Can Can you take us? Okay, we'll get started. >> Meeting is called to order. We recognize that the Ho Chunk or that the administrative Hogan administrators center occupies the land of the Ho Chunk people. Please take a moment to

002celebrate and honor this ancestral Ho Chunk land and the sacred lands of all indigenous peoples. Will the secretary please call the role? >> Mr. Alberts, >> excused. >> Mr. Mr. Bneski >> here. >> Miss Fluks >> here. >> Dr. Garcia >> here. >> Mr. Jackson >> here. >> Mr. Ma >> here. >> Mr. Newmeister >> here. >> Dr. Sprag >> excused. >> Miss Sukla >> here. >> A quorum of the board of education is present. So the regularly scheduled meeting of Monday, July 21st, 2025 is called to order. We will now have the pledge of allegiance. Please stand and face the American flag. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. [Applause]

003>> Tonight's agenda has uh previously been 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 approve the agenda as submitted. >> Second. >> Okay, we have a motion and a second. Any discussion? >> All those in favor of the motion signify by saying I. >> And Miss Sla, we will do a roll call vote since we have Mr. Manka online. >> He just has to make more work for us. We'll do a roll call. Thank you. >> Y >> Mr. Beeski. Yes, >> Miss Hooks. >> Hi, >> Dr. Garcia. >> Hi, >> Mr. Jackson. >> Hi, >> Mr. Ma. >> I >> Mr. Newmeister, >> I >> Miss Sukla, >>

004I. Motion passes. We have no speakers this evening. Is that correct? Public speakers. >> We will then move on to the superintendent consent agenda. The superintendent consent agenda is a mechanism used by the board to deal with routine business that must come before the body. Are there any items if the members would like to remove from the superintendent consent agenda? >> I just have a quick question to pull from the HR approvals. [Music] >> Do you want to pull it off or do you just what is it? What's your question perhaps? >> Um I had a question for our superintendent kind of ask more so about the increase of assignments we have. Is that just something which um we're doing just to restructure ourselves or prepare for the upcoming year? >> Um >> I can

005I can feel that. >> Sure. If you want to hang on. Our superintendent is on vacation. Welld deserved. And so yeah, if you'd want to come up and answer that for us. >> Absolutely. I apologize. Didn't see. >> We have our HR director who will be able to fill in. >> Awesome. >> I think all of them are uh or most of them are um overloads. um teacher teaching one extra section of a section. So nothing unusual, just the standard added extra overloads. >> Okay. Anything else on the superintendent consent agenda? Does that answer your question, Mr. Ma? >> It does. >> Thank you. >> I I more so just asked because I was curious if there was something else that was kind of missing between the lines there. Okay. >> That happens this time

006of year. That's pretty typical, isn't it? >> Always every year. Okay. Thank you. >> Okay. Okay. Um, otherwise I look for a motion, a second to approve the items on the superintendent's consent agenda as presented. >> Move to accept the consent agenda as presented. >> Second. >> Motion in a second. Any discussion? Roll call vote, please. >> Mr. Beski, >> yes. >> Miss books. >> Hi. >> Dr. Garcia. >> Hi. >> Mr. Jackson. >> Hi. >> Mr. M. >> Hi. >> Mr. Newmeister. >> Hi. Miss Sllo >> I thank you. Motion passes. Just looking up here. Um so the next agenda item is the board consent agenda. This consent agenda is a mechanism used by the board to deal with the routine business that must come before the body. Are there any items that members

007would like to remove from the consent agenda? Hearing none, I'd look for a motion and a second to uh approve the items on the board consent agenda as presented. >> I'll move to approve the board consent agenda as presented. >> Motion in a second. Any further discussion? >> Roll call vote, please. >> Mr. Beeski, >> I. >> Miss Folks, >> I. >> Dr. Garcia, >> I. >> Mr. Jackson, >> I. >> Mr. Ma, >> I. >> Mr. Newmeister, >> I. >> Miss Zukla, >> I. Motion passes. We'll then move on to uh information and we're going to start out with equalization aid basics. >> I suspect that's you. >> So, we hear a lot about equalization aid at this time of year. We have the state budget has been finalized and we're going to take

008a little bit of a dive into equalization aid to, you know, help you through the pieces that we deal with all the time. So of course you know that equalization aid sometimes it's referred to as general aid can be referred to as state aid same thing um and it is the state portion of the revenue limit and provided through the formula based on property wealth per pupil in the district and the purpose is to equalize the fiscal capacity of school districts and the impact is to provide property tax relief um not revenues for schools. So we always have to remember that equalization aid is different for every district. So 421 districts based on property wealth and their adable costs and their membership. It is not based on student need the cost of education in a

009district or the income level of the students. So this one you're very familiar with this. So that's the equalization um that is the funding equation. So revenue limit minus the state aid revenue limit. Um for the prop Heat up the equalized property value spending and then that's converted into uh by membership. per pupil amount. So sure the um the factors uh the property tax base is used to determine district wealth with ability to support district expenditures and it uses equalized valuation or for fair market value not the assessed value. On your property tax bill you'll see your assessed value. So it is uh a little bit different and we're not really comparing apples to apples but this is the uh calculation. So property values for each district are certified in May each year by the

010Wisconsin Department of Revenue and used in the next year's aid calculations. So who is counted for aid membership? Um it's residents for which we are financially responsible. it is not the same as the revenue limit membership that we uh figure also. So there's some differences. So the next slide kind of shows you that equalization aid is actually based on the um the count of it's an average of the fe September count and fee uh January count and uh this revenue limit is based on a three-year average. So it's totally different membership counts for each of these uh equations. So the spending factor so they get we get all kinds of revenue uh local property tax and state equalization aid being the biggest ones. Then we have the revenue outside of the revenue limit, the state

011categorical aid, the federal aids, the state grants and some fees that we might charge. We have to be very careful with that. um because of this being a mostly free education. So general fund shared costs, this is not us, but you've seen this chart in our budget book. Um so state aids, local property taxes make up the bulk of the revenue for school districts and then other sources, small amount. show. So this is based on 2324 numbers. So the shared cost per member. What I want you to see in this slide is that the state average is 12,438 in uh 2324 for lacrosse. I have that up on the top. It was 12,298. So lacrosse is very similar to uh the a state average. Now, the equalization aid, what's important about this is that um

012the more property wealth per member a district has, the less aid that they will receive and vice versa. And the next slide, it just says, you know, what are the district factors and then what are the state factors. So, the equalized property value would be for the district, our membership and our spending. And then the state factors are the cost ceilings, the guaranteed valuations per member and the total state dollars. And this is where I will mention that in the the 2527 state budget, the total state dollars did not change from the previous year. Usually it goes up to cover that uh cost per pupil, that 325, but it did not. So um the equalization aid computation is actually three individual computations. Uh the result of all three primary, secondary, and tertiary are the summed

013up to get the district's total aid. So it's important to know is lacrosse funded on all three levels of equalization aid primary, second, secondary, and tertiary. So if the next slide you'll see that I put on here for 2023 24 our shared cost per member was 12,298. So you want to look on your right hand side and look where we stand there. And then the district value per member was and$2. So if you take if you go on the chart where does that take us to? to go across from the 12,000 and up from the 900,000. Where are we at? >> Yep. Negative tertiary aid. So, Lacrosse is not funded on all three levels. We're along with nine other districts, we are not funded on the uh tertiary level. Um 199 districts statewide are are

014funded on all levels. Uh 65 districts are funded on the secondary and the primary. 20 districts are just getting primary aid and 27 districts in the state get no state aid at all. So they have extreme property wealth. And those are usually your areas up north where all the um resort areas are in their uh cabin properties. So um negative tertiary aid is incurred when districts have a shared cost per member above the secondary cost ceilings and those cost ceilings change every year. So um actually since about 20112 uh we have not been funded on the tertiary level. So as you can see in 2324 our value per member um was 9762 the state guarantee at the secondary level was 861,000. So the difference is what we were not aided on. >> That's property value.

015I'm reading that right. >> If you take all the value property in the school district of Lacrosse and you divide it by the number of students, that's the number that it comes up with. >> Correct. >> Okay. >> So when you say negative, so you said we're in the negative tertiary aid, but then you said we get none. So is it zero or is it actually a reduction in the other aids when negative always makes >> um actually it's a reduction in our tertiary aid at this level. We have not gone into taking anything away from the secondary level. So the July 1 aid estimate which we would just received is based on our budgeted expenditures u of all the 421 school districts. But our aid on October 15th which is that last piece of

016information we need before you can set the levy is on the audited uh expenditures of all the 421 districts. And that's why the July 1 estimate might be significantly different than the October 15th estimate. And the best we can do or that um I've tried to do is once we get past uh like when we get close to the audit and we kind of know our numbers for 20 um 2425, I start plugging them into the equalization aid calculation. Um, but depending on what happens with all the other districts, I may be close, I may not be. So, I try to get it close I can. Um, and then how would a a district's aid change if the property value was 10% higher or 10% lower if everything else was the same? So, changing that

017value changes the value per member. If you have more value, you usually mean to get less aid. If you have less value, it usually means more aid. And then the same with the membership. So, you know, we are having declining enrollment. Um, so if we have more kids, uh, we have less value per member, which means we get more aid. But if we have less kids, then we have more value per member. So, we get, um, less aid. So equalization, these are just things to refer to if you ever want to refresh your memory, but it is a property tax relief under the revenue limits. It's inversely related to our district property value per member. It's one pot of money for all 420 one school districts and that pot of money did not change for

018the next two years. So depending on the district value per member, some districts aid is increased by increasing expenses and others aid is decreased by increasing expenses. So in lacrosse not being aided on that tertiary level, we don't want to increase our expenditures. We want to stay within our budget or have less expenditures than anticipated. um a neighboring district that might get aided on all three levels, they they might want to increase their expenditures so that they look like they need more aid. So, it's kind of uh and it changes from district to district. So, I've worked in three different districts in the state of Wisconsin, and this is the first district I've worked in that's not aided on all three levels. So that's a different way of of making sure that your expenditures are

019falling in line. >> But your expenditures are limited by your revenue limit, aren't they? I mean, you only can spend so much. >> They're actually limited by your budget. >> So because remember, we have all different kinds of of um aid. And then our actually our debt expenditures fall into this shared cost, too. Okay? >> So different districts might have different amounts of debt they're paying back. So um >> and our referenda outside the revenue limit >> above and beyond the revenue limit. So that's another way that it contributes to our budget. Right. >> And even our operating revenue >> you think of it as debt which is appropriate. >> Yeah. >> But I'm Yeah. >> Yeah. But even our operating revenue um for our operating referendum is increasing our revenue limit, right? So that

020that's increasing our expenditures too. So final points on equalization. >> Yeah. Uh at last note. >> Yeah. >> On that page 20 >> even though the it was 325 the state budget didn't cover it. So therefore it was still short changed. we are. So it's it's um means that the revenue limit even with that 325 per pupil that we're allowed to increase our revenue limit our aid is going to be not as much because the pot didn't change. >> So that means taxpayers pay more >> levy national levy >> levy. So hopefully >> we can spend the money. We didn't get the state and so the difference made up through local levy. >> So, we will see how that is going to work for us. With declining enrollment, it might not impact us as much

021as other districts that are growing. So, just a few final points that special adjustment for hold harmless keeps your aid from falling more than 15% per year. So that's important that we know that we never would get less than um 15 15% of last year's uh more aid means less to tax not more to spend and has to be combined with a revenue limit increase to make the resources available and that's the operating referendum. So aid uh formula assumes the value per member is the best measure of the ability to pay and the redistribution in is the intent for one district to get more other districts have to get less. So um keep in mind that the a lot of districts now are thinking that they need to go out to operating referendum because that

022aid is not increasing. So they will um need other funds. So questions. I know this this is kind of a lot but I just thought that it would be interesting for you and if you are ever asked if you lacrosse is aided on all three levels you would know. >> Um can we look at this? I'm sorry I didn't mean to cut you off. >> No, go right ahead. >> Can we look at the slide that has shared cost per member on it that had the average for the state and the one for lacrosse and then the high and low >> is that difference I mean I was thinking about the some sufficient special education funding that we were pushing for when you see that big variation from 8,000 per student to like 26,000 per

023student is that a contributing factor to that variation in like is that what that what makes a difference between because the average is what we work with. But do you know what I'm asking? >> Um, if we would have gotten more for special ed aid, we would have had to transfer less from our general fund, >> right, >> which covers all students and that would give us more money for all students because the state would be picking up more of the cost of special education. And would it change that average number that we spend per pupil? >> It could. >> Right. So, I was just thinking like there's a very small number on that bar graph of that were up in the like $20,000 or whatever >> and then most of them of course are

024in that's the one. Yeah. And so I just wondered when we're talking about special education funding and the importance of some sufficient getting the legislature to pass some sufficient which means they will meet that obligation. Right. This is the number that it's impacting maybe. >> Right. Right. And it and it was not some sufficient. >> We'll see how that >> it wasn't as high as they asked for and it wasn't some sufficient. So, it's just another variable that we're >> Yeah. And I can't remember if Erin shared with you, but our our special ed aid is based on what we've spent this year. So, for 2526, we'll get our special ed education aid based on the expense of this year before. >> But the increase percentage does not apply to this 24 25 year. >>

025Yeah. It applies to the 25 26 year. So the increased aid will come in on the 26 27 year. >> Okay. >> And and that is not taken into the pot the state allocated for schools. I mean >> no >> because because your general aid is what falls into this. But your general aid, I mean, we we take $11 million from general aid every year and cover the fund 27 or the special ed expenditures that are not covered by state aid or or any other federal aid. So that's those are a lot of dollars. Okay. All right. You have this forever to look at >> again. Under this is just um trying to figure which maybe slide three. >> Oh, now it all went away. Me and technology are not friends. Um it's Janet used

026to always call it the three-legged stool. It's the there's three pieces to it. It's the revenue limit is really u our main thing and then the two pieces that fit into it are this equalization aid and levy. So if equalization aid goes up or down, levy will do the opposite because the bottom line is that revenue limit that's already been set. So even if we got a ton more equalization aid, >> doesn't give us the opportunity to spend a ton more money because we're still bound by that revenue limit. >> Correct. >> So because I always get excited and then I'm like, oh yeah, never mind. But it's a benefit to our local taxpayers. >> Yes. >> Other questions or comments? >> Okay. >> I appreciate you rolling out these pieces of the budget to

027us. That's helpful. Um we've got another piece coming up in a little bit. Um but our next item, if we're all okay to keep moving forward, uh is our um results monitoring report. R3.2 involves citizenship. And bear in mind that um this is an R. This isn't an OE. And the OE's measure compliance. Rs measure um reasonable progress. And uh in a few months, I don't recall exactly when, but we'll be getting the R to approve if we've made reasonable progress. But there's so many pieces uh so many reports that go into it. We get those throughout the year. So, um, this disc this tonight is to discuss and and ask questions and, um, help us get ready for when we do get a chance to vote, but there will not be a vote on

028this tonight. So, I'll turn it over to you. >> Sure. We are sharing information on results monitoring 3.2. Uh, Carrie Huth, the director of curriculum instruction assessment, and I >> I'm Brenda Rotarying, the supervisor of career and technical education. >> There are four indicators for this result monitoring report. um it is students and the overall topic is students will demonstrate effective skills in team as well as individual endeavors. So we have four indicators for this. The first being co-curricular participation as indicator one. And in that indicator, you will note that um you have percentages across um this this is looking at students grades 6 through 8 and 9 through 12, our middle school and our high school students that are involved in two or more co-curricular activities. And that could be an activity, it could

029be an athletic, um it could be a club. Um so looking at 2122 22 23 23 24 and then this year 24 25 you will notice growth in um in all areas including grades 6 through 8 and 9 through 12. And then when you look at the reference group graph down below you will see um either we are holding steady or have some significant growth in some of our reference group um groups as well. So it is an indicator that is showing reasonable progress and we'll move to indicator two. Okay. The second indicator is our academic career planning program or ACP. Um I've had the opportunity to present to the board uh and on this previously surrounding some programs that we've been able to implement at the secondary level. as you uh take it take

030a peek through the results on the first page has the middle school results from each of our middle schools including Polytenic and CRVA. Um, backing up a little bit to ACP and what it does is really it's a program where we help our students to be able to continue to explore and expand upon what may be potential pathways for them to continue in to continue their education 612 or postsecary in preparation for continued education, employment or service. As you look down through the middle school ACP results, um, I'm thrilled with where we're at. We've had nearly 100% completion. um an activity within each of our activities or ACP events that we've deemed as important. Um we do have a middle school ACP team and a high school ACP team um at each of the buildings

031in the districtwide. I have the privilege to work alongside those teams to help identify what these or activities or events may look like for our district. If you turn to the back or the second page, you can see a continuation of what each activity or event is throughout the grade level and then continuing down into our high schools again including polytenic and CRVA. Um again near 100% completion in each of our activities uh with the exception of the 11th grade junior activity which would be the academic career planning family conference with their family members present. Um, we while we aren't at 100% there, we're at 92 Central, 65 Logan High, 92 Poly, and 35 with our CRVA students. I do want to point out that we have had significant growth in those conferences and having

032families, a family member, one or more, um, attend that along with their student. Those are held in a variety of settings whether it be on a family parent conference night or that in in indiv in in an individual um time that is scheduled with their student services um school counselor. >> So who sets these criteria is that a >> yeah so that is the criteria are the activities we set actually within each building level academic career planning team. Um I work alongside that team to set them. So each team is comprised of a a group of members from that building. So I'll use Central High School for example. Um there are four school counselors at Central High School. So it'll be the four counselors, myself, um usually two or three teachers. Uh depending on where

033we're at and different things. We have had students participate as well. Um I've been in the district, this will be my fifth year. my first year here, we had a really large team in each building, over 30, and it wasn't as successful as we had hoped it would be. So, we we stepped back, we rebuilt each team. Um, and then our student services or school counselors who are the ones that are at the table most often with myself as we decide and and put these down what we're going to commit to. They meet um with their staff members and at their grade level meetings and then they bring that voice back to their buildings and then bring it back to our district level ACP team. >> Go right ahead. >> The the um turnout for

034like Logan High School at 65%. Is there something that we can look at differently? I mean, that's that's sad. It's too bad that it's only at 65% and >> you know, shame on us northiders for that. But I'm just wondering if there if we could look at different options or have I'm sure you have, but what and what was it last year? Do you recall? I don't recall. >> I'd have to look, but I believe it was in the low 50s. So, it is significant growth in a year, but I absolutely hear what you're saying and that's something that I think about quite often. you know sustain what we're doing where we've been able to get the 65% there but how do we speak to those who for whatever reason are deciding not to attend

035can't attend um so on this team our ACP team this will be the conversation that we will have during inservice and during September and say here's the things we implemented last year Logan high this is where we got what else but not only to take it from the voices of our student services school counselors but that's where that student voice is really important you know would there be something or what how could we help to get your family here? Um I'll mention Olga Denova who uh leads our EL for the district. She's been very helpful in and improving each of these to get the numbers where they are. So being candid with you, that'll be one area that myself I focus on quite high significantly with Olga um because oftentimes um we struggle when it's

036students who English is their second language. And so that may be Olga does um evening courses and language teaching and she does some presentations on uh local radio stations. So that might be something there while I'll collaborate with Olga and try to hit it from a different angle. But we are definitely working to identify that and I hope next year when I'm back that I can show you that this moved in the right direction. >> Thank you. >> Do those meetings have to be in person? Is there a remote option? I just families are so busy like once you get home and kick off your shoes like >> Yep. going back out the door is is hard. >> We do. And I'm glad you said that to completely recognize that as you say, get home

037and and trying to get all things ready to be able to leave again is oftentimes really trick tricky, especially with multiple children. Um, we do we have virtual open we have a link that stays open so they can sign up for a time or they can pop in and they can do that with their students school counselor or they can do this with another one if if one isn't free. for example, they have counselor A, counselor C is free. We can let them jump in at that length there, too. But I I would say um that there's always room for us to communicate that in different angles and to make sure that yes, we feel like it's communicated, but maybe it's not for them. So, that'll be something we'll be addressing as well, too. >>

038Did you have a question, Jim? >> Uh how about doing something outside of the school area? Uh, for instance, some people even have their parent teacher conferences outside of school because that's a school setting and parents sometimes don't want to go into a school setting, so they have it at a recreation center or something. >> That's a great idea. We haven't done that formally. We've done that just in um individual settings, but I appreciate that idea because having it in an alternate setting where someone may feel more comfortable or they maybe already are there and it's a simple transition for them to move to the next location. So, thank you. I will bring that up as well um when we look at this plan again for this fall. >> Can I ask one more question?

039Sorry. I'm sorry, but I just it piques my curiosity, but what is the difference and and you may not know this, but what is the difference in um Sento versus Logan where English is not there first? Um do you know whether you know because I could see where that could >> be a hindrance, you know, because you're not comfortable. you don't really understand >> and >> absolutely >> that that's it's I I guess I'm just curious more than anything but >> yeah so I would be giving you I can answer the second part of the question but what is the difference in percentage or representation I would be giving you a guess so I'm going to lean on Patty or Carrie if they >> I don't have an exact percentage we do have a higher

040percentage >> I won't hold you to an exact >> we have a higher percentage of um EL students at Logan High School than we do at Central High School but not enough to cover that gap >> that that's what I thought we just need to do better >> as as parents too. I mean not that's what I mean that us noriders need I mean this is important. So >> I I hope that we raise it every year from here on and it's better than last year. Next year no doubt will be better but >> right and that'll be something to um Luke Madson our our new principal at Logan High. That'll be one of the things when I have an opportunity to sit with him one-on-one of things that are within um my area, career

041and technical education and academic career planning, workbased learning, I'll bring this up and and let him know this is our our focus, you know, if we need additional supports so he knows it's in line of sight. >> Thank you. Are there any different structures to the way that the central team is built and versus the way the Logan team is built or the way that you send communications out? Because it's maybe not even >> that students are uh that English isn't there first, but it's the parents, right? So, that's a harder I think number for us to gauge into as to where there is a comfort there. just get off that topic, but as far as like the way the teams are structured, how many people are around them like is there or the way

042they're communicating out to teams because I mean there the central uh we're at 92% versus 65. I mean that's a big gap which tells me either the team is structured differently, the communication's different like something's different. >> You're right. It is there there are there are differences. Um to give a formal response to that I probably can't but you know having worked with both both buildings and both teams I have some opinions uh that I believe lead to the differences and lead to this number. I will say that um we do have many students at Logan who will attend this conference without their family. >> Okay. And so they will still show up. Um and and sometimes that is a student who has a family member that's in one of these situations that we just

043talked about that would cause them to maybe not be as welcome or excuse me not welcome but as comfortable you know coming in to do that. um some of those things on the teams like I said how the ACP Logan High and Central teams how they're comprised they're very similar but I have noticed there is a different um level of passion or speed speed amongst some people on each team surrounding the academic career planning work and and I recognize that that is you know part of my role to ensure that this moves forward. Um so again we've made progress um but we definitely have room to keep growing. >> Okay. Thank you. Thank you, >> Mr. Ma. Did you have a question? >> Um, I do not My apologies for that. I'm >> okay. >>

044Just want to make sure we don't miss that. I just um I don't want to hold this whole thing up. I do appreciate you taking our our feedback and and hearing us. So, thank you so much. It's >> you work hard at and then you we sit here and judge it. So, I appreciate you listening to us. >> Oh, no. Thank Thank you. Your questions are wonderful and these are the things that I love to hear so that I can bring them directly back to our team because I as well want this number to change. And I would also concur like we Brida and I talked even before coming over the over the data and that's one of the the pieces of data that we we discussed and we it was jumped off the page

045at us not only Logan but also CRVA and how can we how can we work with those schools to make sure if it's if it's just a student involved in that meet in that conference how can we get the parents involved as well or families. So >> and you can only do so much yourself. So, it's as a parent, we need to step up as well. So, I appreciate all your hard work. Thank you, >> Molly. >> Has there been any um like reaching out to the parents that don't show up and just say, "Hey, >> what happened here?" >> Yes. Yes. This the school counselors at the high schools, they do they do that. Okay. >> And that um gets us to where we actually were. it's a trickle through throughout the year or

046sometimes even when they happen to see the student with the parent in house for something else they'll say hey I'd love you to just stop in and give me a few minutes so um as you can see the rest of the sheet we've got great numbers great percentage this wasn't this way you know always so so we've really really improved and this is the one where we're moving on we're just not quite there but but some of the suggestions tonight um and again not only communicating the ways that work for us but the ways that work for their families to be repetitive but not harassing you know, um but it will take like your suggestion said, you know, possibly have an alternate setting, possibly have a Saturday morning. Um we've done that with our our

047FAFSA events that we hold in collaboration with the Lacrosse Promise. Um and we've seen an increase in those numbers as well, too. >> Would it make sense to track maybe just for your own sake? So if students are attending but we don't have parents that's that's half of that's a still a positive right that's still a positive trend that there there's still planning going on at the student level like do we have parents engaged? No. But we we're at least tracking. It might actually be interesting to see what that >> would look like, right? It might change that number pretty dramatically at least >> seeing what that gap could be because then there's then you're looking really just at that gap, right? >> Um I don't know. Might be something another piece to track. Thank

048you. >> So, moving on from indicator 2, um over 95% of our full-time enrolled students in grades 6 through 12 will compete complete the assigned academic and career planning benchmark and we have shown reasonable progress in for indicator 2 as well. Moving on to indicator three, the work and lifelong learning. The percentage of students that demonstrate effective work and lifelong learning behaviors will increase over the previous year. This indicator um and the piece of evidence comes from elementary school and from the elementary school report cards. And so we are looking at the elementary work habits which is um an area that uh the teachers grade level teachers fill out for their students in regards to listening attentively actively participating in discussions and activities following directions. Work to the best of ability. Demonstrate a growth mindset

049and set goals. Demonstrate emotional management. demonstrate empathy and kindness and de demonstrate problem solving skills. You will see the last several years of um data and then this year you will notice that um we declined just slightly in five of the eight areas and maintained steady percentages in three of the areas. In reflection of that um data, we actually broke it down by grade level um on the back or the next slide because we were more curious as to um how it fluctuated from kindergarten to first grade to second grade, third, fourth and fifth even just based on um conversations we've had with our teachers or even some of the feedback and and during the linkages that you've heard in regard to behaviors and and such in the elementary school. So that was um very

050eyeopening in regards to um if we look at um demonstrating empathy and kindness coming being a previous elementary principal. That's something that we discuss every single day from kindergarten all the way to grade grade 5. And it's something that is understood by a kindergartener just as much as it is by a student who's in fifth grade. So you will you will notice that that you know the percentages from kindergarten till fifth grade stays very similar um for that um that component of the work habits but areas like listening attentively or working to the best of my ability. You will notice at the kindergarten level starts lower and then as you um well they're well similar um for for listening attentively and then drops a little bit as as uh they are starting to learn how

051to behave in and do their job in school and then will um gets a little stronger in their percentages by the time they hit fourth and fifth grade. So that's what we are noticing uh for indicator three work and lifelong habits. So with that we did not meet um reasonable reasonable um progress for indicator 3 but we are just within some percentage points questions about indicator 3. >> Do you have them broke down into schools single schools? We did not do that for this report, but it's something we discussed. We also discussed as um teachers uh come on board and fill out that report card and making sure that we're calibrated around the the rubric that they use to fill it out to make sure that it's it's um consistent across the schools, across the

052grade levels, right? because I mean you're real close on all these and it's it's >> it's virtually the same, but it'd be nice to know if it's just one school that was struggling in some areas and maybe help um >> figure that one out for you. >> And that's why we broke it down by grade level and didn't quite get to schools yet. >> Thank you. I would say based on the linkage that that we heard from the elementary schools, I think I think it's probably you're going to see a shift in all the schools or probably most of the schools. At least that's kind of what I've heard from elementary staff >> um from this past year. I I do appreciate this is kind of subjective >> and the fact that it uh people

053try to be consistent how they they do it and not make it so we evened out. I mean I sometimes saying we didn't do as good as we did last year is a hard thing to say but it's an honest thing and I really respect that. >> Yeah. >> And it's very it's we are within a few percentages. A little measure of error there. >> Yeah. I was just going to >> exactly what you said. It feels like it's within the margin of error actually, you know, just sort of natural variation in >> how >> I felt that exact thing. But also knowing that, you know, five of the eight were less. It was >> Yeah. I mean, I think if we did it as gains and we don't gain, then it's right to market

054that way. But I also saw that and felt that we're probably >> Yes. >> Do we feel that um the COVID impact is somehow being reflected in this? I when we talked at linkages we often heard from staff that they felt particularly these young kids that came along during co just it it impacted them and impacted their development in a different way. I would say co I would also just we've had conversation around technology with uh Mr. Te was up here talking last meeting. So I think there's been quite a few changes in in just raising children at this this time that have made an impact. So co yes technology um likely has a impact on that as well. Uh they may not um be sitting side by side and playing with the toy on

055the floor and in parallel play and sharing. Um, and so when you get to, you know, elementary school and you're, you know, participating in discussions or activities, um, following directions, if they if they've been more on technology or watching screens versus sitting with a family member, a parent, another, uh, another, um, sibling, those those skills may not be as developed yet. >> So, >> thank you. >> Yeah, Jim. Well, this still goes back to I'm moving it to a secondary level. We talked about standardsbased grading. Well, here we have to talk about make sure the values of all the instructors in charge are are evaluating this the same way. >> I mean, do I have a bias that way or this way? And so, I don't know how you work that in, but at the

056same time, something to be looked at. >> Yes, Jim. That's and that's that was my my conver my thought about like calibrating around the rubric that explains what you know what is a three a two a one in regards to how we mark um their work habits on the report card. So yep we will move on to indicator four with is which is youth apprenticeship. Youth apprenticeship is a program that I'm incredibly passionate about. Um, in my career, I think I've spent almost 20 years touching youth apprenticeship in one way or another. Youth apprenticeship is a high school opportunity to earn and learn while while a student is still within our doors. Um, it is what most of us would recognize as an internship. Um, you can see listed here, there are now actually 16

057uh pathways or paths um through our youth apprenticeship program. We are represented directly to Wisconsin Department of Workforce Development. Um this is the end of our third year with our own consortium. Our title is simply lacrosse youth apprenticeship consortium. Um I'm very proud of the growth that we've have had like I mentioned in our consortium over the number of years. Um because there are now 16 pathways available. What that does is that opens up opportunities for students to um continue to learn and grow explore within a pathway of of interest. So, a student can be a youth apprentice when they are a junior, a senior, or both. A student could be a youth apprentice. I'll give an example. their junior year. Let's say a student is interested in um health sciences. They could take a

058CNA course, earn their CNA license, certified nursing assistant license, and then have part of their school day built in to instead of going to a class, let's say seventh and eighth hour, their schedule would say youth apprenticeship health science, and they would go to one of our healthcare partners um and earn and learn on site as a CNA. Um so that's just the heart heart of the program. Um, like I mentioned, I'm very proud of the growth that we've had here. Um, this year, and this is not represented on the back or the second page. The second page will talk about our our seniors specifically, but this year 2425, we had 98 youth apprentice, which is an incredible number um for our district. Five years ago, we had three. So, we've continued to increase each

059year. Absolutely. Yes. Um, our consortium, I just have to share, has been also getting some recognition across the state. Um there were uh 13,000 youth apprenticeship students in Wisconsin last year. Wisconsin is a leader in youth apprenticeship and RA or registered apprenticeship. Um last year we were invited I was invited to uh present at Department of Workforce Development's apprenticeship conference in three separate sessions. and what what they wanted me to present on were different topics but sharing our growth and our progress um across the state which was really rewarding to be able to bring our district excuse me and represent our district in that way um on that on that stage. So if you flip to the back you will see these are the numbers of graduating seniors who have been youth apprentice. Um so

060I don't want to confuse that with the growth of our consortium. These would be the students who either were a youth apprentice that graduated in 2122 either their junior year, senior year or both. And then 22 23 you'll see there were 42 23 24 47 of our seniors and 24 25 we had 72 of our seniors who were youth apprentice. Um the reason why this number is different than what I talked about that we had this last school year is because we have many juniors. Um so to have 25 30 juniors who are a youth apprentice or a high school intern is wonderful. That means that we've uh provided that opportunity for them earlier on. Um part of our grant uh to department of workers development surrounding our youth apprenticeship program includes a robust request

061for funding. Um I am our consortium coordinator directly to DWD. Um, and so we have audits and performance reviews and on-site visits where they check everything that we're doing or aren't doing. It's all been really great for us so far. Um but one of the areas that we naturally wanted to to focus on and continue to increase is if you look down at our um data of our students who comprise that group of 72 um you will see that we have all groups of students uh represented besides students who are um Native American or American Indian but these numbers have been growing as well too and so I'm very proud to share that our uh this program which is a I believe an incredible opportunity for our students is being utilized uh better across the

062board by different student groups. Students who may have an IEP or a 504 plan. Um students who may be socioeconomically disadvantaged. Um students who are EL and students um that this more accurately represent represents our student body that we have present in our district. >> Questions? >> Do do teachers working in this program have to get an additional license as far >> Great question. Uh actually no. So um four years ago when I came on the team uh I I took over this program and wanted to to build it. I hold multiple teaching licenses as well as a career and technical education administrator which allows um me to serve it in both roles. And so my first year we had I think 25 27 youth apprentice juniors and seniors. I coordinated them out at our

063different buildings. each building I would attend certain days of the week um to be able to grow that. We kept growing the next year and then we were able to hire Matt Wiggy. He's been here to present as well too. He was a previous teacher um at Logan High and then Polytenic. Um I actually met Matt my first year here when his son uh wanted to be an electrician and so I started working with his son to place him as a youth apprentice. Matt and his wife Mel walked through it with me as parents and then Matt was in the district. Um, one of my personal goals that first year was to have representation at both PY and CRVA for our students, not only in youth apprenticeship programs, but also in industry recognized credentiing, more

064in dual credit attainment and providing uh seats in ourmies for our students that come from PI and CRVA. And so I spent quite a bit of time at PY my first year. Um, and then was two years later when I wrote our request for funding to DWD to expand upon the grant, I built in what's now Matt's position. And so Matt has just finished his second year with us in youth apprenticeship. Matt's title is youth apprenticeship um program facilitator. And so Matt works directly on on my team. Um, and having Matt has really helped us continue to grow at the level that we have because he's based in the buildings 100% of the time. But his license um is he has an alt add license. Um but we also we have his license and my

065license together so that we can code the sections a certain way. Um and Matt and I like I said uh kind of t we tag team this program so that we can build the sections and award the credit as we do and it has opportunity for postsecary credit in the UW and the WTCS system. >> Thank you. >> Question. >> So this this is wonderful by the way. So, great job. But this is also, I think, a tribute to I the Boys and Girls Club's building a big addition on there, which I think will only enhance your >> um outcome with this as well. Don't you believe that? >> Absolutely. I was fortunate to to be at that group the first fall I was here and to help, you know, help with pieces of their

066grant writing components. Um and then working with Brian pretty closely on floor plans. We've brought in many members of our career and teched team, specifically our techn technology and engineering instructors, our aviation instructor um to give voice architects as they were designing that. So, we're thrilled to what I say hold hands with them um to have students step into their pathways or continue to step into four, five, six pathways. Um, I always say, you know, it's great if a student ends their time with us with one big thing on their plate, but it's it's even better when when they're able to take things off their plate and they may may leave with four or five things that are may for them. Um, so we consider that just as successful and I think that partnership like

067you're talking about in that build there is is going to help us do that earlier. >> That's exciting. >> Have question two here. >> Go ahead. And I'm sorry you all keep on kind of stealing some of my questions here, but one of the questions I've had for this is um is there any industries you're hoping kind of break into here? Is it mostly the employer who reaches out or how does that work for us trying to build more pathways? >> Yeah, that's a great question. So, um DWD had 12 pathways and so that meant we couldn't step outside of those 12 because they're not state approved and they simply don't exist. Um but when they expanded to 16 it was over two three-year revisions. I was able to be a part of um a

068handful of those committees as well as those were developed. And so now that we have all 16, we actually can explore and place students in any of them. Um one thing that's absolutely critical for our students to know what pathway or how we place is they need to have um they need to have curriculum and content beneath it. So I'll use an example. If a student is interested in automotive technician, but they've never had a course that's connected to the transportation pathway, we actually are are are not doing a good thing for the employer or for the student because we'd be putting them out in what we call a capstone opportunity. Think of it as a three or 400 level course. So, a student would go to a Doll Ford and they may have some

069knowledge from their um their life outside of school, but no formal training. And what that does, and I've experienced it as a coordinator of youth apprentichip for many years and learned from it, is that frustrates the business and that partnership uh usually isn't sustained because they say this student maybe doesn't know what a muffler is. The student doesn't understand the basics of anything in the transportation pathway. So I use this one because it is a I feel a strong district, excuse me, it is a strong um area of concern in the school district of Lacrosse. And so we've been offering one automotive course at Logan High School for a number of years. We do have exterior doors there on the teched shop and a bay and a lift. Central High School doesn't. Um and so

070part of one of the grants I wrote last year gave us the opportunity to spend about $21,000 in automotive equipment. Carl Perkins grant jokingly called Uncle Carl but not a joke. Um about $21,000 that we've been able to put into um having an auto program at Central. So we put it in the books. We worked on it all year with DPI, with our instructors. We attended trainings together. We went to other districts and observed Holman, Anna, uh, get Toma and we have six sections of auto running at Central this year. So thrilled to be able to do that. The reason I'm talking about auto is because we need our students to have courses in the pathways so that they know what they're getting into. Essentially, they say, "Okay, I took auto one. uh hopefully someday

071auto too, right? Which is actually is going to be transcripttor for dual credit. I'm thrilled about that. And what's next for me? I'm going to apply to be a youth apprenticeship in the transportation pathway because I think I need more there. I think I want to keep going and learning. Um I apologize. I think I might have missed the second part of your question. I got really excited about that one because I'm still thrilled that there's 16 pathways. Mr. Minko, was your was the second part of your question? Um could you repeat that for me? Yeah, I more so kind of asked like if there's any way to get more of those pathways and I'd say you answer that. It sounds like it's from the statewide issue. I mean, this program you have here, not

072steal your thunder. It is it's I'd say it's tremendous. When I think of innovation, I think of being able to give students more hands-on experience that perhaps you might not get at a college level or something which that it's just again like you said, kind of just get that spark and get a lot of other career fields going on here. and I see a lot of great stuff going this year. Um, I would love to see what what's being showcased here. >> Thank you so much. I appreciate that and that support for our program. Um, continuing here, you'll see the list of employers, the program area, the pathway, and the employers for the 2425 school year. I just uh remembered I think there was a brief question about how we how we partner with employers.

073There's three ways. Um, one is the student may already have a connection. And a student says, "I I I think I want to do this. I've learned about the youth apprenticeship program. I think I have a place." And then, u Matt and or I or Matt and I together, depending on where we're at with things, will approach that employer and we mentor that employer. We we go through the program, the requirements. We essentially do a training. Um, we talk about what that will look like and then um if they're on board, we make that deal and we coordinate the student placement all year long. year round year year round. The second way is the business comes to us and says, "Hey, we have a pathway. We have an area that we think we'd like to

074connect with students. Um, what could we do?" And we help them to actually build specific youth apprenticeship programs. Um, with Amplify Health right now, over the last year, we've been working to build multiple point two positions. Well, 0.5s are posted, 75, one 1.0 at amplify. think of a certified nursing assistant, a medical assistant, a dietary aid, environmental services um team member and now they've posted multiple points. So our students who want to be a youth youth apprentice in that area can apply and actually be considered for those positions. So that's the second way that this happens. And then the third way is students come to us, they fill out our application for youth apprentice. It's a Google form. We meet with them, we get to know them. I actually had the honor to do this

075today in my office, which I love it for the middle of July. Still excited about it. Um, but then we get to know that student and we learn about what they have done, what they haven't done. Sometimes we say, "You're not ready. We need you to go and we need you to take some courses in the pathway or we need you to take more." And then we'll say, "Come back in January. Come back in December. Come back next year." Not to say, "You're not ready. We're done. You're not ready yet, but we want you to be ready. We want to help you to get there." And we're very lucky to have the elective opportunities that we do in this district to provide that for them. So then what'll happen is um sometimes like I said

076we will meet with the student and then we go seeking. I kind of joke it's like matchmaking but it really is you not only need to make sure that the student has the background that's going to be beneficial to the employer but we also need to make sure that they fit that team. They fit that family there. And so that's why most every student that we place as a youth apprentice we do at least one full day job shadow. So, they go out and shadow on site and get to see a real I would say it's not a pretty view. We want that on purpose. A two-hour job shadow is here's the bathroom. Here's the lunch. Here's all the people. Thanks for coming to see us. An eight-hour job shadow is like, whoa, I'm tired.

077I'm sweaty. I didn't get to eat. Right. So, the student really sees the field. Um, and then we work with that employer to kind of to match them match them up. This list, like I said, is extensive of last year's formal placements, but this list does not include all the businesses that we partner with in other ways and that we have approached and continue to speak with regarding YA. This list will change every year. There are some employers that remain and there are others that jump on or off based upon what their needs are. >> This may sound really old school, but go with me. >> Sure. >> At one time, there was certain requirements for high school graduation. you had to take four years of language arts, three years of this, two years of

078this, etc., etc. >> Are those kind of gone now? They're still there. I mean, I don't I understand necessarily how you work them all in. If I get into one of these, I have nothing wrong with this. I mean, not faulting it. I'm just wondering maybe I could even look at a curriculum guide or you could share some documents with us to say this is what the kid today, the student today has to choose from or could choose. >> You can absolutely. Am I okay? Sorry. Um, yes. So our students like I said the example of their schedule think of a eight period day right they would have potentially could have eight courses where they're earning 0.5 credit per semester for each hour of the day right each of the eight periods youth apprenticeship go

079can go in I'm just giving an example as sixth hour youth apprenticeship seventh hour eighth hour we even do a ninth hour and a zero hour for students to expand and they earn the same amount of elective credit as they would if they were in a separate elective course because We believe so strongly in what they're learning. We actually identify state and national standards for all of the 68 youth apprenticeship programs. Um there's a group of us that coordinate the coordinators across the state who have a chat. Last Thursday the question was and I answered it right away. They said what are what are each of your districts offering for credit? I said we offer original credit the same as any other elective course. And some were like wow that's a lot. I'm like we

080absolutely believe in it. So, what that does to answer your question is they still have all the graduation requirements and there's maybe eight and a half for elective credits. I saw sorry I might be off a little bit on the eight and a half number, but these hope fulfill those. It's just that instead of learning in our seats, they're learning in the business and industry seat. >> And is there ever a danger of having too many >> sure >> apprenticeships and therefore they're spread too thin? and there's only four for this and five for this and therefore we can't offer them because of the minimal number >> there there are to answer that two ways um for some students having anything more than one period of youth apprenticeship is is a negative and like I

081said I've been coordinating for a number of years so unfortunately I've I've learned that firsthand shoot too much didn't go well tweak that you know don't do that again but sometimes there are students who are second semester seniors they are ready to rock and roll and we'll do like a three through eight and they're out we and we do sight visits. We um meet with the students on a bi-weekly basis. Um when I was coordinating, sometimes I'd be on site five days a week for one student depending on what it was. Um to answer that on the other side, sometimes we have students who are ready for placements and we struggle to place them or we there's, you know, we could give them this placement, but we know as educators it's not the right spot

082for them there and there's a variety of reasons. So, we'll have that student hang on, go ahead, take some more elective courses, you know, expand what you're doing. Um, and then let's try it again when we can find a a placement that's just right. And that's why I was joking about the matchmaker, but it's not really a joke. It's like you got to figure it out and make sure it's there so that it will be very positive. Um, our students also who are youth apprentice, they do have to have two credits of related instruction and the related instruction needs to complement the placement that they're in. Um, oftentimes we have them in a a principles of marketing, intro to business, accounting one, accounting two. So they're learning the business side of the industry and then

083we have them in a capstone opportunity within their pathway. So I mentioned transportation right now. We would we would be creative. We would potentially encourage them apply for early college credit program start college now and to get that next level course there while they are youth apprentice so they're still learning more in their pathway. uh and since the expansion of apprenticeship programs, are there less truency? I mean, more kids are identifying with I mean, I would hope more people are connecting with some of these programs and so on and therefore they enjoy coming to school because it fits into what I think should school should be. >> Absolutely. I wish I could show you, you know, the pictures in your head of the students, you know, the the youth apprenip placement that gives them the

084sweatshirt that says the name of the organization and that student will wear that as their winter coat, >> you know, for weeks on end, right? They're very, very proud of it. They have an opportunity to be a part of something. I always tell employees it's their third fit. First fit is who they are in their home and their family, right? You can't change that. The second fit, bless you. The second fit is who they are at school. You know, it it is what it is. who can try to steer it. But the third fit for many of these students is somewhere that they belong and it's it's like a family feel. They're oftenimes very loyal. So to answer your question, I'm going to surmise that that the attendance is better than it would be. Um

085I can also tell you that when students have a youth apprenticeship opportunity built into their academic career plan, um their pathway to graduation, oftentimes it's something that they really really want and they're hanging on tight to. So some students will get the thing the other things done so that they they can keep this thing right because um when I made the decision to to officially leave the classroom I taught for 16 years in neighboring districts. It it was um building these programs and others that I have the opportunity to lead here as well too and watching students shine. A student who's doing you know okay in one of the classes you're teaching um but I would place them go out and see them and they'd be I'll use a student named Justin. Saturday mornings that

086do his site visits on a robotic um dairy farm. He's, you know, teaching the owner of the whole um company uh farming industry that they're, you know, multiple robotic farms. He's teaching the owner how to run their equipment, how to do it, training 35year-old new employees, right? So, this does tend to to keep students there um and to really keep them vested. There are some that trickle out and and you know they have to kind of fall off the ledge to come back up. But I think this is something that not only helps our students who I would consider to be at risk but also our students who are in the top five 10% of the graduating class. >> Can I just bring up one thing? Thank you. Um uh you can see the excitement

087that you have for this and it's it's nice. Thank you. Um I think back when I was in high school a long long time ago we had building trades. My teacher was Terry Curtis, by the way. So, um, and I didn't screw him up too bad. So, uh, but then we got away from it for a long time and and the focus was on college, college, college, four-year degree, four-year degree. And it's just not for everyone, right? So, it's nice to see that we're rebuilding this in our in our schools to give um the other part of our our kids the opportunity to learn. And even if you don't end up in that trade, ultimately the life skills you gain >> is is there forever. That that doesn't go away. They may not have ever

088had that opportunity to learn that if it wasn't for their high school classes. So kudos to you and keep it up and I truly appreciate it. Thank you. >> Thank you. I really appreciate that. Everything you just said is is the heart of who I was as a middle school and high school student and as a career educator. um living in the pathways and being able to expand these. I say it's a privilege. It's truly a privilege because I get to watch things shine, you know, and watch students shine. So, thank you for your comments. Thank you. I appreciate it. >> I also want to comment on the disagregated data, the growth in the socioeconomic disadvantaged students. >> Um you know, a lot of our cool things that we do, those numbers always lag. And

089so, um, it's nice to see how those students are really taking advantage of of this program and, um, good for them. So, I'm just, it's really nice to see I I always look for those vulnerable populations. So, this is great to see. >> Thank you for highlighting that, Deb. I know that that's something those are all things that we discussed as well in preparing for today. As you can see, you um you know why I invited Brida to uh this meeting today. She has so much to share, so much excitement, and we we have so much to celebrate as a district um in regards to the work that's being done. So, thank you. >> Thank you. >> So, um um next meeting, August 4th, we will then be looking to um under our business, we'll

090be looking to take a vote then on this um result. So, okay, any other questions? >> Thank you for an excellent report. >> Thank you. Uh we will then move on to proposed budget instructional priorities. And who's presenting? Oh, you're presenting. Ready to roll. >> So I have the instructional priorities report for 2526 moving forward into the next school um year. This was submitted by our program supervisors as well as our content coordinators under the instructional umbrella and being shared um and sharing it with you tonight. As you can see, it's it's very indepth. It's multiple pages long. It is broken down by these departments. Um starting off with agracience education with Dr. Brutering. You can see what the focus areas are in each one of these areas. Um as we move into this next

091school year and reflecting on last year's and and moving into this year, there are some that are very similar. We have brought up standardsbased teaching and learning and grading multiple times at each board meeting, and that continues to be a theme as we work through this next school year. but focusing more of our work on building those common assessments, having further conversations about what are the um instructional practices and strategies that are used um in classrooms and not only 6 through 12 but K through 12 um because we also use standardsbased um teaching learning grading at the elementary level. So as you look across every department, you will see the the great work that is being done by our educators led by um our content coordinators, our teachers teaching in the classroom every single day

092and that have taken a leadership role within our district. Um I certainly can go through each one of these areas, but I know you have had the opportunity to look at the each department. Are there questions about the instructional priorities moving forward? So these are all excellent goals and there's a lot of more areas than I would have ever even thought there could be. Um so how do so we see this report how when and how do we see how well we accomplish this and again this is to this is a budget tool. So this is what's going to be a priority for where our resources go to. So, how do we like this is great, but then how do we close that circle once this is all done? >> So, for the most part,

093not every single one of these, but for the most part, they fall under the um under my role with the budgetary decision-making in regards to how we spend our money. We're zerobased budget. So, obviously that was the budgets were submitted to me. Um I submitted them to Patty. They were returned back to me. So, as we look at purchasing resources, um you can look at 68 math. We have a new resource this year. So, a large chunk of our curriculum money will be going towards the 68 math resource. So, it really helps us to prioritize how we're spending our dollars um within the instructional umbrella. Um there are some out here like uh Kurt Te has our community service, so that obviously would fall under his umbrella. He as a director would be um managing

094his budget there. But as we look at the priorities of each department, we use that. I use that, our team uses that um I with with both both Dr. Iverson and Mrs. Shurel that we we have conversation around how we're spending the dollars to best support our departments um and being fiscally responsible for the district. I wanted to just say thanks. I really like seeing it laid out this way. And we heard from Brida today. We heard from Laura and Tony a few weeks ago speak very passionately about their work. We've heard Kurt present about his work. And we know how important it is to the community. So, it's really cool to have like this have it presented this way as instructional priorities connected to our budget when we're also hearing about the good work

095they're doing and congratulating them up here. >> Um, I did notice the English secondary is a TVD. >> It has been determined. So, we do have new content coord coordinators for both 68 as well as 912. So, we will have uh Megan Burke as our content coordinator for grades 6 through 8. She is an academic coach at Logan Middle. And we will have Alicia Feld Camp as our um 9 through 12 secondary or ELA um content coordinator. Alicia had been a content coordinator um previously in the first year and was getting her masters as well as the department chair at Logan High. So, she stepped away and now is uh stepping back in. So, we're excited to have her. >> That's awesome. And I feel like this um for the 68, it also addresses something

096that we heard in the union linkage, which was more support for ELA and history curriculum. And this is >> a great path to walk down for that rather than like buying scripted curriculums or trying to keep people on pace with something that might not suit students needs, but instead have support to build common assessments and stuff like that. Um, is there like you may not know this, but like I do hear sometimes from the high school teachers that they don't know where the press for common curriculum that there's a concern that like the the culture at Logan and the culture at Central are different. They're both really good in their own ways and but they are very different and they I've seen like phenomenal social justice lit circles at Central and phenomenal dystopian lit circles

097at Logan. Like there are experienced teachers there who have built really engaging curriculum. >> Is there room to keep what makes those two spaces special? And I just worry about that getting lost in the desire to standardize and organize and objectivize things that are especially in ELA are not really objective measures even when they're kind of made to look that way. >> Yes, there is. As um I think we're highlighted earlier this year um we had the high school course that ran um which was like reading in outdoor um in the outdoor lit class. >> Yes, I would have loved to have taken. >> Right. So that was only at Logan. That's where the interest was. So there's always um there's always going to be different electives and there will be different um even resource

098choices within an ELA class based on the strengths and interests of the students as well as the teacher. What we're looking at for standardsbased is um are we are we measuring growth towards the same standards? Not that we're teaching it the same, not that we're even necessarily in an ELA course using the exact same resources. We're not step by step that tight. It is more about what standards are we measuring, how are we measuring them, what types of questions um are we asking. Um so that there is consistency in in the experience of learning based on the standard maybe not the the resource that's used especially in an ELA or a history. um we have, you know, certain textbooks um for different different courses that's probably going to be a little bit more locked step

099just based on the textbook that was chosen, but there's still room for supplemental conversations and materials that would be used. >> Nice. Thank you. >> Did you lay this out? I'm sorry. Did you lay this out? >> Um one of our instructional administrative assistants um collected it all. We reviewed it, had conversations. So, It's very nice and it's it's when I was reading it uh last Friday or whatever it was. It's it's precise but it's very helpful for us to understand too because it's easy for us to be up here you know but to really understand the depth of what each of them do. It's it's it's a great job. So thank you to whoever did it. >> You're welcome. I'll let them know >> Jim. Uh just some specific questions like for instance under

100health sciences I was just curious you talk about coordination with Vurbo and Winona state no W lacrosse I was just curious why not >> that would be a really good question for me to go back and ask that specific here comes Brida >> um that that's they we are partnering with UWL and Western um those two are expansions Winona State is a new one for us. Um had the opportunity to sit down with their program director recently. So >> okay. Uh the next question is on preschool. >> It I I don't quite understand and maybe too much to explain but models one, two, and three. And then what percent of kids in the Lacrosse School District attend 4K? >> It's a really good question for Shelley Cheryl. Model one, two, and three. Go ahead, Deb.

101was on the committee to help create it. Um so model one is um having it in the school building and um our dream was actually to have wraparound child care for the other half of the day. Um model two is that it's delivered um in the child care setting with uh staff from the school district going to the childare setting. >> This is a long time ago. It was like 20 years ago. >> You're right on. And model three is that the childcare setting has a staff person that is certified to teach and that the district can reimburse them for that staff person. Correct. >> Okay. And then still the percentage of kids going to a 4K. >> Off the top of my head, I don't have that, but I can certainly email you tomorrow.

102>> Like is it? >> Yes. 50% 80%. >> Oh, for sure. >> For for sure% I would say well over 50. >> Okay. Shelley is probably texting me right now. She's probably watching at home like sending me the percentage. Um but I will get that to you. >> And then in mathematics, um Miss Lia, she talks about the envision curriculum and she talked about the pre or K through five classrooms. Will this eventually be a PK through 12 curriculum or is it I mean >> it's a really great question. We just had a review for grades sixth through eight for math. And we are going to be using Envision for sixth, seventh, and eighth grade. They'll be our teachers um the resources are coming in. Our teachers will be trained on August 19th with a

103rep from Invision coming to our district. Um it will likely not be 9 through 12 because of the specific courses that are taught at that, you know, with algebra, geometry, algebra 2. That would be different. But it it we are looking at consistency for kindergarten through 8th grade. >> Yeah. But even in geometry or algebra 2, you'd think in vision might have some background in that area. I mean, >> likely it's probably um probably sold under a different name um and specific for that topic because we teach math differently at that high school level and even sometimes by eighth grade we have students in algebra um >> that are uh it's a high school level course, >> but the critique behind it could still be envisioned theory. >> Could be. Yep. Yep. >> Mr. Jackson.

104>> Um, first very detailed, so thank you. Um, I don't understand most of what I'm looking at since I'm not an educator. So, I appreciate the detail though because it really, to Scott's point, just the amount of um time spent um in each area you can see um it's really really helpful for me. Um, so I'm gonna kind of piggyback on what Deb asked originally. So this is the first time I've seen something like this. Um, so keep this coming, but I want to understand like one, how does it tie back to the budget, how do we make sure that each team member when they made that budget request, where that money landed, did they get fully funded, did they not get fully funded? Um, and then two, like how are we doing when we

105have some of these um actions that are in some of these sub bullets? Like are we get these getting done? Do they need help? Like again, not really our job, but mostly just hey, it's tied to the budget. Did it get tied in correctly and and did we get funded or did something change? And because again, that could as we go through linkages, it could give us some context as to maybe why >> somebody's grumbling about something. >> Yeah, for the majority um the budgets were supported. There was very few that came back that we needed to um cut. there are certain subject or content departments that we know from year to year um may need a little bit more or a little less with and then I also can cover part of that in

106my curriculum portion like sixth through 8th grade math they they will have a large um amount spent in that area because of the new resource that would be different next year um a little a little less uh but also still continuing to fund professional development as needed with this new resource. So, it fluctuates. Um most of our content areas stay pretty um pretty consistent in what they're requesting and when they submit their budget to me and then it gets passed on um to Patty, it's very specific as to what they're spending their money on. It is broken down by the different different codes, different um things that they're looking to spend their money on. So Patty, you want to add any more to that? >> I would say that we, you know, this document is

107included in your budget book because this is what our budget supports and when uh all of the department heads send them back to me and I I you know put them all together. Then we meet again >> uh with the instructional team because if there's something that seems you know out of line or unexpected it's like is this a oneyear expense that we need to cover or is this an ongoing. So those are um the ways we put the dollars to the priorities. >> I I think the question far be it for me to say what the priority should be. I'm not qualified to decide that. But at the end of the day, if we're putting resources in into it that, you know, we have an obligation, we approved the budget, we have an obligation

108to say to the public, this was a priority. This is what we spent the money on and this was achieved or this wasn't achieved, but we learned XYZ or this I I think that's why I'm asking us to close that circle because just because we say we're going to do it, we're spend we're saying spend the money on that because we approved the budget. So, how do we know how do we go back to our taxpayers and say this was a wise investment? >> I think the perfect example for that is we've we've been watching data over the last several years and our math data was low. So, we you know did our research. We chose a new resource for kindergarten through fifth grade math. So, yes, we're in the early adoption of that. But

109our test scores are are the students um reaching mastery on certain standards should improve, right? So that should tell us over time that the money spent was uh money well spent based on the the multiple areas of data we could dig into for let's say math achievement whether it's Wisconsin forward whether it's um I ready a benchmark system we use within in the district um measurement towards the the standards we should be able to watch the data to see improvement over time. Meredith, >> I would could you also say that like when we hear Brida present about increasing participation, when we hear Tony talk about community partnerships, when we hear Kurt talk about community programs and we are evaluating those as in compliance or yeah or you know achieving what we're doing there is we

110are affirming that the budget they requested and that they came and presented on that day >> th that there's where we're seeing the results, right? That's what we're doing every week. >> Perfect example as well of Mr. Tim Sprain coming and kind of sharing the stories behind science as well as we also do have I mean it's the it's it's all types of data. It's what's happen the anecdotal data as well as you know what we're pulling out of a Wisconsin forward. It shows shows growth towards those goals. I wonder too um I feel like not to keep dragging this on but some of these things are like cyclical parts of our policy like renewing curriculum or whether that's developing common assessments or getting a new math textbook or a new history textbook. We're on

111a curriculum adoption cycle and these instructional goals are part of that curriculum adoption cycle that we put into policy >> and sometimes we adjust that cycle if needed based on needs of sightes of reading. Yes, >> Mr. Bnesk. Yes, >> I look now I'm looking at science in terms of floss is a kitbased program and prior to that there was a program called Carolina and it involved kits. Now kits were kept here at Hogan filled and distributed out to staff as needed because that was the only way we we could keep them filled. Do you know the program behind Foss? Yeah, actually it's um there there's still the kit based so that there are experiments but there's also the teacher resource that goes along with how to teach what to teach to support the the

112essential standards we have chosen for for science for our district. So at the elementary level we have foss pathways which is a it's a resource that teachers use to help them teach the science but then they do have the kit but there are kits in every single building. They're not coming from a central location. They are within their schools. The academic coaches also help to organize um those materials as needed as well as uh Jasmine Valentine um is now our K5 content coordinator. Um that was listed as TBD. Um so she is uh a teacher teaching fourth grade and she is supporting um the K5 science in in our schools. It's it's important if you're going to go kit based to have somebody maintain those kits. >> Yep. We've gotten um pretty strong over time

113with that. And we also have a fabulous instructional AA um Jerry Patchel who has joined our office in the last year who um works with almost every one of these content coordinators to help support their budget. Um do help with the ordering, the organization. um a shout out to her because she is truly amazing in the organization of almost you know most all of our instructional um departments uh at the district level >> and really I just want to compliment this is not reading about science this is actually doing science when you talk about for us kids >> and we can't get away from that that's where we have higher levels of engagement and students gets very get very excited about science so we need to keep that Other comments, questions. >> Miss Cheryl did

114message and she said about onethird are in model 3 daycare setting or about 100 out of 330 4K students. >> Thank you. >> I knew she would. >> I appreciate that. All right, move on then. Thank you. >> Thank you. >> Um so we're going on to announcements. Um, Dr. Garcia. >> Yeah. Uh, LPF doesn't meet in July, but I got an update from Nell. All the board members got an update from Nell. So, Bow Tie Classic September 6. Save the date. If you're a golfer, sign up. It's a great event and benefits our teachers and our students. Um, they highlighted um a Gold Star Grant um spotlight for State Road Elementary School students who went to two days at Camp Wild Wonders. So, we might have heard Kurt talk about the um Outdoor Recreation

115Alliance trails, the trail farm, and so kids got to go out and have two days at camp funded by LPF U members. And they spotlighted a community partner, Marine Credit Union, that routinely or annually donates to LPF for the validictorian education investor. So, >> thank you. >> Yeah. Um so for my announcements um the state uh education convention registration um opens uh coming up this fall um and or the it's in January. highly recommend if you can go to even for a few of the days maybe not all of the days there's the networking is so helpful the going through the vendor area is very helpful and um not to mention all the sessions are are wonderfully done so strongly recommend people consider going to that although some people choose going on cruises to the

116Caribbean in January so I guess it's tough to compete with that um so uh get back to Laura if you're interested in going. Um she does a fantastic job of setting up ride shares and the hotel and everything. I don't know how you keep track of us, but thank you for that. Um Laura, if I might ask you, we've got days coming up for new staff and all staff that board members are invited to. Can you tell us what those dates are? >> Yes. Yep. Um so the new staff >> welcome. Oh, if you want to. Yep. By all means. >> Yes. uh August 12th in the morning from 7:45 until 8:30. You are all invited to join. We will be having coffee and fruit and Dr. Engel and um I I don't know if

117um Dr. Engel's reached out yet, but he was going to reach out. >> I've already said I would >> super to welcome our new staff. Um so we will be having our new staff on boarding at Logan High School a August 12th, 13th, and 14th. So it's three days um of the the first morning we we share coffee and and uh fruit and we have some um community building and and then we get into some of the nuts and bolts of of what they need for day one. So, and then uh back to school inservice for all staff is the 18th, 19th and 20th. You probably have the times exactly in front of you for >> I don't actually. Okay. I was >> I believe um all schools are starting in their school for a

118about an hour long staff meeting and then we will all be coming to Logan High School with the construction at Central. We're staying away from Central even though we know it it's supposed to be at Central this year. We go back and forth every year, but we will come together at Logan High School on the 18th. And I believe the opening ceremony starts at 9:30 that morning and I think believe goes till 11. >> And board members are invited to those. So, >> what day? I'm sorry, what day was that one again? I'm >> August 18th. >> And on the 12th, it starts at what time? >> 7 coffee starts at 7:45 and new teachers will arrive. Um and it will be very much like last year where um the new teachers will be sitting

119with their peers at like like um elementary school table, middle school table, high school table, district so they can get to know colleagues that they will be working with from day one. Um and then principles and other supervisors, leaders will be also invited to join and and just casually um mingle and have conversation with our new staff. So, it's always a great opportunity for board members to get to talk to our staff and for our staff to see how um engaged we are as a board. >> Did you have something to add? >> Okay. Thank you. Um so, we're done with announcements. Move on to agenda planning, which is presented to you there for the August 4th meeting. So, we would need a motion to approve that. >> So, moved. >> Second. >> Motion second.

120Mr. Ma, did you have a question? >> Yes. I uh sent an email to you. I know you were on a cruise, but I was curious if we are able to have a uh workshop on standard based renegade update more in depth. We talked a little bit about it today, but I'm very curious. I think it's well worth the community's time as well for workshop kind of hear what are the priorities of the school for the second year, hearing what changed from last year and just kind of just getting an overall evaluation. >> So, Dr. Engel, um so I was traveling last week, Dr. Engel's traveling this week. So, we're going to connect next week and um we will schedule one. I you suggested a date. I don't know if it'll be that date. It

121might be after that, but um we'll look at at doing that. >> No worries. >> Thank you. >> Other than that, I guess since I'm here, I'll make my first motion virtually. Um I'll make a motion to approve. Actually, let me double check language needed for this. >> Do we already have a motion? >> We already have a motion in a second. >> Oh, cool. Even better. Can you hear it? Your mic has a 5-second delay. >> So, we have a motion to second. Any other discussion? >> Roll call. >> Mr. Vagneski. >> I. >> Miss Fuks. >> I. >> Dr. Garcia. >> I. >> Mr. Jackson. >> I. >> Mr. Mango. >> I. >> Mr. Newmeister. >> I. >> Miss Sla. >> I. >> For debriefing. Uh, Mr. Jackson tonight. >> Uh, yeah. I

122think in general it wasn't uh we didn't get go down too many rabbit holes which was great. Um a lot of great questions, a lot of great content coming in. So that was good. Um I can appreciate everybody's backgrounds because it helps me uh understand the depth um of knowledge around the table uh and how sometimes I don't have a lot of knowledge um when it comes especially when it comes to content and curriculum and what actually happens in classrooms and and the magic that happens there around all of our kids. uh mine included right now. So um yeah, I think in general it was it was uh pretty direct and pretty quick. >> Any other comments? >> Okay, with that then we will stand adjourned. [Music]