001[Music] so [Music] will the secretary please call the roll mr abraham here ms bellman here ms cuomo yeah dr cooper stole here dr jimenez here ms leahy excused mr lee excused mr korberg here mr spivey absent quorum of the board of education is present so the regularly scheduled meeting of november 15 2021 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 move to prove that then tonight's agenda has previously been distributed to the board with a motion by mr korberg in a second by miss cuomo we will approve the agenda is submitted unless there
002is a motion to amend is there such a motion hearing none all those in favor please signify by saying aye all those opposed motion has carried we do have public speakers this evening it is the policy of the board to provide added public meetings an opportunity for individuals to address the board comments about individual staff or personnel will not be allowed open meeting law prohibits the board from engaging in discussion or responding to matters not included on the agenda all speakers are reminded that this same policy limits your time to speak to five minutes and this limit will be strictly enforced i will ask the superintendent to keep track of the time and notify the speaker when the time is running out please thank you you're also asked to give your name and the school
003district where you reside at the beginning of your time for the public record our first speaker tonight is heather talbott thank you my name is heather and i'm here tonight to ask the la crosse school board to recognize climate change as a children's issue i do live in the school district of la crosse on 17th place south nearby to wagon park again i would like the school board to consider a formal recognition of climate change as a children's issue and take action to mitigate the school district of la crosse's climate impacts first i want to thank you for everything that you've done over the past two years to keep our children safe i know that it has not been an easy time for anyone especially those in leadership and especially it has been a hard
004time for school boards across the country i appreciate you having me today my spouse and i and our nine-month-old daughter have chosen to make our lives here in this community my spouse is an ecologist at the usgs and french island and i work at home as a child care provider while our kiddo is not quite of school age we are an active presence in the lives of kiddos who attend schools across the district our neighbor to the north carpools with another family to coulee montessori each school day i've had a number of child care kiddos who i cared for as infants and toddlers go on to attend emerson summit state road and cooley montessori with siblings at lincoln middle logan and central i've tutored students even throughout the pandemic in the district and i currently
005work with a number of district students in my role as director of solar on the cross schools that is a volunteer effort and i would be happy to speak more about that another time but tonight i do want to focus on this broader call we as a society are up against a tight deadline to take real action on climate from wildfires to flooding extreme heat the impacts of climate change are threatening our communities our health our well-being our economy and our future heat air pollution and extreme weather are already impacting students health and learning and that will only be exacerbated in their futures we can see the impacts of climate change right here in the coulee region the most recent local impacts have included the major rain events that i'm sure you recall dropping more
006than five inches of rain in less than an hour area towns like gays mills and valley have been devastated by flood events and are faced with tough decisions we go from drought to deluge and it will continue to get worse without action our school district has a responsibility to move from our very wise current stopgap conservation and energy efficiency efforts of which i very much appreciate and support to comprehensive and strategic mitigation of our climate impacts please demonstrate to our community and especially to our students a commitment to a future safe from the most devastating impacts of climate change do this by joining the city of la crosse and the county of la crosse in adapting adopting a 100 percent clean energy by 2050 resolution fulfill that commitment by committing to the development and fulfillment
007of a climate action plan there is a road map and a slow a slew of resources to help our district take these actions we don't have to figure it out ourselves i'd be happy to supply you with detailed information school districts across the nation including the districts of eau claire and green bay here in wisconsin among others are taking strategic action on climate change by acting now our district can uniquely position itself the beneficiary of funding for clean energy initiatives and solutions so that we can reduce costs while also improving the health of building occupants including teachers staff students and boosting achievement and equity as you know our district is currently in the process of making long-range decisions regarding our educational facilities and we need a climate action plan not as a footnote or a
008good idea or something that's nice to do we need it to guide our decisions at the outset about space use about renovations repairs and any potentially new construction hopefully net zero construction we need a climate action plan to guide how the more than 130 acres of land that our district controls will be put to use and maintained into the future we need a climate action plan that's developed with all stakeholders especially students at the forefront to ensure that our more than 500 educators will be properly equipped to teach about climate change climate solutions and sustainability we need a plan to empower the more than 6 000 students in our district to advance climate solutions themselves and be prepared for good jobs in the clean economy and have the needed social emotional and learning supports to
009build resilience in the face of challenges thank you very much thank you our next speaker is paige yang is paige here hello and welcome to lacrosse polytechnic my name is paige yang and i use she hear pronouns and i'm a junior here at polytech i've come to here to talk to you all about normalizing the discussion of gender identity in the classroom in recent years students have been more vocal about resisting the gender binary and have taken on expressing themselves beyond the typical male and female gender norms as these students are in a very crucial developmental stage in their life is important that we are able to create an atmosphere where they feel accepted many students who identify as transgender gender fluid gender queer non-binary and or gender non-conforming fear that they'll be that they
010will immediately be outed or forced to come out to their whole class i want to start discussions in the classroom about the differences between biological sex and gender identity to inform all students and educators some examples of gender inclusive language will be referring to a class as everyone or y'all or learners instead of ladies and gents or boys and girls and another thing we can start doing is simply introducing ourselves with our pronouns like i just did despite being cisgender meaning that they identify with the biological sex they are assigned at birth with changes to our language used in the classroom and discussions on gender versus biological sex many lgbtq plus students will be more comfortable of being themselves instead of fearing that they will be misgendered and or outed and they can focus on
011their studies and feel welcomed in school thank you thank you our next speaker is sebastian nierud search no okay our next speaker is kayanna pop not here okay our next speaker is camden dagon hello my name is hello my name is camden dakin and i will be speaking on uh teaching critical race theory in schools recently a bill was or i guess now a couple months ago a bill was proposed to ban teaching critical race theory in schools which would most likely be a college level class in my opinion this should be allowed to be taught in schools as it is part of history and something that people generally need to be need to learn about this along with other parts of systemic racism like racism that can be deeply rooted in the police force
012need to be at least dressed in schools so that people can be well informed when they need to make decisions addressing addressing that like voting let alone just general empathy personally i believe that this could be taught as soon as sixth grade in order for people to be well informed as i said earlier i think this this could be up this could be up to the school and question whether or not it is a requirement for their curriculum but that depends on the school and grade level thank you for your time thank you very much our next item on the agenda is the superintendent's consent agenda the 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 members want
013to remove from the consent agenda hearing none i'll take a motion in a second make emotional for the consent agenda as presented okay the motion by ms cuomo in a second by mr korberg the items on the superintendent consent agenda are approved as presented unless there is objection is there an objection hearing none the items are approved we'll move on to the board consent agenda um yes so on the board consent agenda we do want to uh talk about bylaws uh page four but i still need um well i think i'll pull that from the consent agenda if i would so we can have a discussion on it so can i have a motion and a second to approve the consent agenda without by lost page four page four you mentioned okay is there a
014second second okay so with the motion by mr korberg in a second by ms cuomo uh we will approve the items on the board consent agenda without bylaws page four is there an objection to that hearing no objection then let's discuss bylaws page four the reason i wanted to pull that off the agenda is because i wanted to discuss the issue about virtually present as cases of covet are increasing and people even being fully vaccinated are testing positive i think i just want us as a board to be clear that there is still the opportunity to attend virtually i just need the board member to let me know that they are either under quarantine or that there's some issue that they cannot attend and then we will ensure that you are able to attend virtually
015and that you will be able to vote that way um so uh with that like i just wanted us to ensure that we're all on the same page because i didn't want us to have a a confusion one way or the other because it does say in case of emergency circumstances i feel we're still under those circumstances uh any questions from the board on that yes so does that include like if your child or a household member is quarantining and you provide care then you can do the virtual world well i yeah i mean my understanding and i could be wrong but i mean if you're in close contact you probably should be quarantining anyway so yeah i would say yes in that circumstance as well okay so if there's no question that's the only
016reason i wanted to pull it off is to ensure that we all had the same understanding so if there's no other questions then i'll take a motion and a second to approve uh bylaw page four make a motion approved by laws on page four seconds there's a motion by mr korberg in a second by ms como to approve bylaws page four all those in favor please signify by saying aye aye all those opposed the motion has carried we'll move on to the next item which is the matters reserved for board action which is the resolution and support of the wisconsin association of school boards decision to suspend participation with the national school boards association so is there a motion to adopt this moved by mr abraham is there a second is there a second okay
017so the motion dies for not having a second then we will move on to the next item which is the information item which is operational expectation monitoring report oe5 financial planning so this is the opportunity for us to discuss as we said at the last board meeting if there is any changes that we want to make to oe5 this would be the time to make those changes the administration did not have any uh recommended changes that the board have any that they wanted to bring up okay hearing none then we'll move on to 702 which is results monitoring report r3 the involved citizenship monitoring report and then this one the administration did have some changes so i'll turn it over to dr engel to present those for some of our monitoring reports we've kind of
018been in a developmental phase and this one in particular we've talked about lots of different things and dr lahocke has some recommendations that uh he'd like the board to con that we'd like the board to consider so dr lucky thank you uh what i'll do is present the indicator uh talk about what the current indicators were and what the proposed are and then after each one i'll pause and and take take feedback from each one so the first one is results policy 3.1 understand and exercise the rights and responsibilities of citizenship in our democratic society the two previous indicators were a civics exam and also student voter registration going forward uh so so i talked about standard space grading often up here and one of the first things you do is when you look at
019a standard is you unpack the verbs so the verbs i see in the policy are understand and exercise so i tried to find indicators that would fulfill both of those verbs the first is looking at the wisconsin forward our state assessment there's a subcategory called civic responsibility therefore we could look at the percentage of students scoring a proficient in advance in grades 4 8 and 10 in the area of civics responsibilities and the indicator is for performance above the state average that's the understand aspect of 3.1 the exercise the change there is the evidence instead of having the senior exit survey which could be maybe we won't capture all students responses in a senior exit survey also it's inaccurate in a way because it is what students put on that sheet compared to we actually
020go through the county voter registration for our students and see if they've actually registered so during our classes what we'll do is um in uh before each election uh we'll have an opportunity for students who are 18 to register to vote those are the proposed indicators for 3.1 any questions from dr hookey on 3.1 from the board i guess one question i'd have for you dr lockhee when we look at indicator one and we're looking at uh greater than the state average here i know we kind of had this conversation at the last board meeting uh you know it is reasonable progress for results right but i know there is also a conversation about do we want it to be a conversation where we're looking at the whole or do we want to look at
021subgroups and looking to see whether a certain number of those subgroups are you know at least a certain number of subgroups are increasing as opposed to just a total uh would that be a better measure and so i know that was part of our conversation last time i just didn't know if you'd had any more time to think about that conversation either you were dr engel yeah and all of our indicators we generally talk about generally above the state average but in the interest of transparency and understanding um how each of our subgroups is doing our reference groups we report out all that information as well because that adds to a more of a total picture you know our broad goal is above the state average but we want to ensure that we're thinking about
022our students that have disabilities our students who are economically disadvantaged our students of color and ensure that that progress happens for all students not just for some sure thank you [Music] any other questions i have a question how long that reference line so you're saying that reasonable progress if one group made advancement in their score that we want to consider that as reasonable progress are you uh who are you asking dr jimenez okay no that is not what i said no so then clarify for me what you mean by talking about the subgroups and whether or not how that coordinates in with 3.1 and r3 so our our goal as we state it is for all students generally so we would want all of our students as a whole to score above the state average
023that's our benchmark for success for the indicator but we also disaggregate our scores and look at those reference groups to understand what's going on there as well that can inform the board and help us be transparent as far as what's going on in our school district so the the goal would be related to all students but we desegregate that information for the board's benefit thank you for for clarity there are some times uh where i'm able to desegregate data so using the wisconsin forward as a data source is a really uh easy way uh it's easy for me to pull that data but if you look at the indicator for um two student voter registration using la crosse county that that's more challenging to to segregate so that might be an opportunity where you just
024see a percentage of students that are registered to vote that were 18. thank you results policy 3.2 demonstrate effective skills in team as well as individual endeavors so the first indicator the only change is a wording change it's really related to the conversation we just had when these first indicators were created i guess there wasn't a an expectation that we would break things down by reference group but that turned out to be the practice so what i did is just took out that language knowing that that's how you'll get the data it will be broken down by reference group so it's just more consistent with the other indicators that you'll see in r3 and r2 we'll still break it down by reference group the indicator co-curricular participation percent of students involved in two or more
025co-curricular activities will increase the second indicator once again we we're often creating systems or refining systems in this case uh for what we're doing for results policies so this was our first attempt the the propos or the the former uh indicator to academic and career planning with grade level indicators in working with staff we have a academic and career planning committee and what we're doing is kind of aligning our work and those indicators when identified will be consistent amongst all of our schools whereas now it might vary between 6th and 7th grade depending on what school you attend so that's part of our work this year is to get more consistent our measurement for that will be over 95 of full-time enrolled students in grades through 12 will complete the assigned academic and career planning
026benchmark so it could be sixth grade it's a learning inventory seventh grade could be a matchmaker you know trying to do that career explore exploration with zello eighth grade could be uh counselor planning meetings etc so it'll be a variety of data that i'll be able to demonstrate why 95 percent not 100 95 is generally the federal level of participation that's considered successful for example like when we look at assessment participation 95 is our benchmark for overall and for reference groups new indicators when we look at team and individual indicators well you have to show up right and so attendance is is uh an indicator why ninety percent for full day attendance rate if you're below ninety percent that is the definition of chronic absenteeism so so it's a way for us to track students
027are chronically absent in the school district of lacrosse and the goal would be to improve at some point when we're at 99 percent we might stop with that and change the indicator but for now um this this appears to be appropriate measure in my opinion indicator 4 this one's a work in progress work and lifelong learning so as we work on our standards-based report card where the focus is specifically on learning we're going to tease out those behaviors and characteristics that employers will want participation work ethic those those behaviors that often influence grades will be graded separately and those will be the areas i would target for uh indicator four it would be percent per grade level uh reaching a particular category as i said this one's a work in progress we're working with staff
028to determine what those indicators are but there'll be those soft skills that employers desire the fifth youth apprenticeship the students of the percentage of graduating students successfully completing a youth apprenticeship will increase over the previous year so really trying to make partnerships with the community here we are at la crosse polytechnic what are not an obvious opportunity to increase our youth apprenticeships with the businesses downtown so this is the area this is area focused for the school district of lacrosse and we measure that over year to year any questions about or feedback for questions i guess the attendance indicator is kind of sticking out to me as i don't know just um maybe like an odd choice um only because some of these other indicators seem to fulfill that demonstrate effective skills and team as
029well as individual endeavors and when i think about attendance policies that you know reward students for showing up every day especially with an ongoing pandemic there's that chance that you know maybe a student demonstrates those skills but can't show up because of illness or family emergencies or that sort of thing so i guess i'm curious to hear a little more about why attendance is on there or like how it fits in with that particular indicator teamwork individuals to be part of a team you have to be present to contribute right and present in a time of a pandemic can mean different things we have students in the crva what attendance look like and participation looks like in a virtual setting is accounted for so there are some health situations building principles can excuse absences and
030we're looking for unexcused absences meaning that there's not a reason given that students aren't coming i would also add that the it's incumbent as much on us as a school district right this is a measure of the school district not specifically the students you know it's our ability to um ensure that attendance that it comes back to it's our job as a school district our job as administration to create a system where students are able to attend and meet that obligation in in the specifically the the measures for secondary students grades six through 12. primary students generally attendance concerns aren't necessarily student generated but but maybe a family related getting students to school but when students have the opportunity to get themselves to school that's that's why we specified the secondary specifically dr bristol i
031shared bauman's concern about that one as well not because it's not important for a district obviously to have that data but it seems to me that it's more of an indirect measure um so i understand the point about students as a teacher i understand the point about students have to be present in order to demonstrate the skills but i would argue just by being present doesn't mean that they're demonstrating the skills so that would just be my feedback as well i'm concerned about that indicator being there particularly when you have so many robust indicators other than that one just feedback that's what we're here for yeah thanks dr hucky other thoughts or comments is there anything that you all have thought about that could possibly replace the attendance piece that you might have taken out
032or and that's to doctor i don't think we have anything that would replace it necessarily i think we're looking for more robust options to things that we can measure things that we already measure um trying to and we're trying to incorporate all of our subject areas all of our critical areas of interest into our policies somewhere so that it functions as a way to measure kind of the whole scope of what we do as a school district and so attendance may better fit in an operational expectation somewhere maybe not so much in the results policy but we thought there may be a natural connection if that's not resonating with folks we can pull it out absolutely just looking for more ways to incorporate in our policy or monitoring policies the things that we value one
033one thing that i would add is it's hard for attendance not just for your kids but for the teachers because it's not consistent like my son will often times get a missing from class because well today they had a sign-up sheet oops tomorrow they forgot the sign up sheet so until there's consistency i don't think you can make it a standard of a results policy or an expectation policy until we have that standard and all students know what that standard is and teachers other thoughts or comments i think the only thing i i appreciate that uh number four working lifelong learning is a work in progress um what i what i hear and what i read is that you know our current workplace is a workplace that was created by a very large generation of
034baby boomers that workplace is changing not only because of covid but it is not the workplace necessarily that our millennial generation or our current recent graduates are necessarily enjoying and they are changing it and so i'm i'm very curious on what that one will look like in the future so i i just i'm very curious and would love to hear more about that maybe a future conversation about how that's going to evolve because that just is a curiosity for me so thank you for that one is it um is it possible to i guess i'm just kind of thinking of like other things that are happening in the district that would fit in this like the health and science academy or any program that's similar to that is there a way to kind of account
035for some of that in there um yeah would that fall under youth apprenticeship or would that be more participation in academies there's certainly lots of good things that go on there generally we're also trying as best we can to capture opportunities that every student would participate in we want it to be universal and something almost like guaranteed and viable opportunities and so there are certainly occasions where we've looked at more narrow slices as a way to to demonstrate [Music] you know reasonable progress but i think generally we're trying for those more like global opportunities whether it's through a requirement or a required class or a universal opportunity so i think that would be the only caveat to that but that is that would provide another opportunity to think about what are the other types of
036opportunities every kid gets access to and maybe it's in some over the course of a high school career or we change the access to certain things with dual credit you know some of that absolutely um dual credit is certainly one of those opportunities that we are expanding rapidly as best we can um i don't know that fits in particular in this one and do we measure dual credit elsewhere yeah results policy 2.1 yeah thank you for those suggestions um you know i think these are work in progress searching for the best possible indicator to demonstrate reasonable progress yeah it is it is a leap of faith with work and lifelong learning because we have not had that conversation with staff and students to to be able to come up with what those indicators look like
037and that is something we're working on however dr engel's right what we're trying to do is have some connection uh between results policies and what we value as a school district and so that alignment is important for us as well yeah and i think it's a valuable alignment because it is it's a good reminder that not everybody needs a college education there are there are other opportunities right there are um you know i'm thinking about my my son who is looking to go into construction or the trades because that is where he thrives and so i want to ensure that we are able to give students the dream that they want to achieve whatever that dream may be so i appreciate that thinking i like the emphasis on lifelong learning too because um you know
038as it was mentioned but what we're doing today is is probably not even close what our students are going to be doing once they graduate 10 even 15 years not from now and so anything that we can do and i like the idea that's brought brought up into the forefront that we're thinking about that as well as apprenticeships his legacy dr james said um you know students need to realize there are all kinds of opportunities not just college not just technical college but other uh workforce endeavors that they can go into mr abraham yes i believe that this discussion is going to take us into our vote on the next uh item is that correct yes there there would not be a vote on the next item i believe i think we've already discussed our
039three so there won't be a vote on r3 no we we brought that up back on october 4th correct but we didn't make a vote on whether or not we were it was making reasonable progress or we if i remember correctly and correct me ms stegerweld but i thought it came forward on october 4th for conversation it was on the consent agenda at the next board meeting thank you on the boards consent agenda for recommended approval on the october 18 meeting okay so yeah it was already passed on october 18th can i move to have that pulled from the consent agenda that was already done on the on the 18th of october oh okay that was when i was oh yes all right so then i do have questions on on this that i'd like
040to ask dr lucky on 3.2 yeah 3.3 okay well let we'll have him present 3.3 go ahead dr hockey 3.3 is demonstrate effective communication skills the first three indicators are recommended to be the same as this previous year the first being looking at the wisconsin forward writing for grades three through eight that are proficient in advanced the second is act writing for our 11th graders greater than the state average the third is a report card indicator looking for that oral communication so report card over 90 percent of elementary students in grades one through five will receive a mark of meets developmental expectations or progressing towards expectations in participation the new indicator and dr engel mentioned this earlier our one of our goals is to have every content area represented in some way in a results
041policy and i continue to work with the content area to find those connections this particular connection is world language so what we propose added is a world language proficiency over 90 of students taking a world language meet or exceed the american council and teaching a foreign language benchmark based on the level of course taken so if a student takes chinese two they would be at the level of proficiency which is um language agnostic so that that proficiency level is the same whatever language is involved uh in in that our students would be on track uh for profi language proficiency the further they move along their language continuum that's the new indicator the other three are the same are there any feedback or things we'd like to discuss so feedback on the indicators mr abraham did
042you have any questions on the indicators well uh dr engel and i talked about this earlier today at um our one-on-one meeting and that has to do with the fact of the wisconsin forward and the testing and our scores and how that they have been you know on a downward trend since 2016. and i'm i'm wondering what are we going to do um to change that that's quite a question uh you know that is what we do is try to find ways to continuously improve every time we see this data it's always lagging um when we release it to the public so this is data we receive in the spring and then that propels our summer work for what we want to do differently our school improvement plans know this data when they're developed with
043their site teams i can say specifically we're looking at instruction a little bit differently and pulling out as i mentioned before some of the behaviors that have influenced learning and focusing in on essential standards that is the most powerful thing i think we can do for education when we talk about equity is to really make the focus about learning and not those extra expectations and in giving rise to those essential learning standards and teaching them the mastery rather than making it a race through our curriculum to get to the end that that's a pretty powerful combination that we're working with our staff on during the midst of a pandemic which is extra challenging because we are experiencing different types of things in our schools that we are not accustomed to so it is challenging to
044get this work done this year but increasing students outcomes is our focus i would also say that our essa plan has really tried to address student learning through the addition of success coaches through an emphasis on early literacy you know we're spending millions in order to try and address that trend of we have not closed the gap with the state state and uh we are going down but we're still below the state average and that's not where we want to be we want our kids to to exceed the state average and so we're investing the resources necessary and we're going to be evaluating on an annual basis and if we're not making progress we're going to change our strategy you know we're going to continue to refine to get to where we need to be
045i i appreciate that i mean our our job as a board and our number one priority should be to ensure that our students graduating are are meeting at least that uh state average uh when we look at our surrounding schools on alaska holmen and west salem they all meet or exceed that and since 2016 we have been below that and i know that you know poverty levels and things of that nature do do impact our school district in that but certainly we can't say that just because of one thing that we shouldn't be able to to meet that state always isn't the uh you know the silver bullet and and the uh the magic uh thing as far as trying to assess but we certainly need to make sure and i think we certainly have
046have left a lot on the table when it comes to um trying to make that state average other board of comments miss moment um i have two so one is just generally like um as a new board member one of the kind of difficult things is the way that we receive reports and expect results does not allow for a year of extreme classroom disruption like covid so we set our goals for continuous increasing and continuous improvement but if we have one of these acts of god befall us all of our results will indicate that we are failing even though this is kind of a universally disruptive thing i don't have any answers or expect any but i just that's something that's been kind of difficult is the reports that we receive have specific continuous improvement
047expectations but reality is things happen things happen in kids homes things happen in the community um and one of the things that i've been trying to think about with these results is like how do we accept that these wild things are happening and then still recognize that like kids are learning teachers are teaching there is improvement happening or at least learning happening so with that culture of continuous improvement i always get hung up on the fact that reality sometimes prohibits that that goal but the other thing is um are we permitted to comment on the reports and like the report structures so for example the wisconsin forward writing indicator report um shows three years of data and it would be helpful to see additional years if possible looking back in time to just see the
048trend line and i know we can pull that from wise dash but if there was the ability to see it in a table and maybe the percent change over time could create a picture of of growth or improvement that's harder to pick out from a table we're always happy to present any data the board wants that helps them understand what's going on to understand that picture we started presenting three years of data as a result of one of our early early meetings and you know our goal is to allow you to assess our progress as best you can so you know we're always happy to take feedback and move forward we've also had conversations about how do we go about doing that now is the perfect time to talk about evidence and what the board
049would prefer because that's why we're here talking right now so i think that's a good point i think um mr abraham also mentioned you know some sort of graph and showing those closing lines i think that's another way to visually represent it i think depending on what type of learner you are or the way that you visualize or think about data percent change graphs tables we can present all of that it's not overly difficult for us to grab that information and ensure that each board member kind of can receive that information in the way that they best process it it's just a matter of you know what we want to do in order to meet that need it's not too hard to go back and find five years of data to put it in graphs
050to provide percent change all of those are different ways to look at that and analyze them we're happy to fulfill the board's expectations whatever those are so i think then um i would want to extend that conversation a little uh to the board because that i want to make sure that we as a board make it make a decision on that that it's not just one person so does anybody want to talk a little bit more about their feelings about three years versus five years versus how it's presented because again this is this is our first time going through this so it would be good to have that conversation extended sure um so first of all definitely let me also just say that i really appreciate the way that you sort of presented this in
051terms of current indicators versus the suggestions and i've been thinking about this and sort of taking notes particularly with regards to the debriefing piece of it what i understand that the administration is asking for at this at this moment is just simply feedback on a change in indicators going forward um and this of course bumps up against the ensuring that we also are not individually sort of directing that um as a governance officer one way i think that we can certainly address that especially given the number of changes dr hucky that you're bringing forward is that once this feedback is taken into consideration i'm going to assume then the decision is going to be made on what those indicators might look like going forward in which case that might be an agenda item for us
052again um and that way we can sort of see those instead of going point by point in this particular situation since the whole purpose of this is not to do anything more but to give feedback right i'm open to other thoughts of board members so just to recap that dr lahocky takes this feedback makes the decision along with the superintendent about what those indicators would be and then we have an opportunity to support to view those again that would be my suggestion i think it's not so much the indicators that folks have had commentary on it's been more the evidence itself how we present that which in our current board structure is at our discretion but our goal is just to make board members happy with the information that we have so um you know
053we're basically just i mean dr hucky's taking notes and he'll just yeah so i'm thinking what i'm hearing is basically like do you want what i'm hearing from you my own words is do you want us to give you three years or five years of data i just just tell me which one the board wants and then we can move proceed forward and and give that to you so would it make sense then could we at least start with could you why don't you present us with five years of data once you give take this feedback present us with that so we can see what that looks like is that does that have can we can we start there i think that'd be fun and i think maybe the easiest way to go about that
054dr jimenez is if there are any objections to yeah exactly i doubt there's going to be any objections i don't think so either right so in which case that's probably an easy way to to address that yeah that that was my guess so the board then adapts so according to our governance structure if the board the board then of course needs to put the stamp of approval on those indicators and then give the administration a year in which to bring that back so as long as we again have that as an agenda item moving forward i think that will address the concern about sort of in this particular case and this policy um and i and i don't think that we are violating that at all in terms of again is there any if there's
055any objection my expectation would be board members would speak up because that's if that's the case yeah i would agree i don't think we have any shrinking violence sitting on the on the board that will not speak up so um i think you know five years of data it sounds like the board would like some more data to to ensure that we are giving our due diligence and doing the best to provide oversight and insight to um to the to the indicator so why don't we go with that uh it sounds like it's a the board is fine with that does that help dr lehoke it does uh there will be some of the uh evidence though that are locally created that will be impossible to recreate old data for because we've created new systems
056and structures over the last year sure but things like the wisconsin ford absolutely uh we could we can recreate that the data exists and i think that base i think what i would do then is just let us know which ones of those you cannot recreate data just so that we know that and then as we move forward then we just collect the five years of data that way so that way we are we have that insight what what i will probably do um is for every results it'll have five years but first for the ones that i'm unable to do it'll you know not n a or all market uh such so it's the same format for every results policy it'll be perfect and where i can find out i will perfect thank you
057very much well i think the question also speaks to miss feldman's concern earlier which is to say that this is why the reporting process allows for exceptions when they when they occur to account for the fact that there will be i mean and co but of course is a good example of things that may derail that for a particular year so hopefully the in the monitoring process that can be accounted right thank you for that point mr speaking i don't know question comment whatever you want to take now um but as i'm kind of taking us back up because i was reviewing some things and the question i have is and you might know this better than i or anybody that's been here longer is there somewhere in any of the indicators that we have
058either here or somewhere that allows for the district to bring evidence of where our seniors are going post graduation the data source for that was the the senior exit survey um and i don't have that in any of the results policies self-reported the dr harsey the college board isn't there some data in there national student clearinghouse oh yeah yeah and i know that the student centers um the future centers at both high schools they contact children like they're the end of their first year college they also try to push them like to remind them to go to school in july or august like don't slough just because summer's here so they also um work together with the school district to get that the question though just to be clear mr spivey am i correct that
059you're wondering if it if that data is in any one of the indicators in the results policies yes okay and i don't think it is if i remember correctly right okay and i would have to look at the go back and look at all of the indicators but not that that's unimportant but i do not believe that's used as an indicator for a specific policy that's monitored okay so there is of course a wealth of information that and david has collected but might not be the best indicator for a particular policy and then dr engel would have to be the one to speak to as far as the administration side of that where that information is kept yeah we have access to the information we're curious about it you know certainly think about it as
060we have access to it i think to this point it just doesn't fit in r2 or r3 anywhere naturally and so it hasn't been included as an indicator there's any number of things though we discuss as you know professional development opportunities for the board or to talk about um in workshop settings you know about what's going on so if that's a topic of interest you know it's certainly something we could talk about as a part of our counseling program and you know how we prepare students for the future and you know what those outcomes look like whether it's you know four years two years technical schools workforce military involvement you know any of those options that would be useful information to review with the board year to year and i would say not so much
061as just like a topic of discussion i feel like it belongs somewhere in here right so we're talking lifelong learning or working lifelong learning um is it that particular indicator but like realizing you know we have these different levels when you talk about zillow and acp documentation that takes you through that kind of trajectory of getting ready for career and academic readiness all that stuff and then i think there has to be something that says when they leave this is where they're at or this is the plan i think we had a discussion about it and we talked about how difficult it is to to collect that data once they're out of our system it's whether or not they want to answer a survey or if they can get it from the clearinghouse but it
062it's you're never going to be able to know exactly what happens and so that makes it difficult to track the data oh this year we got 30 percent of the people that said this is what i'm doing in the next year it's called it and nobody's doing anything so maybe 12 so i think that was why we couldn't solidify that as something within our documentation to say this is our progress because there's no absolute consistency to where the data is coming from or the receiving and i don't necessarily think it has to be like after your senior year we're following you and trying to figure out where you're at but like literally just like in your senior year what is your plan and we'd be able to take that and compare that to where were
063you at eighth grade when we were doing career exploration where were you at in high school when you started high school and what were you thinking about doing compared to where you're planning to go after high school you know what i'm saying not like so you're talking about especially assessing essentially assessment for that does the district currently do that dr lahake we so i was looking at we we report this data not specifically the way shondell is uh mentioning it but the acp benchmarks would indicate like post-secondary interest that would be something that i'll report to you the second is for our seniors we do track with our redefining ready indicators the students are college and career ready the percent so that that is baked in with students that are still enrolled in our system
064and all of those indicators for college and career ready verita find and ready are research based um that those would be the two that i would point to but it's not specifically what happens three years out i don't have that data yeah if there's a spot for you like you said it's probably our point to lifelong learning i think that's forthcoming correct dr lahaki yeah in this yep in december uh though i'll bring forward just like tonight we'll have all the r2 policies we'll think about that between now and then and maybe we'll see something on that monitor all right if there's no other comments on 3.3 then we'll move on to three point four three three point four is a great example where i won't have longitudinal five to hear data uh i'll start
065by saying that um it's starting with uh continuing our citizen science if you recall citizen science is that gold standard that we have related to practicing good stewardship towards the environment it is uh the benchmark for that is not only knowing um environmental stewardship but practicing it with an external researcher so so dr engle said before one of our goals i think is to make everything a system in that how can we bake in citizen science opportunities so all of our third grade students get an activity or all of our sixth grade students get a citizen science activity that's our work this year so i anticipate the next time next september when i talk about citizen science you're going to see some very intentional experiences that all of our students will have related to it
066however i did take the feedback from the the questions that i received were like well what do we do like with wiscor or what do we do with all these partnerships that we have that just aren't research based but our students are doing great things related to environment that's where the second indicator comes in it's environmentalism and action so it's the amount of opportunities for students to engage in acts of environmentalism were increased over the previous year in doing some research environmental activism we can break it down into six categories persuasion which is like i'm trying to educate others to do to to believe what i believe in consumerism changing habits recycling for example political action so how can i influence the decision makers to and we had a speaker tonight who if i were
067if they were a student i would have marked them down because they had a political action they're influencing the school board to take actions in a particular way regarding the environment equal management are specific actions so i think of like earth day or some of the things that happens at summit environmental school things that students are tangibly doing to impact the environment will record those they may not have the research component behind but they're doing environmentalism and the last is legal action i don't know if i'm going to have any that fall into that category which would be you know bringing forth different legislative things to make a difference in the environment but those are the six categories upon research and my my thought would be i wouldn't be able to give you a student
068by student this wouldn't be disaggregated but it'd be more holistic things that happened for example we what earth day activities looked like and what was done on that day so it'd be more of a list listing activities then a quantifiable um we had 42 students participate in x y or z it's just hard to track almost like how it's hard to track volunteerism questions or comments on 3.4 i like that edition i like the idea of expanding that like access to to participating in stewardship towards the environment beyond the research experience you know as citizens you don't have to be a researcher to take action to improve the climate or seek sustainable actions um and that provides a good venue for kids to learn that you can still be a participant in that process of
069environmentalism even if you're not you know science degree holder one of the things that dr lahakke and i talked about was once again those verbs at the beginning of our indicators so this one is practice good stewardship it's not understand and practice so it's really to have to be doing it you know so just because we taught it is not good enough they have to be actively engaged in it through that practice so we're trying to be conscientious about the the language that the school board used and at some time in the future if the board wants to look at you know some of those uh policies that would be something to consider as well like is there an interest in an understand component and a practice component it would provide other opportunities for the
070school district to demonstrate we're meeting the board's expectations but here it's really about practicing it so we try to incorporate more of those opportunities where students are practicing it not just at a gold standard but you know routinely throughout our school district any other comments all right three point five doctor 3.5 and 3.6 are related in that i think the approach for the indicators is the same it's the it's the minutia that will make a difference so in the past year uh we are working on syrian space grading uh with our secondary staff and our process this year involved identifying essential standards several the essential standards that were selected in ela and also social studies are directly related to the results policies of 3.5 and 3.6 at ela now we're getting to the assessment phase
071like how do we actually uh record and track of success in this particular area for ela what our approach will be in eighth grade as part one of our writing assignments we'll have an article directly related to results policies 3.5 and 3.6 students will then write about their comprehension of that article and we'll also look at other elements of writing conventions etc and and be able to track that data to report to you in 10th grade we do not have a separate oral communications class in the school district of la crosse but what we do have are the ela standards that include communication that are baked into our 9th and 10th grade classes so we'll take the same approach in 10th grade ela one of the topics that they're they will speak about in their
072classes will be directly related to each one of these standards um so this will be work in progress like i said in ela we're writing the assessments social studies we're not there we've identified these standards and we're continuing to work so i'm a little unclear what exact data you're going to see when i do present these but but you will see progress questions or comments just follow them i'm sorry to have the microphone um so you're unclear about the data that we'll see but do you think that in this next round we will see some student result data for those essential standards it depends on the writing prompt and when it's taught during the year and when the assessment is developed so november 1st we had a professional development on assessments in a standard based
073learning environment so our work is ongoing so it's as quick as we can get staff to do the deep dive and work to develop these common formative assessments across a common grade level that's that's easier said than done to build that kind of collaboration in if it's data that is this is in may there's a chance we're ready to go and it happens to fit in april absolutely you will see data if it turns out that the best place for this to fit in our current scope and sequence and curriculum is september then i will be able to share the article in the prompt um but might not have data to support i'm i'm unclear at this time okay other thoughts or comments from the board do i have a question so just just so
074i'm following along so because what we're trying to do is figure out a way that all students will have access to the prompt at some time or right or other gotcha right and so so making that part standard part of uh ela in eighth grade and tenth grade those are required classes so all of our students will participate and there's an opportunity you know almost like silver bullets you know like this will accomplish other tasks that we have in ela as well you know to write well to speak well to follow our standards in those regards it's just a matter of adding this additional requirement you know on to those so it's not more work per se it's just slightly different work yeah these are these are assessments that are really occurring what we're being
075is more intentional on what the writing prompt is or what the oral prompt is related to the board policy thank you other thoughts or comments from the board hearing none thank you very much dr lahaki for the work appreciate it thank you dr engel we will move on to our announcements and i will turn it over to miss cuomo well on november 3rd i attended the c4 meeting and we approved the contract for the vehicle and we had a presentation in regards to regional service networks and how they support school districts and procedural compliance self-assessments so dr hockey probably loves it that it's a self-assessment him and his world of data um we also had our administrators report where they had the wasda meeting at sisa so that was kind of nice they were normally
076it was held someplace else and they were able to supply a lunch and have everybody there and be able to get together and talk which has been difficult the last year so that's the big tada thank you very much miss mauman yeah i have some so um the search for the executive director continues as my major update for that piece but i also want to mention that the grants committee met recently to review all the gold star grant proposals those accepted proposals will now go before the executive committee and then the full board by the end of the month with hopes to deliver some money in december and there is an lpef grants award luncheon on friday january 14th at the waterfront cargill room invitations for that will go out the first week of december
077thank you very much my announcements i attended the a wing meeting so we talked a lot about insurance and the different types of insurance the the school district might be looking to look at obviously we're always looking for trying to save money while trying to maintain benefits so that was a conversation that was happening and we'll continue as we move on we did not meet during veterans day but i did want to thank all of our veterans publicly for their service and dr engel as somebody who serves thank you very much for your service and also i wanted to remind the board december 6th we have our linkage with hamilton elementary staff at 3 p.m in their library so if you are able to make it please join us on december 6th and december 8th
078is our linkage with logan middle school at 3 p.m in their lmc so if you're able to attend uh please join us then can i ask a quick question just about filling coaches um dr hermanos do you know if they'll be held on mondays and wednesdays throughout the rest of the academic year and if you need to get back to me yeah i can probably get back to you right now i think those were the times that worked but we can always make adjustments we can work with the schools to try to make adjustments as possible thank you yep and i'll turn over to dr engel um the board office will be closed on november 25th and 26th for the thanksgiving holiday that said i'm always available by email text or phone so don't hesitate
079if you have any needs to reach out and then our facility study survey closed on monday we'll have those results back in the next two weeks at our next school board meeting they're busy looking at the results breaking them down desegregating them and waiting for the last mail-in ballots to come or surveys to come in and give us good information so that will be exciting to see the results of that survey and help us develop a long-range facility plan and lead us into the next year thank you very much we'll move on to the next item which is agenda planning make a motion to approve the book the december 6 2020 board of education agenda with any additions or corrections thank moved by mr corbert and seconded by mr spivey to approve the december 6
0802021 board of education agenda with any additions or corrections all those in favor please signify by saying aye aye all those opposed motion has carried and will move to board debriefing dr pepper stole thank you dr jimenez um so i would say that uh the board i i i hope dr hockey got what he was after which was feedback from the board which is it was nice to hear uh comments and questions from board members um of course one thing i hope that we can continually improve on is focusing most of those discussions around um our students although i understand there are times that we've got to make sure that we get this monitoring process right yes i'll leave it there wonderful any other comments from the board members on debriefing mr abraham regarding matter
0816.01 i'm ashamed and embarrassed for my colleagues mr abraham uh mr abraham i appreciate it but this is just about the debriefing this is the briefing of our meeting isn't it mr abraham this is about our behavior as board members not necessarily about how we acted as in terms of whether we decided to second emotion or not all right so then i'll i will move on from that the fact that we felt that discussion wasn't even warranted speaks volumes i certainly hope that the voters are paying attention this spring thank you mr abraham i appreciate your comments and with that we are endured [Music] you