11/11/25 Regular Board of Education Meeting

001la. Hello. >> [music] [music] >> Yeah. just [clears throat] 6 o'clock. I will call the board of education meeting to order. And tonight helping us start off the meeting doing the pledge of allegiance will be the K kids from Jackson. I'm going to introduce Jill D. Roger their principal and she'll tell you a little bit more about who's here from Jackson. [clears throat] >> These are um Hey kids from fifth graders at Jackson. And so Sherry Lipky in the back has been uh for the last um hosting Kits in the mornings on Tuesdays with some volunteers. So these lovely fifth graders have come today to say the pledge and I'm just going to have them say their name real quickly. >> Grace Emma Ivy To the flag of the United States of America and to

002the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. Thank you very much. [clears throat] Just a note on the Jackson K kids kits. Um they have a fundraiser every year and they raise money for the American Heart Association and during heartramama they usually present us with a very nice check in support of people with heart disease. So we appreciate uh Miss Libsky and everything you do. I know you've been there 25 years. You were there when Maddie was there many years ago. And uh [clears throat] Jackson, we're very proud of you. Thank you very much. Appreciate it. We'll ask Lori to do the roll call. >> Christopher Ael, David Bowman >> here. >> Annne Holson >> here. Wolfy Blanik present. Keith Shaw >> here.

003>> Gary Tr >> here. >> Thank you very much. to open up the public input. I have two sheets tonight for public input. Um, just a reminder when we do that, we all have different opinions and different subjects. Please state that, but please do not personally attack anybody and their position on anything. You can uh share yours with us. We appreciate that. Again, that's what we are in this democracy, but uh we don't attack people. So, I will go first to Mr. Aaron Cisco. >> That's right. >> Uh, thank you. Um, hello. My name is uh Aaron Stooviaak. Uh, I am a special education teacher over at the Stangle Learning Community. Um, I am also the uh girls swim team head coach, uh, boys swim team assistant coach, and middle school um, head head coach

004for the swim team. Um uh this past weekend we wrapped up our season at Nenah with our um sectional swim meet. 100% of our girls um that attended uh were able to um have their personal best times of the year and we had 100% success rate across the board. >> Thank you. >> Uh one of my swimmers uh is an individual who has a visual uh disability. Uh some of you may have seen the news article that we had on October 31st where they uh um did a nice article and and kind of gave us a opportunity to shine. Um the swimmer is a very hardworking athlete. Uh while being blind, she was able to demonstrate her ability to compete um both at the conference and sectionals level as same as any able-bodied swimmer that

005was on the team. Um, I want to thank uh Katie Ikeman, Steve Shane, and the rest of the pupil services team for helping to support the needs of this athlete. Without the addition of the extra help on the deck, I would have had a difficult time safely running any practice. And at the same time, I would had a hard time to give the attention to all the swimmers to have equal opportunity for success. Um, tonight again I want to say thank you and that I also want to say that the commitment that the MPSD has shown to inclusion in the after school curriculum is uh makes me proud to be an employee at the MPSD and uh I want to say thank you. [snorts] >> Next we have Amy Fettis. >> Good evening. Um, I'll

006just preface this that some of my anger from I'm here to discuss the baseball funds and I'm a little angry. So, and I think I realized this comes from um I had to take the last two days off of work to help fund raise for about 75 kids who are going to Florida are going to Hawaii. And so, we've been doing chocolate bars and fruit sales and I've been organizing and I need to go home and make sure that order gets in. And so I think I'm just tired from all the projects I've worked on here and then just set me off. So let me let me start that I was um I was very disappointed or at least frustrated with the $500,000 and I realize that's in a restricted count and all that. I

007work in nonprofit accounting so I get how all that works. However, um I want to know how this happened. How did we get this far in this project and we run out of cash? There's no reason that that field like if you should have been over budget. Was the budget larger than the donations that came in? Should we have scaled it? Did it in phases? Um last week they started the bathroom facilities. At the same time they're here asking you for more money. Maybe we wait on the bathroom facilities. And I don't know all the details and I do support sports. I'm a sports person, but I'm very frustrated. Um, so I guess my two main reasons for being angry about this is the future referendums. Uh, the first halfear finance meeting last week was

008all about how are we going to get more referendums? How are the the community going to support this? We need operating referendums. We need capital referendums. It was very sobering. and then you switch topics and you said yes. Like it didn't seem like much conversation. And um I have worked on vote yes campaigns for the last four referendums and I fully supported them. But when you talk to people, their main concern or why they might vote no is because of irresponsible money management and they don't want to give more money when and so I want to continue to support the community. I want the community to continue to support these referendums. And so I just think the baseball field funding needs a little additional consideration or maybe a little additional um output of how it's

009going to work um to the public so it's a little more transparent. Um I know you've kind of said that the money plans to be paid back. Um my experience is once you build that project, nobody wants to donate. They move on. So and Mr. Shaw himself said the pool of people willing to donate to this project is is kind of running dry and he hopes it'll get paid back and I'd like to see that too. But um and the other the other concern I have is as I stated before I have spent hours with referendums, passing referendums, texting people, putting out signs. I've spent hours raising money for a playground at Monroe because the school district couldn't afford it. It was their only play. Well, they had to a larger and a smaller. It

010was the only small one for the kids. It [clears throat] was for the entire school. And the money we got from the district was to move the rocks and put the rocks back. We didn't raise all that funds. We couldn't have come to the district and said, "We need more money." You would have just said just wait. So, I guess um I'm just frustrated to see that item was recommended um without really conditions on how that was going to be paid back or what you would hope to see paid back or what would happen if it wasn't paid back. Um I heard Mr. Shaw talk about having the finest baseball facility in Northeast Wisconsin or even the state. And while I sort of support that, I also think an adequate safe facility is also appropriate.

011And you know, we have all those other needs as we're all aware from the Lincoln Theater dripping every time it rains right onto the stage to the shop classrooms. The being set up, those shop classrooms are an accident waiting to happen and go on and on and on. So, I just want to say that we all want the finest things in our schools, but reality is the funds are not there. And if we continue to count on the community support for future referendums to maintain both operations and the facilities, better project management and better use of the community dollars needs to start today. Thank you. >> Um, there will be more information on that later on in the meeting. Um, and I may answer some of your questions. All right. Having no other requests to

012speak, I will close public input at [clears throat] this time and uh, we'll move on to the agenda. The consent agenda is up. Um, does anybody want anything pulled out of the consent agenda? I would like to pull 5410 from the policies. I just had a few questions on that. Um, anybody got anything else? Okay. So, we will pull that one item. Um I know there was discussion and I guess my discussion um on that policy it's one where they uh took out um >> we took out the >> we took out building administrator administration >> and the person responsible throughout the entire >> policy is the is the principal >> so there's no confusion and nothing falls through the cracks on >> my concern was if something happens in building and the principal is

013at a conference or not there. Um, and he puts somebody else in charge, should we leave some kind of secondary thing in the policy rather than just the principal who might not be in the situation at that time. Um, and I realized this had to do with promoting students and grade levels and different things. But if I remember back from my working days, there were times when we got very good advice from special education um people who would come in and talk about where the kids should be placed or the students should be placed and sometimes the principal doesn't make that. So I guess because it's a legal policy that we have, do we need to leave in that other option besides principal >> such as designated agent >> principal designated >> principal or designate

014>> that would work just something just to because sometimes the principal is there so who's it who's who's responsible if a situation arises and you don't have that person in the building >> or their >> this doesn't seem to be like a defcon sort of situation I just you have to do it before the before the missile gone but uh you know the principal will be back to town I But my concern is having been in that environment, sometimes things happen and he wants somebody in charge that the principal could say if there's an AP in the building, hey, you're in charge while I'm gone. Um, you have to make those decisions. I'm going back because I sat in and was listening to this meeting and that was the exact thing that came up. So

015why did we even get rid of building administrator? Because that's the intent of every other policy that we have that it says that. Why are we changing just one policy? >> Because it says principal throughout the rest of the policy. Specifically, it says princip >> throughout the rest of the box. So I confuse that by just using the vague kind of unspecific sort of terminology of building administrator. I mean a lot there are a lot of people who are building administrators. >> Your thoughts? think anytime we have a meeting to retain a student, it's it's never a good meeting, right? We know the effects of retention and and retention puts kids at risk of graduating. Um so it's a big decision [clears throat] and and I think the intent is the buck stops at the

016principal. I think that's the intent of the language. >> Um I could live with the building or the principal or designate. Um, but I I certainly want wouldn't want to say, "Well, [snorts] the principal's in Florida for a couple days. Can the AP handle it?" And then have that hanging over an AP's head. Um, again, I think the buck stops with the principal and a good team would say, "We'll take the recommendation to the principal in his or her absence and make a decision." But I also I hear what you're saying and one of the checks that we we didn't choose was the student intervention team. Um and it is often a team that's with that [clears throat] parent and sometimes a child making that very difficult very very difficult decision again that impacts the

017child for the rest of his or her life. Um but I [clears throat] really I see that role as ultimately the principal taking charge of that decision. As I said, my concern was there are situations that as a principal, you are going to lean on other district administration to help me make a decision, especially in in a case of a student with a disability um or as some of us have sat in on expulsion hearings from time to time. You know, there are some students that that it really takes that team to make the decision rather than just one person. >> Oh yeah. That's that's sort of the that's sort of the work that surrounds making the decision. And >> the the person whose name is on the on the rent or whatever, you know,

018the name that the name that's on the on the decision >> Mhm. >> has to be somebody who's official has official authority. I mean this I'm I I mean my thought was [clears throat] we can't be halfhazard about this. >> No. >> So that was that was this but I don't I don't know how problematic >> how problematic is you know your situation >> are you having trouble with the decision the determination is made by the principal >> the the verb right there because then you're talking Captain Kirk versus Captain Peicard, >> right? So my assumption rating this was like you would be the person that the principal would be the one who signs off on the team's recommendation. It's not their decision because often they don't have every [clears throat] detail that's needed to

019make that kind of a decision. >> Right. >> So it might be the >> not like you said it better than I did. I mean, that was kind of what I was thinking that sometimes it it really takes that >> group >> rather than just one person saying this is what's going to happen. >> Oh, sure. >> Um, but I just read it. I was thinking of it. [laughter] >> So, um, if anybody would, if you feel it's a problem, we can amend or change it. But if you're happy with it, >> I just I think in this case with with placement and just students, it might be okay. But I in another policy, you're going to need other administrators helping make decisions. >> I think it's kind of assumed, but if you are laying

020awake about this, you know, in a couple weeks, come to the come to the come to the policy again and we'll we'll we'll we'll we'll >> we'll reconsider perhaps. Can I can I ask the directors in your experience in the district, have you been part of a retention discussion and have we retained students? >> Very rare. >> Pretty rare. Thank you. >> Okay. Okay. I've seen a lot of other support. I I said I go back to the business the building administrator because it was consistent from what I saw and we changed it all to principle. >> Right. >> Okay. >> And and we discussed I don't know if you remember all the other policies that we've been working on >> building administer >> consistent languages building administrator. I I just don't know why we're

021intentionally being consistent on this policy >> when the rest. >> So I guess we're not because >> if you look at if you look at page two the frequency of the term principle there >> I think we're talking about two different things right now. She's talking about all policies in general. You're talking specific to this one. >> Yes. >> Yeah. So if if we're using building administrator in policy 5042 and 5043 and 5045, why are we not using it in 5410? Well, I guess we we we'd have to we'd have to study the other policies. Seems to me that, you know, have Ruby go over the whole works and say, "Oh, wow." you know, building administrators is is the is the is the common common preference for for this and and this is inconsistent because

022it says building an administrator and then thereafter it says principal. >> Do you think it's because we didn't choose that in the past? We're choosing a new option that now says principal. >> We didn't we're not choosing the option. I mean, principal is the term that's used throughout the throughout the policy except in that early paragraph where it says building administrator. >> And it's like, okay, well, is that is that is that an unclear term? And the answer of the committee was, well, we can just make it consistently principled throughout and that's not unclear. there was no attempt to like >> so [clears throat] um in just listening and I and I think what it boils down to is is really what the policies for >> and in this case the policy is about retention

023and we all know that principal in a school is going to have a say or at least the place at the table make that decision from our perspective as a team and I don't want to speak for all of my teammates and if you disagree please say So it which term you use won't really matter because we're going to have the principal involved in making this decision in the best interest of the kid and the family. So whichever way you choose to go, we'll make sure it's implemented the right way, which means that there's going to be people making this decision uh together in a collaborative way uh where the principle likely is in potentially when there's conflict. A lot of times it's policy like this exists because in the end somebody's got to make

024the decision, right? And I think it might have even been said in the committee. So whether it's building administrator, principal or principles and designate, we'll make it work because likely this process around retention isn't something that we're going to call on a Tuesday and decide on a Wednesday anyway. We're going to have some serious conversations and make sure it's in the best interest of the student and their family. >> Thank you, Lee. >> Yes. Any other thoughts? [clears throat] Leave it as is. All right, [clears throat] we'll do that. So that we need to vote on the u >> the whole the whole >> Yes, >> the whole thing consent agenda. >> A motion for that. >> I move >> Mr. Mr. Bowman for that. Do I have a second? Mr. Tras with the second.

025>> A second. Okay. [laughter] >> All those in favor say I. Post say nay. >> And we will move on to the student representative report. All right. >> Yeah, that's me. Okay. So, I would describe the period between um the last regular meeting and this meeting kind of like a filler month for sports and clubs. Um wrestling, gymnastics, boys swim, and both girls and boys basketball have begun practicing. Um multiple volleyball and soccer athletes were awarded conference honors, which is really notable. Um, volleyball ended their season in the first rounds of playoffs to Nina, I believe, 0 to three, which is unfortunate, but they had a good season, honestly. >> Um, cross country athletes Natalie Portman and Nora Free attended state. Natalie coming in 17th, which is really good. Like, she's she's on fire this

026season. Like, she's she's she's doing really well. And Nora in 111th. Um, football ended with a win 53 to 21 against Shabboan South, which is their highest points scored yet this season. and I believe their second win, which is that's pretty good. [laughter] >> Um, members of Future Business Leaders of America are attending a leadership conference in Wisconsin Dells. I believe there's six members going and I think I think they were members who attended nationals last year, which is again really good. Um, National Honor Society had an induction to welcome their new junior members. And for the rest of the clubs, many are participating in fundraisers such as Russian club, Alliance Against Sexual Violence Club, and National Honor Society. Um, for like general information, P PAC scores are in for juniors and sophomores. Um, they

027were humbling to say the least. Um, this past week, uh, LHS hosted a Veterans Day assembly to honor our veterans, which I thought was really cool. Um, a handful of our students attended this month's college tour at St. Norbert and WGB. Um, LHS music programs hosted fall concerts. I believe it was orchestra, choir, and jazz band. And also impressively, jazz band member Hi Schroeder performed with the WSMA Honors Band, which is, if you know anything about like music programs, that's a big deal. Like, it's it's hard. It's really competitive. And to conclude, choir received a heartfelt donation from the Clipper City Chordsmen. Um, I think what the Clipper City Chordsmen do is host like a fundraiser with performances from a bunch of different like music programs around Manatawak and raise money for different programs. >>

028Yeah. All right. >> Thank you, Miss Loo. Um, Mr. Tennis, myself, Mr. Crass. Um, Miss Lofty Blanik, I believe I got us all of us participated in the um interviews at Lincoln, the mock interviews for the kids. [clears throat] >> Yeah. >> Um, and it's you forget how cool high school kids are. >> Yeah, >> it was it was a good experience. Every kid that sat down and interviewed with all of us was just very special. So, it's very good. Um, and I thank you for that report. Superintendent, take it away, Mr. Tennis. Um, >> thank you. Um, I'd like to begin by um asking uh Cora Disher and our FCCLA students to come up. Um, they're the learning showcase uh tonight, the student learning showcase that is. And um they're here to talk a

029little bit u about the various career opportunities they explore in the field of family and consumer science. So, uh, welcome and thank you for being here. And, uh, floor is yours. >> Oh. Uh, like you said, I'm Disher. I've been with the district now for 5 years and this is my fourth this year as an FCCLA adviser. Um, this is Asha Graowski and Kyla Bodwin. Um, and we're just here to tell you a little bit about Family Career Community Leaders of America, which is a national student organization that falls under Family Consumer Sciences. So it's a career technical student organization similar to FBLA um and others amongst them. So I'm let you guys keep going. >> Okay. So FCCLA is important through community education and leadership. So uh community through service projects we volunteer. We

030do community service projects throughout Manswalk. Um educ education through ex like exploring career clusters of FCS and leadership through teamwork. Um FCCLA did many things. Our main focus as a chapter is service projects, fundraisers, and competitions. Some of the service projects we've done are make snacks for parents teacher conferences, outdoor cleanup, and more. Um the competitive events we compete in are star events, which stands for students taking action with recognition. Uh community service. We participate in community service projects such as participating in community events like helping in the mental health walk. Last year we set up a booth and we helped out with that. Um at the moment we're doing a food drive and our goal for our food drive is to be able to sustain a end of the week program to provide families

031in need with easy to prepare non-p perishable food for 10 weeks. Our goal is to raise 1,200 items between November 17th and December 19th, >> which is currently a program at some elementary schools and was at Wilson last year but is no longer. So we're trying to just revive that. >> Um Paul's party. So, PARS Party is a student campaign in Wisconsin that um it helps out parathletes and athletes with physical disabilities to help them fund and get money for their equipment for so like everyone has a chance to participate in sports that they're trying to. >> So, our goal is to bring $300 to the state leadership conference um which is in the Dells this April. So in FCCLA we have the opportunity to compete and we compete in star events um which stands

032for students taking action of recognition and um in this there are roughly 40 events for all areas of FCC FCS um career clusters. So these are some of the career clusters related to family and consumer sciences. Um, so for our star event competitions, we have regionals on February 7th at Yo League of Fremont High School. Our state competition is April 6th through the 8th at 2026 at the Kalahari Resort in Wisconsin Dells. And our national competition is on July 10th, 6th through 10th, 2026 at Washington DC. In order to qualify for regionals, you need to score at least an 80. In order to qualify, sorry, in order to qualify for state, you need to score at least an 80 or above at regionals. And for state, you need to be top two in your category

033to qualify for nationals. Last year, I took four students and we had a team of two take top three in [clears throat] the nation, which is pretty pretty far. >> Uh, did you want to talk about your starting or should we just take questions? >> We can talk about it. Okay. >> So, uh we both of us has been on a team since through sixth grade. Um we've been on food innovations which is a category and we have to so sixth grade was creating like snacks and drinks and then this year we have to create a food product that uses hyper local ingredients. So, it's like you have to get at least one ingredient from a hyper local farm or like school garden and we have to use that to make a food product which

034is like really cool for this to [snorts] [laughter] >> um do we have any questions or anything otherwise >> questions for the words >> girls? I'm curious how you got interested in this organization. >> [laughter] >> There's so many to join in our schools. What makes this stand out? >> Uh, well, she she recommended it to me and then ever since I been very interested in it because there's so many things to do with it. So, it's it's a really cool organization. >> I promote a lot. [laughter] >> A lot of promoting and then >> Oh, teaching. provide samp. [laughter] Um, and then I'll just highlight a couple of things before we um hear from Jackson, Jefferson, Washington, and Stangle about their 100 day plans. Um, the rising tide award, the awards this month went

035to Zach Malik at special education teacher at Washington, Kristen Reley, administrative assistant to Stangle Building, and Evelyn Tapia Capisano, a first grade teacher at Jefferson. So we were able to uh honor them because of their efforts to lift and lift up and inspire others in our learning community. Um I made a presentation to the Manitto common council on October 20th uh to share um our strategic vision and culture of excellence work with them. Um I also very much urged them uh to that to work in the future together as partners. Uh we talked a lot about how the fact of uh thriving communities not only in our state but in our nation um usually become thriving because they work together for a common goal and mission and in our case we want a thriving manage

036walk. So um I appreciate them inviting me to come and speak with them uh and they got a chance to learn a little bit about where we are and where we're headed. Um, I was also able to present to the Chamber of Commerce Board of Directors, pretty much the same presentation on October 23rd. Um, and we were also highlighted um, in an article in a in a story on Wisconsin Public Radio for our strategies in regards to declining enrollment, which I thought was really special. and we were honored that they chose us and I asked why they chose us and basically they said that they, you know, saw our our website and some of the creative things that we're doing here and wanted to um have us share with them and the rest of the

037state um how schools like ours who are experiencing challenges with their enrollment are dealing with them. Um in addition um the board which uh we many of the board members attended the WASBY regional workshop where uh we learned a little bit more about truency and we uh we were able to witness uh Mr. Shaw being uh brought to level three board member status through the WASBY board member recognition program >> and no big deal. >> Well, you know there is a picture of >> [laughter] >> And then uh we did the coffee and conversation on October 24th. Uh we're skipping November and we'll come back with one in early December before the holidays. Um and before I turn it over to Heidi and Katie to introduce uh our principles who will be here um with

038their 100 day plans, I would ask if the board has any questions about my written report or any parts of that. >> Questions for the super All right. Um, I'll turn it over to Heidi. >> Um, okay. Uh, Jill Wilshire is here from Jackson. >> Good evening everybody. I am here to um do it. >> Oh, >> and the board I think has hard copies of presentations. Where is he coming? [clears throat] Nice. New chair. >> Um I'm excited to present uh Jackson's hund day planned with you today. So um one thing I have fifth graders come in every morning to uh do the morning announcements and I always say to them you have to talk slow so everybody understands. So that's I am trying to coach myself too without getting nervous. >> Um starting

039out tonight I wanted to look at our data and the data that we use to support our goal. Um, starting with that, we really as our navigation team dug into um our Jackson forward data specifically on a retreat that we went to in August. Um my navigation team includes um two special ed teachers, e teacher, reading specialist, two um classroom teachers, myself, school counselor, um coach, um probably missing somebody, but for the most part. So that's kind of our big team. As we dug in into data, you can see at the top um last year's or actually that'd be two years ago, our 23 24 ELA um proficiency overall was at 47.9%. Last year ELA forward 3 through five combination went down to 44.7. So with that, we decided as a team that we were

040going to look at reading um and especially with adopting our a new curriculum this year, just a time to be able to really dig into that. Um so as we dug into the forward data, we re recognized that standard R2 which is um summarizing key ideas and details in order to identify central ideas or themes of a text and analyze their development has decreased efficiency proficiency in the last two years. um this last year only 45% of grades three through five were proficient or advanced in that area. So with that drive to show growth at Jackson, we decided to choose that standard buildingwide. Um align that standard. So we did that work. Um you can see up there I have that was some of our the ways that we supported that. Um early PD, we

041dug into that. We aligned grades K through two, what that's going to look like. Um, so that's kind of I don't know if I missed any. You can see that um through coaching and feedback during PLC time. So I've really work on this support data or supporting the goal. Um teams have worked really hard to create common formative assessments, summitative assessments, exit tickets, those types of things. Um some things that don't seem like they would support the goal, but they do. just looking at our minor minor data um [clears throat] through our character strong curriculum and then attendance. So those are kind of some things that we have looked at as a school to support our goal and then that leads into our academic goal and action steps. So our academic goal is um 100

042days from the start of the 2025 school year 100% of all students K5 will show growth on grade level common form formative assessments with EL standard R2 and then I put it down put the standard there. Um so within the first 30 days our action steps um pretty much as it says up there teams needed that time to unpack the standards um specifically R2 and where that standard was in within our new curriculum. So really time to dig into that curriculum. Um with that also exploring the curriculum, identifying um lessons and assessments that are already there within the curriculum and then those that we would have to create above and beyond that. Um after those 30 days, um met with the navigation team and they then we presented to our Jackson staff of where we

043were. Um our next meeting at 60 days um as a team we decided that it was time to create those common formative assessments or R2 which is going to be given three times a year. um they administered it the first time as baseline data within that next 30 days and then as PLC teams continue to work together to explore the curriculum um norming assessments which is key um to make sure everybody's on the same page and just analyzing datas to move on for interventions. Um again then navigation team got together and presented to the Jackson staff. Just last week we looked at our 90-day and and um where we are moving forward till the end of the semester. So it's time now that the teams created a a way to collect data because in January

044they're going to be giving the R2 common formative assessment again. um some of them needed to revisit that assessment. So took time to look at that. Um set dates a window of when that assessment would be given. Um and then this uh the last in January that that assessment data will be shared with Jackson. So we have the baseline and then the January data. So that's our academic goal. Uh professional practice goal and action steps are very similar. Um I think some of the highlights on this slide, I won't read through the whole thing. Um they align like on our actual goal, they align with the academic goal. Um it just this piece of it contains more actions such as creating, administering, and analyzing the common formative assessments, which is the information up there. Um

045this is the additional information that we need to push for our for growth to see that growth. um in a 100 at the 100 day mark. So that means that the PLC teams are reading meeting on a regular basis. They are analyzing data. Um they are aligning our state standards with the curriculum. Um they are writing learning targets and success criteria for each lesson um as they are planning which is also helping them in that process to really understand our new curriculum. Um and we have done PD along with that. Um, our reading teachers are joining PLC teams on a rotation just to discuss how those intervention teams are going. Um, our intervention team we meets weekly to discuss students that might need an increase in intervention, might need parents to start to come in

046for more support, whatever it is, whether it's behavior or academic. Um, my e ELEL teachers and special ed teachers push into classrooms during intervention they pull out or during the reading block they pull out pull students out during that intervention block to make sure in individual needs are being met. Um, and then I sit in on at least three PLC meetings a week giving feedback and coaching teams um for those next steps to success. and our behavior goal. So 100% of Jackson staff will utilize edge primer to input minor behavior incidents to collect behavior data that will be analyzed quarterly to find areas of improvements to build on student success. So what we're doing that is starting at the beginning 30 days giving time for staff to dig into educ uh staff that have been

047around in the district a lot had used it in the past. Um but it looks the platform looks a little bit different. So time to explore that platform. Um and just a review of what a minor documentation is versus a major. Um we also took time a lot of time in that first 30 days to look at our new curricula character strong. Um so those lessons are taught daily by classroom teachers. And then within that next 60 to 90 days, kind of where we are right now, we've I've done some PD with tier 2 character strong groups. Um, so that teachers knew kind of that next step. Um, and we don't have like a set thing. There's this many minors. They're going to a a tier 2 group. It's just kind of through conversation looking

048at what the data is. Um and then we also receive a coaching sessions through CISA to help us look at our behavior goals. Um she also help helps us with educ climber and character strong questions and then a behavior team that meets on a regular basis to look at that data. So we do look at it more than quarterly those minors being put in. So how we can intervene and be proactive in that way. additional information that I would like to share. Um, it's not only about everything that I just shared, PLC teams that I mean those are all a huge huge component, but I think the above and beyond support that we have with different teams throughout our building um such as our behavior team. So they meet monthly. They look at data in

049educ. Um they set help set building behavior goals and incentives for students on a monthly basis. We have monthly assemblies um highlight students that are showing so character strong has um a monthly trait that we work on. So we've worked on kindness, uh respect, and now we're doing responsibility. So um they get awards. So teachers give them awards for kids that are showing those those um traits. Um we also have a parent and family team that are have we have events four times a year. Um I know last year we had some board members come to some of our events which was great. So we'll make sure we invite you again. This year we're going to be doing a science fair, kind of a STEM fair type thing. Um a reading lock in. We're going

050to have breakfast with special guests at the end of the year. Um, and we have a staff group that also organizes monthly events just to kind of build on that staff morale. So, they do some fun things. They are trying to build in um our our character strong curriculum. So, they made a trophy like a 3D. It's really cute. So, then you pass it to the person that showed being respectful. And so, that's getting passed around. It's just kind of fun. Um, and then like some of some of our other teams, intervention. So, another key important um piece that supports um our goals for sure, we're meeting on a regular basis and just where to go when we have students that are at that tier three level. Uh attendance team. Our attendance team meets weekly,

051small team. Um we do positive postcards for for families that have made improvements. Um parent phone calls I do for families that are making improvements. And then again we have that navigation team kind of that big leadership team. Then we have a smaller leadership team that consists of myself, school counselor and dean of students. So we meet kind of before the navigation for some planning and just preparing for that meeting. [clears throat] >> That's it. >> It sounds a lot action. >> Yeah, there's a lot going on every day. Yeah, >> I have a a question regarding that ELA standard R2. Um, as I look at it, it's about summarizing, identifying, and then um analyzing. Yeah. >> Where where would you say our students are falling apart on that? Where why our scores are lower

052there? >> Well, to be honest, with our last reading curriculum, we um so for the past two years, the focus was on clarifying um with not a lot of time being spent on summarizing. So that is kind of what some of our team has talked about of where why maybe that fell apart. It's also it's hard. It's a that's a hard concept. So we just know that even starting like our kindergarten is starting back in foundational skills because they don't really have a standard that aligns. So we looked at what foundational skills would carry them, you know, to get them ready to first grade and then just kind of align from there. So that's kind of where we were, you know, thinking and I don't know prior to the two years before I didn't we

053didn't look back that far to know if it was, you know, starting to slowly slip from there. >> Thank you. >> Anything else questions just I I think it's outstanding to all all of you schools that are presenting today and and in the future this the 100 day plan. um the acknowledge and and the knowing where you need to go in your buildings to to be successful for your not only the kids but the staff as well. So um I think it's tremendous work a lot of work went into this to the understanding of where the problems are and how we need to fix them. So congratulations. I think that's great and to all of the buildings that that are presented tonight. So thank you. Come on. This is like the best thing ever right

054now because Jill said pretty much everything. [laughter] Thank you. Appreciate it. >> So, same thing. Um, our 100 day plan, it's kind of the same process. Um, I will just give a shout out to our directors. their focus is definitely keeping our elementarymentaries on point on the same focus. So that um you know we just we come together a lot to keep all of our six elementaryaries together. So um my navigation team is listed up there. I extended them to all come but we have parent teacher conferences on Thursday and they like one late night a week that's um but same thing we meet monthly. uh they met with us in August to dig into our data to start that process of understanding the data. Where are we at? We can't set a goal to

055go somewhere if we don't acknowledge where we're at. What are wherever that is? Um so some main data we used um I'm focusing on mainly our ELA. We have a behavioral goal. We have our PLC goal too. But um our main thing that we really focused on was our PRPs from last year. Um this is this year's data. Last year we had um it was like over a hundred PRPS and I kind of had this like did we really get that much better? Well, I learned that the criteria for the state with the PRP has changed a bit and so we looked at that number. That number is um all of our students that are have a PRP currently in our building as of right now. Um we have a total of 57 students K3

056broken down by the grade levels which is 27%. um that just says that our students, those are our students that um when we tested them were 25% or below um in their reading level. Um our reading teachers, our navigation team all got together like yes, they have to have a PRP, but we did some other work because we know we have to boost more than just that up. We also have our forward um ELA data that we looked at. Our biggest thing that we looked at with our ELA data um was our um our gaps that we have, our achievement gaps within our overall um subgroups. And specifically, we looked at our economic status gap, which is 23.7%, our disability status gap, which is 32.2%. Our students that are identified as Hispanic have a 12.3%

057gap, and our English language learners gap is 15.3%. Um, this is something we spent a lot of time on our navigation team to dig in and say like what are we doing and what do we need to not do and what are we going to do as a result of the gaps are not acceptable for us. So this is how we came up with our um academic goal. So we said in our first 100 days of this school year 80% of our students will know and apply grade level phonics word and nail skills in decoding words. That's the RF3 standard. um as measured by our common informative assessments based on our grade level PLC teams. So we really focused on what our PRPs were focusing on and that was that phonics level, the analysis and

058the decoding of the words action steps that um we're focusing on. This is first our navigation team meets monthly. They're the ones that set this goal. They set the 30-day, 60-day, 90-day action plans. What are we doing? Rolling that out to staff. um meeting with. We have a staff meeting. They present something every month to our staff. Um we have our weekly PLC meetings for ELA and for math. Um we're data tracking with as fast common level um formative assessments within the PLC teams are doing that. So then our professional practice goal aligns directly to that academic goal and that's all through our PLC process which um I as a principal am very very thankful that we have that time that our grade level teams are meeting and they have that time set aside no

059matter what to dig in especially with the new curriculum for ELA. They're digging into that. They're digging into lesson planning together, learning targets, success criteria. How are we having our CFAs? How are they getting on that same page for that? How are they assessing data? how are they responding to that data? And they now are doing that as a team versus trying to do it individually, which is just I think very very powerful. And you can see that in my teams as they lift each other out through that process. But through our PLC process um during this first semester, teachers are going to be creating format common formative assessments. They're going to learn to analyze that data, respond to that data, adjust their um instruction to demonstrate that student growth on that grade level phonics

060and word analysis skills in decoding words that connect directly to our forward exam. So, what we learned in our navigation team was they needed time through that PLC process. What does it look like to really dig into that? So, we have a PLC team that went to training in August. They rolled out in inservice, you know, some very clear expectations and structures to guide them. um each team in our PLC process. I go into PLC processes to coach in to support our grade level teams. Um then our navigation team in um it was first week of October I believe came back with we needed a staff meeting about CFAs and what does that look like because some teams were doing well some teams were not and they needed some more guidance. So we had a

061full staff mean about what is CFA, how do you develop it and that whole process to guide our um PLC's into being able to just administer them to their um students then collecting that data. So we did a staffing meeting around CFAs digging into the developing and collecting that data and then how do you use that CFA to then u measure student mastery levels. That is a work in progress right now because our number one focus was developing those CFAs, collecting that data, and then the goal is now we exchange grading them and our team grades each others so that we're all in uniform grading so that no matter whose class they're in, we're all expecting the same thing no matter, you know, what um grade level teacher they have. And then what does that

062mastery look like? That has to be agreed upon in all three of my grade level teachers. Um so that's a work in progress because you know that's something very new for them that they're working through. Um we are focusing on ELA and developing learning target targets and success criteria. Um thank you to Heidi. During our last PD day we had a training um grade level which um across the board my K5 teachers veteran teachers to new teachers were very thankful because it became real clear what they were expecting to do. So, it's kind of been a couple years of them not learning that and then having some old learning. And so, it became much clearer. We still have a lot of work to do, but there's clarity around that now, which also helps with our

063teacher clarity when they're going through lesson planning and teaching to our students. Our behavior goal is by the completion of this first semester, 100% of our classroom teachers and counselors will participate in the learning and train of our character strong um new curriculum to implement its lessons and strategies with integrity. as indicated by the use of our student engagement assessments to establish a baseline to focus on engagement with it among our entire school population. Character [clears throat] strong is that new curriculum. It is phenomenal. So thank you, thank you, thank you. It has three tiers in it. It has so many resources. We have time in the morning. Every classroom teacher has their community circle time where they have lessons and they have all these things to dig into character strong. We have a very

064clear schoolwide expectation that's based off of that character strong. Our announcements are based off of character strong. So we have all of our staff that are trained. Um we have our schoolwide expectations that are based on character strong. Um the student engagement screener is a pretty intense screener that um our teachers are finishing that up to no tomorrow. um we gave that out last week, did a little training on it because the directions are kind of confusing and so um my counselor and our elementary school social worker have been helping guide that a little bit. Um especially with our new teachers, just understanding that. And then the goal is to have our tier 2 small groups designed or picked off of that engagement survey um by end of day third or tomorrow. Nope, Thursday. Tomorrow's

065not Thursday. Thursday. um counselors working on that. The bigger part of that is the intrins intrinsic um struggles that our kids have. We don't necessarily see that. So, um my counselor is really excited about the data that's coming from that because those are typically the students that kind of slide by that you don't help because you don't see them um their outward behavior because they're holding it all in. So, um, she's really excited to start those groups. Of course, we're using Edgie Climber and all of those things, but I'm letting Jill tell you all those things. Hi. But we're all doing educ minors and the majors and all that. Um, some additional information that I just wanted to share about the PLC's. I already thank you all for that. We have instructional coaches at the

066elementaryaries that we um are loving. My instructional coach um has three grade levels in coaching cycles currently and also an individual coaching um it's actually special education teacher who's in a coaching cycle who they're digging into data and just seeing some growth and it's it's pretty powerful seeing them work together. Um our counselor is using that student engagement survey data to create her tier 2 groups. Um the school social worker wanted me to share with you elementary wide this is for all schools as she's providing wraparound support to connect numerous families to community resources and targeted services. Um she has students at every building. She's got families she's meeting um with on a regular basis to supporting that wraparound care. Um I'm pushing in and coaching into our PLC teams and we're focusing on learning

067targets, success criteria, our common formative assessments and working on that analyzing of the data. Uh my dean has implemented restorative reflection sheets that are all through character strong um for any call that we get to the office for a student. We work through that restorative um reflection sheet with them. She's providing coaching to teachers to support um the development of check-in checkout and behavior sheets that are needed for certain students. Um talked about our navigation team already and our reading teachers are phenomenal. Um, not only are they providing intervention for those students that I have identified needing PRPS, but they are also providing intervention for 90 of my students K5 who struggle with reading and need a little bit more of an intensive um intervention group. >> Oh well, thank you so much. And I

068would love to introduce um Stangle if you have questions for me. God, love me for that. Um, educators are the greatest thiefs in the entire world. I mean, we we steal from somebody that's working well, something that's working well. Um, so when you guys get together as elementary um administrators and Jackson's doing something well or Jefferson's doing something well, do you steal from each other? Do you send teachers over and say, >> we steal, >> why would we do more work? >> Exactly. For instance, our deans um on the Friday for PD day um they they all got together across the board elementaryaries and they all shared everything they're doing well. So my dean brought back something that she learned that the Riverview dean is doing and she's like let's tweak this to make this

069work for us. She shared all the resources that she found in the tweaking of the restorative um reflection questions that like she learned nobody else was doing. So they took that and so absolutely we're doing all that. when us principles get together um it's not only in person but we're we have a group chat we get together like hey we all like and we're what are you doing for this what are you doing for this and we reach out >> I think that's awesome because years ago when when the elementary in the building and the district had some really high reading scores we would often say go steal what is that elementary doing and it never took place like >> they were sequestered in their own little environment and they didn't steal from each So,

070I'm so happy to hear that because you're going to learn. You'll I mean, and the kids are going to be the beneficiary of it. So, way to go. Thank you. >> Yeah. I would say I am a better principal because of my elementary people, but Jefferson is a better building and our students are doing better because we are all in this district working together that way. >> And you steal. >> Mhm. And we steal. And we steal. >> Thank you. No other questions. Any >> other questions? You're up. share without compensation. [laughter] >> Okay. So, we have quite a few programs. So, I kind of put a lot of data in here, but I got a quick summary. If you have any questions, you can call if you want to see any of the new

071programs we're using and can stop whenever. Um, this is Chad Brickard. He's going to help me. He's our new dean, which I'm very excited to have. Um, so some things that we're going to talk about with our innovative learning pathways is the 8 through 12 personalized pathways, GED, MCP, and community U. >> Hi. Um, so Lincoln Alternative School, uh, we serve about 75 students, grades K through 12. Uh, it's kind of the traditional high school framework. Uh, we have in person, we have virtual, and kind of some blended options. And we have core, four core content teachers, uh, one virtual teacher and, uh, one special education teacher. Uh, our off-site programs, which we have about eight students, they kind of work in conjunction with our alternative school. Uh we have about eight students ages 14

072through 21 and it's we have a lot of students who have IEPs um in that group and there's one uh special ed teacher and one pair professional. >> All right. Then we have GEDO2. Um this is host out at the UW manage W manalk campus. There's 30 students and that's a hardcore max that we can have in that program. I believe we have probably wait list all the time for more students that need it. Um there's 13 and AM 15 and PM all in grade 12. We can accept 11th grade under special circumstances. Um and we have MCP which is right now 2 through 8th grade. There's about 13 students usually all of them have IEP and it's kind of a program where their primary focus is placed on doing academics also behavior um teaching

073them the coping skills necessary for them to allow them to get back to the traditional school environment. Um usually staff there we have two special ed teachers and three paras. Um community U is housed at Clark Bridge right now that's 18 to 21. um they work on work skills, outings, life skills, stuff like that in that program. >> All right. And as far as like all of our programs together, we're at about 138 students. >> And we have a weight list right now already starting. We just put it out like three weeks ago. There was eight kids and five IT students on it. So some of the data we use um as far as supporting our goal uh forward exam pretar assessments um as far as behavior referrals postgrad survey through um the GEDO2 and

074then we have something that we got through for our recovery school which is traitbased learning assessments which Stephanie's going to talk a little bit about. >> All right, this is the trait based slide. It's a it's a lot. Um, basically we're piloting it. Um, the guy who started it as a doctor, he did it for recovery, but it works really good with atrisisk students as well too. So, we're using it building wide and he's creating something for our elementary students as well. Um, basically the trait-based curriculum helps atrisisk students build self-awareness, resiliency by focusing on their personal strengths and character traits as a foundation for growth for them. um and empowers the students to understand their behaviors and develop positive coping strategies and make meaningful connections between who they are and how they learn best.

075So in the we're getting we're starting to get data back on this now and it's been pretty interesting. We found from our recovery all the kids there's different character traits um between the four all the students were divided equally to a two with that lover and [clears throat] champion as their character traits. There were two outliers that's it. Um now we're incorporating the like anxiety parts and all that. So with some of this academic data you'll see it's also measuring like kids that didn't come to school who are starting to now. It might not be all day. it might be half they're getting into it, but as their attendance is going up and their reading levels cuz we're doing strong intervention, is the anxiety going down and stuff? So, that's kind of some of the

076data we're tracking with it. All right. Um, as far as demographics, I'm not going to go over it um word for word, but as far as our breakdown, you can take a look at that. Um, as far as looking at like our academic reading proficiency from star reading, um, 9th grade we were about 50% at benchmark. Um, 33% were on the watch list and 17% were, um, we have them doing urgent intervention. Uh, 10th grade, 73% were at benchmark, 27 were receiving intervention. um 11th grade 60% were at benchmark, 20% were on watch and uh 20% um are doing intervention. Um 12th grade, 57% at benchmark and 43% uh urgent intervention. Um we have a great ELA teacher, um Miss Okconor and um Angela Shart, our inter our um literacy coach. They do a great

077job supporting our kids um meeting them where they're at and um we're seeing some results which is pretty awesome. >> Mr. >> Yes. >> What does what does watch mean? What is what is >> so like watch either up or down or on the way up. They can go either way. >> So it's just kind of making sure they're kind of like a yellow zone. >> Or speed up. >> A big thing cuz we get kids coming and going from school especially with those transition programs. And >> right now high school especially if they're going to do judo pro like every kid we're like has to be reading at high school level like that's our big focus right now and we're getting them in order to district in that at like third grade level. So

078that's kind of the urgent intervention is what we're focusing on first. Um >> is there is there a is there continuity in in the student body here like from from 9th grade to 12th? I mean I mean 12th grade has got 40 43% urgent intervention which is higher than any you know any of the evidence below. >> So are the people getting into this program late or are these people that also started in ninth grade with you guys? >> No, I think we had two ninth graders last year. So and like our ninth grade and I think the year before we had one. So, um, [clears throat] at the in August, end of August, we still had 27 students enrolled. That's it. Now, we're up to almost 80. >> So, they're all new. So, it's

079getting in. And >> tell me one more time, the kids on this slide, um, the star reading, what program are they in? We're using Lexia and then they're doing some phony mic awareness because of >> of all of your innovative schools. >> Which which students are these? >> Oh, these are the um which was the old McKinley kind of well the Lincoln programs basically the only programming. >> Okay. >> Yep. >> Thank you. Um, for the ACT though, I can say we found when we looked over the summer in that PLC institute, whether it was the MCP like younger grades up to high school, all of us were summarizing text in each grade level, elementary, middle, and high school. So, that's what we're going to work on building by and even with like community were

080summarizing stuff, too. So, >> um, our biggest our DPI, what we got digned for identified achievement gap was white male students without disabilities. Um, once again, like one person throw up our data though, so it kind of gets skewed with kids going back and forth. So, a lot of our special ed kids did really good on the ACT last year, too. So, Am I turn again? All right. So, this is basically um starting ACT data. Um we've seen growth already from se September to October according to our reading specialist and our English teacher by incorporating ponymic awareness and lexia. Um they're doing it every day, every single day with the kids during our core time. Um, and then as I said with the ACT, um, [clears throat] our white males were the big target here.

081Majority of students were in the developing range. Males were lower than the females, but once again, that's like I mean, they were pretty even, but one student kind of can throw it off. So, but our um big target um our students with disabilities, EL students, and all of our students really is getting them up to that high school level, reading level at least. Okay. GED2. So we have taken done some data digging with Kristen Lee from kids that have graduated from this program. What the need and how can we make I mean it doesn't we still aren't fitting the need of everybody. There's some kids who could pass some tests and some kids who can't GED you also need 80% attendance to get in. It's very and we have to hold to it because it

082state can take it away. >> So this is some data that we have to see how can we better serve other kids too that might need something like this. Um if you look through the data here, it kind of see shows how um primary reason for kids falling behind in the first place, mental health, the school environment, academic struggles or family issues. Um most 100% of students would recommend the program. Um they would like post-graduate support if offered and they feel like it prepared them for graduation. Um if you look to the current status of these 60 students, 44 are employed for full-time, 15 are enrolled in college. Um four in military and then we have like those one in one kind of offires. So they're doing pretty good. So the program is successful. Um

083so and these were just some of the things that you guys can relate why they found it successful and it's kind of the whole atrisisk thing class size the staff the support that they receive stuff like that community service involvement that we do. So some interesting data for the go program since we don't have any really and I have much more data I just kind of summed it up that I can share with any of you want to. All right. Yep. Academic goals. We kind of already went over this when we talked about Alexia and that, but um maybe basically the start act data shows growth but continual literacy needs from our students. So we're doing targeted interventions and PLC collaboration. Um basically those are the essential the glue for our improvement. So at the

084end of 100 days, students will improve their ability to accurately concisely summarize summarization of text at grade level reading material as measured by common affordament assessments um rubrics and then student work samples and our PLC meets and they keep tracking this. They hit star really hard at first. Now they're working on the Lexia and then they're going to start looking into those like preac that the 10th graders took this year. uh as far as like professional practice goal um and action steps like as we're doing PLC's or PLCing like we're we have four different teams so it's not like I mean as far as us dividing and conquering and and helping support each of those teams um you know the hour of the hour a week that they they work um you know helping them

085you know with with the data um analyzing and it's different I mean you have we have one math teacher we have one ELA teacher, but how do we, you know, work together and and try to support all our students? Um, >> and that's where as the school, we have we have that common reading goal, common behavior goal we're all working on, which even with the expectations and stuff. So, holding each other accountable and working together, that's been really good and having that PLC time. And then as far as like our behavior goal, um within the first 100 days, students will be able to independently identify using coping strategies to see an improvement engagement opportunities as measured by an increase in attendance, decrease in behavior referrals, and increase in disciplinary actions as compared to to last

086year. So, um, you know, as far as being a smaller building, being able to, you know, work on daily expectations, uh, having conversations with kids, um, you know, as far as proactive [snorts] classroom management, trying some things and seeing if they work, um, as far as consistent responses, quick, um, you know, being able to work more one-on-one with kids is is pretty awesome. um working with them on deescalation strategies and you know feedback throughout the whole process. >> So proactive efforts each PLC Chenn I divide and conquer so we meet with the PLC times as well. Um we'll be starting our student support team meetings as well um other than just our PLC's. Um staff participated in the summer's training and then we provide resources too. Um, and I created like data walls for the

087teachers. So, >> thank you. >> I guess I never realized maybe I should have my fault, but I never realized all these programs are going on within Stangle. I mean, >> I hear Stangle and I hear the programs. I hear at risk and alternative, but I didn't know the other programs were going on that. Thank you. They serve a lot of good kits. >> Washington now. >> Hello everyone. We get to present on Washington. So Dana and I coming in as new administrators to a new building can be very daunting and it puts us in kind of a vulnerable place because we really need to rely on the expertise of the people around us and the staff and the data to give us a baseline of where to go next. So we have four big

088goals when we walk into this new school and to a new level that um coming from the high school. So one, we want to improve the climate culture for staff and students alike. We want to decrease distractions and get the focus back on learning. We want staff collaborating with each other so that they're improving their instructional practices. It doesn't take a rocket science to know that when teachers feel good about the instruction they're providing students, they're going to feel good about coming to work each and every day. And then we want to create an equitable middle school experience for students on the north side of the river and the south side of the river. And that collaboration with Annab and her team has been very helpful as we've transitioned to this role as well. Some

089data that we spent this summer really digging into forward exam bass branch infinite campus behavior referrals. Everything from where things are happening, what times they're happening, what stairwell they're happening in, we dug through it. So we really left no stone unturned. um staff insights. We had that summer data dive that uh many of our friends behind us were referencing which was really neat. We had about a dozen Washington staff members digging into like from question by question like what questions on the forward exam are our kids getting wrong, which ones are they doing really well on? Um really really got to dig into that which was exciting. And then we did meet and greets with staff just to hear what are the strengths of Washington Middle School? what are some things that we need to

090address? What should we be leveraging? Who should we be leveraging? And where do we need to go from here? So, that was probably the most insightful part of our transition to the middle school level. This is who we are. In summary, we are a very diverse learning community and it's a beautiful thing. Um, we're identified in three areas. Students with disabilities, our Hispanic students, our black students. And the data on these next few slides that again, you can dig in through the statements. um our achievement gaps are not where we want them to be. Our reading scores can improve and are improving actually from last from 23 24 to 24 25. We did get to see some growth which is really exciting. Um but we're being very intentional about some of these subcategories to see

091the most most growth on not only our forward exam but our school work hard as well. Here what you'll see with our ELA and forward exam that proficient or advanced those numbers aren't where we want them to be. We want to see those well on the other side of of 50% and above. So um definitely an area that we are continuing to work on. And then fast bridge ranks some a little bit differently where that low risk benchmark is really looking more so at what proficient in advance would be low risk of needing intervention. So um definitely saw some growth in our fall fast bridge data which was exciting in comparison to that spring forward data. But again, we're being very intentional making sure that the classroom environment is [clears throat] optimal for learning and

092optimal for instruction. So, we have a schoolwide academic goal um where we want 100% of our students to grow in citing textual evidence as measured by a common formative assessment, a word you've heard of that tonight, and a school developed a rubric. So, our instructional coach is working with teams quarter by quarter. So, uh, Amanda Saraki is our instructional coach, and she spent the first quarter with our social studies teams, really getting to do some cool things, some co-planning, co-eing, best student centered best practices. Um, our seventh grade social studies teams, if we could bring them with us, they would say how much that they grew as a team. Um, she's moving into a cycle with science next, so I'm excited to see the gains of pickup there. Our reading team has been I those

093are three very committed individuals. They are grabbing students everyone that is and we have enough of them that are not hitting the mark and making sure that they're getting the intervention that they so desperately deserve. And just after our FastBridge data, there's on Monday morning, they're pulling 30 more that are going to be working um in conjunction with our our librarians going to do some supervision so we can just access that many more kids and again get them that intervention that they so desperately need so that we can they can grow as readers and our school can grow in our achievement as well. And we're constantly coming back to all three of these goals throughout our staff meetings, our professional development days. It makes no sense to make a goal and never revisit it. our

094staff need to know the goal better than we need to know the goal. So we are constantly revisiting um our 100 day plan. >> So we have uh by the end of our 100 days we want 100% of our staff um to be consistent with our collective commitments and schoolwide behavior system um that we've implemented this year. So that's been a big push in our building. Um, we identified that we need to we have the wolf way and respect is a big factor in our building. So everything we've talked about has been respect orientated. Um, so that our students and our staff, we're talking very common language and they're getting saturated with that. Um, we've had a lot of PD uh staff uh training on expectations, how to execute our behavior plan, um, and the

095collective commitments. Uh, there's been times where we've had to pull in certain grades, have a retach of concepts, um, if they weren't adhering to those expectations. We've done that a number of times. Um, and usually it's been good. It's it can still be better. We do deal with middle school students. If anybody has that portion to fix them, I know um but we we've been using our advisory periods to saturate them with those expectations. Um [clears throat] and using a lot of reteing moments like I mentioned earlier. Um we also uh are very thankful for our central office allowing us to really push into our PLC's. um both middle school teams, uh Laney and I have split up our building personnel, uh but our electives, we split between both middle schools so that we can

096see, uh teachers on both sides of the river. Um so we've spent a lot of time working on tier one and tier 2 practices in those PLC teams. Um we talk a lot of data. We've had to meet teams where they're at. We've had some very, very strong teams um that are just kicking butt. We've had some teams that aren't functioning at a high level, but we are coaching them up and getting them to use data more in their classroom daily practices. So, that's gone very well. >> And here are some things I think many times in the past few years, you've heard about maybe some of the not so great things about Washington or you for example, someone asked how's it going over Washington? You're you're surviving. They said to be honest, we're prepping.

097There's a lot of really awesome things happening in our building. Uh we have a navigation team which is a building leadership team. You've heard that term thrown around a little bit. 16 members which in a staff of about 65 to 70 instructional staff like that's a pretty good percentage of people who um are putting their necks out there and really want to lead lead their colleagues and have their voice be heard. We have an interventions team. That's where we're talking about how we can add that additional layer of support for students who are struggling whether it be behaviorally, maybe academically with some outside of school things and meet them where they're at. Um the rise room that is a position that the board graciously approved a while back and I we have to put it

098in here because that truly has been a I think a pivotal point in kind of resetting the behavior struggle at Washington. It allows students to not leave the building. They can regroup, reflect, reset, and get back to the classroom instead of always using exclusionary discipline. So, that has been really great. Thank you. Um, and I hope to see more of those opportunities in our in our district. We brought back monthly assemblies. It's crazy to hear that like some of these students haven't experienced a whole school assembly. So, we had one that was Halloween themed. Very fun. Uh, homecoming. We had tugof-war. There it was. The staff were involved. I know we were talking about apologize, but it was so fun. Um, the kids had a blast. It's great to to [laughter] celebrate our students of

099the month, collaborate, some friendly competition, some community building. So, our band performed at the last one. They were phenomenal. So, it's cool to see kids celebrating one another and um just being really a part of that school community. Um, weekly attendance monitoring. It sounds like you guys were learning about truency. We take truency very, very seriously. So far so good. Um, we're up about two and a half percent from the average last year. The state benchmark, you want to be at 92 or above, 100 would be great, but 92 or above would be in a we'd be sitting in a really nice spot. So, we are above that, which is really exciting and a celebration. Uh, we're communicating anything and everything. So, staff hear from us twice a week through a formal communication, sometimes more.

100Um, and then students and families are receiving a Washington weekly with what's coming up next. We have a parent network. We are three parents strong, but we are mighty and we are excited to bring that back to Washington Middle School. So, please spread the word. Um, our boys and girls club enrollment has tripled since last school year. That is an awesome opportunity. We were here earlier this school year kind of talking about what that can offer. So, the fact that that is really picking up is great. Uh again that collaboration with our northside counterparts and being able to provide that e as equitable as humanly possible in two separate buildings experience for our sixth through eighth grade students in Manitalk is awesome. We brought in school social workers. She is busy and she is doing

101a wonderful job. That has been a huge asset to our learning community. 21 students are receiving schoolbased mental health as part of their school day from six different providers. The [clears throat] weight list is growing. that is continuing to be a need in our community. So, it's pretty awesome that we get to service those students um in our building and again that controlled environment because we know that they don't always go home to that controlled environment. And then we have staff including ourselves who get the awesome mentoring from Michael Morgan who's a retired MTSD staff member and our uh he was our school and school safety and mental wellness coordinator and he comes back and gets to work with some of our newer teachers and just kind of talk through the importance of relationship building

102and how to meet students where they're at and really create that positive classroom environment. So we are loving Washington. We w we welcome you to come join us anytime. It's a pretty cool place right now and we're excited to uh touch base with you again next semester for a second 100 days. >> And next I won't read through all these, but we did ask our staff like how do you feel about Washington this year in the slides that you have? Read through them. It's >> it's pretty cool to see people feeling really good about and they are not short for words. >> [laughter] >> It's pretty cool to hear them talk about how good they're feeling about the work they're doing with students. So, thanks for giving us opportunity to share with you. >> I

103just like to add a comment. I think Mr. too. >> Go right ahead. >> Okay. I I know that the district has been doing PLC for a while, but you're finally doing PLC >> and it it doesn't happen without principal leadership. um and the support of our director. So, I appreciate I know it's a another task on your busy week. Um but I see evidence of that um commitment and you're getting results. Kudos to your to your work. Thank you. >> And to tag on to that, research across the world shows that when teachers can plan and work together like that, their students do better, >> right? That's 100% time well spent. >> Yes. I think too that this is the first time and and I've been around this district for a long long time,

104but this is the first time I I've witnessed a common thread and theme through all of these all these documents of what our district is doing, the direction that we're heading. So, it's going to be such an honor for a school board and this community to see what elementary does, what how that's going to change our middle school, how the middle schools are going to change and the high school kids. So, this kind of thread that you people have developed is is extraordinary. And like I've said, I I've been around for a long time and we've never had this continuum of service that you guys have presented. So, kudos to you. I I think it's excellent and and to you and your staff. So way to go. >> There we call it a fleet of

105ships. >> Is that common thread that you talked about, but but what I also love are the individual differences >> between the schools and what they're accomplishing and how they're doing and seeing what they see >> because our schools are different. We're not all the same. And uh >> it's not common threat, but then there's that individuality. That's that's great. >> All righty. Cool. You got anything else? if you have questions for the directors from the director's report. Other than that, >> any questions for the directors? >> I just have one. Stacy, we do exit surveys, right? >> Yeah. >> Yes. >> Okay. And do do we get that data later on just to see what our teachers are feeling or thinking? >> Um, I do have the data from last year. >> Okay. Y

106it just might because we had such a exodus for a while, it'd be nice to see. >> Yep. It's actually on my uh to bring to the policy meeting in December. >> Thanks. >> Talk about what we want to do moving forward. >> Thank you. >> Yeah. >> All right. Question about the >> 4,000 4,000 uh more meals than than we budgeted for. How does this how does this system work? >> Well, I mean, >> we get reimbursed, you say? >> Yeah. Yeah. So, I mean it's so it's a it's a really fantastic thing to celebrate that we're serving many more meals than we were last year. Um, so we're, you know, one, we're serving our students. Two, you know, the the the reimbursement rate will increase for us. I mean, what the meeting I

107had in Chartwells was really fantastic. Things are up all over the place. Um, you know, the dinner's going dinner's going off and you know, dinner's off and running. So, um there really was it was a really fantastic meeting to hear >> about um all the great things going on with in increased um participation in the hot lunch program. >> That's good. >> And just a reminder on that, that's the goal is to increase participation because the volume of that increase helps the reimbursement which then helps to slow the deficit that we've been seeing in the fund 50. So, Uh it's just positive and and you know we appreciate u all the efforts that our building leaders and chartwells have made to to do that but it's been going great. >> Great question. >> Do we

108have in mind the next school we would want to extend that super snack to the next schools? >> Not yet. I mean, I um I I think that they want to have or I I I think that's a conversation for maybe like later later this winter where we can figure out where where they want to grow to next. We wanted to bring the um bring Amanda back to do a report in December uh to finance and facilities uh because that would be a good few months worth of data and we can ask her to formulate a recommendation around that. And I I when I when I met with them last week, I I had asked if they'd be, you know, to get to look forward to some dates where they would be will they'd like

109to come back to report not just on on the on the dinner program, but then all the other, you know, increased participation success that they've seen. So I I look forward to having them in coming in the coming months. >> Good. Other director questions? Seeing none, move on to unfinished business. I don't believe we have any [clears throat] and we will move on to new business. Um, Lincoln course proposals curriculum committee. David, the um we received a report from Ben Rickl that was extremely detailed. It's aligning things in the arts to make them more trackable um in terms of the way the courses are offered. Some name changes and the committee would um make a motion that we accept them uh on the slate as they were presented. >> So move have a motion. Do

110I have a second? Well, you made a second. Any discussion on it? >> Hearing say no. All those in favor of acceptance say I. Say nay. Anything else, David? >> That's excellent. That's it. >> Okay. Questions for curriculum? Seeing none, move on to Carrie. >> Yeah. Uh, administrative handbook revisions. Stacy has tweaked the administrative handbook uh in ways to bring it up to current current conditions and and in many very nice and subtle ways uh it was has improved the the working conditions of the staff. So I would I would I see this as a you know as a nice reform package here uh that should be supported by the board. So I move that we accept the changes, the modifications of what editorial changes and u additions to the administrative handbook. >> I have

111a motion. Do I have a second? >> Second by Mary. Discussion hearing say none. All those in favor say I. >> I. Oppos [clears throat] say nay. >> And that is passed. Facilities. Keith. >> Thank you. Um you'll see you all have received a memo from Mike very detailed explaining the uh structure of the fee >> increase the the fee utilization fee has not been increased for years. Um it was moved out of committee um to increase the rate from for the 26 27 to 350, the 27 to 28 to 500 and 28 to 29 to $750 um per um use and it would be evaluated and re looked at every three years. The motion was made by an seconded by David. So I move into motion that we accept the change in the fee

112structure for the utilization of our facilities. >> Do I have a second on that? >> You look like you have a question first. >> Oh, we we need a second and we can discuss it. So do I have a second on the David with the changes? Now the question >> my only I thought it was going to be like every I I I was just confused on the how many years what >> it was. So I think I think what I what I took from the committee was that on January 1st of this year we would go from 250 to 350. >> Correct. >> And then the the following year we would move it to 500 and then the following year so based on calendar not school year >> and then after the third year

113we would review that's what I took from it. Is that what the general understanding was? >> Okay, that was my assumption there. >> Any questions on that or any other thing with policy? >> Hearing say none. All those in favor say I. >> I post say nay. >> And that is passed. Keith, >> sure. Uh the committee also presented a motion that be brought back to the board uh regarding the borrowing of the loaning of $500,000 up to $500,000 um to finish the projects at the baseball complex. Um, I move to table that motion after finding out tonight from our director of business that we need to add some language to a facilities plan that uh has to be implemented in a facilities plan before we can act on that. So, I move to table

114that motion. >> I have a motion to table. Do I have a second for the table? >> Yeah, second. >> We have a second. any discussion to the issue. >> What are we going to include in that plan? >> For example, a projection of our projected donations, >> correct? >> That are going to come back. >> We can we can Well, first of all, you let's act on the motion and then we can discuss what that that would look like. >> Or do you want to do that now? >> We need Well, the discussion should be on the motion. and it's only tableabling is isn't really you can't get into you have to act on the motion for table >> right so uh okay you're right there should be no discussion on a table but

115it would be nice to discuss the issue a little bit >> so maybe resend the tableing motion so you can discuss the item that's on the agenda and then you can read >> let's do that we um who did the second I think you can you resend the table I guess I want to resend it >> so that you can talk about it >> I thought I did So we can discuss >> but in order to do that cuz technically speaking there's >> only on the table you just vote to table. >> So what we have to do is you have to get rid of the table. We can talk about it and then we can vote to table. >> Correct. >> Okay. >> It's weird. >> You got to do Robert's throws order or

116somebody will write a letter. >> So do I need to make a motion to resend? >> No. [laughter] Whoever made the who made the second resending and just >> Yeah. I'm in favor. So discussion of this >> I haven't rescended it yet. >> Okay. Let's I I'll resend the motion so we can discuss this. >> Okay. Okay. >> Okay. So with this and and by the purpose of rescending it is because we have the board has to put language into our our fund 46 language because that's a five-year plan and a 10-year plan to use money out of that fund 46 and the board has not done that yet. So that's what we need to do. That's the reason to table this so that the board can go ahead and and have the the business

117manager put that in. So with that being said, I think there's there's a been a lot of consternation. There's and there's a lot of questions about what that money out of fund 46 would be. Um, so I'm going to ask Nate to talk about that first and then I there's two guests here that can talk about the fundraising and what's going on and what is happening with the fundraising um for the utilization of that money. So let's go to May 1st. >> Okay. Okay. Okay. Um, so the the the item that that I need some time uh to take a look at is that there's alignment between the long-term capital improvement plan and this project specifically. Okay. So fund 46 rewind a long long time ago to 2013. Part of being able to start that

118out with the state is to have a long-term improve uh a long-term capital improvement plan. Um this is not a static document. doesn't mean like you're you're locked into all the projects that they said that that we that were decided on a dozen years ago. Okay, this is something that that can change over time, but we but I need some time to um to ensure that there's alignment between those two pieces. Um and I need some time to to talk to, you know, like my my WBO mentor and Mr. Micheller will be in tomorrow. um just to talk them through their experiences using fund 46 and meeting the state statutes that go along with that. So um that's part of what you know what I'm going to be pencils down knows in the book working

119on um to to ensure those things. Um, and then if there are other parts that the board wants to be included for this project, um, you know, we certainly can add those things to it. And just as a side note, uh, thank Mary L de Blottic because, uh, her experience also brought this up to take it to Nate and discuss it and make sure that when you have funds, you have to use them the way the state tells you to use them. So, we're just making sure everything's good. All right. Now, >> yeah, >> Carrie, >> yeah, I have a question as to why we're even doing this. I thought we had an an agreement um you know, this came up kind of at a bad time, I think, uh when we were trying to

120do a referendum on on taking care of the buildings and that sort of stuff. And and yet we we entered into an agreement. And the agreement was is that the the group that had initiated this project, which wasn't the school system, was going to raise the funds, but they wanted they wanted some guarantees or some, you know, some kind of solid tangible backing from from from this the school system. And that then turned into a action by the board to put $900,000 into this project. And that was that. We didn't say, "Oh, gee." And when you you know, when when when you when when you thought of something else to do or you want something more elaborate or something like that, we're we're kind of a tap. We're not a tap. We did the $9,000

121$900,000 and that was the deal. So why are we revisiting this? I mean, there may be legitimate reasons, but boy, they're certainly a mystery to me. I mean, nobody's ever talked to us as a group or I haven't received any information as an individual saying, "Oh, gee, we're, you know, we've got we've we've got a shortfall here." Uh, and this is the reason why. [clears throat] I mean, that was never on the table. It was never on the table. >> Let's see if we can get some of that information from the guests that are here. >> Well, sure. But but again, this really the board the board said we would give the 900,000. You're absolutely correct. But the board through the facilities committee also said they support going through the full project. This money is

122to pay bills. The project is underway. This money is a loan to pay our contractors for getting the work done. It it isn't it isn't anything new. It's just that contractors need to be paid and and and the builders need to be paid and because the project is is getting in its final stages and as a project gets in its final stages they want their money and I get that they they need their money and so this out of fund 46 would be a loan to pay them off with the group paying back the money that was loan to them. It's not new. This this district has done that for many many things. Uh the [clears throat] football field, for example, the district loaned an extra $400,000 to complete that project. The auditorium was not

123in in the Kruga days was not a done deal with part of the referendum monies. The auditorium needed extra money to be completed. The board kicked in that money. So, this isn't anything new. The board was willing to kick in for the U JFK, which again, in my estimation is one of the finest facilities in the state as our football field is one of the finest facilities in the state. The board was willing to kick into JFK, but the the people that worked on the JFK said, "Ah, we'll sell seats." So, they didn't need it. But it isn't the first time that the board has gone above and beyond what we've offered to support the finality of a project. When the football field was developed, the board said, because I was on the board, the

124board said, "We'll do the lighting, we'll pay for the bleachers, we'll pay for the sound system, and part of the causeway." That was that was what the board's initial um stance was. The group did a tremendous amount of job, a tremendous job of fundraising. They collected other things, but they were short the end of the project when it was all done. The board kicked in an additional almost $400,000 to complete that project. The money came back to the foundation after the fundraising. So, this isn't this isn't, oh my gosh, we've over spent. It's now that we have bathrooms and we have a concession stand and Venton has got the the cement contract done. Um, I think they probably want to be paid. So, the monies coming in are still coming in, but not right now

125when the bills have to be paid. So, Bruce and and Mr. Heather, come on up and let's hear about the fundraising. Hey, >> thank you. [clears throat] Um, there's some new people on the board since we kind of started this project, so just introductions here. I'm Bruce Demer. I'm a PE teacher over at Wilson. I've been there for 29 years. I'm the head baseball coach at Lincoln. I've been there for 29 years. Um, to my right is Tom Adler. Also coached baseball for 29 years in this district. Um, thank you for the opportunity to kind of explain where we're at, how we got here, and what's what's next. Um, first of all, before we get into the financials, I just wanted you to know that we had a list of goals that this facility would

126take care of. And because of the generosity of combination of the board and the people involved in this project, we are going to meet every single goal and is going to benefit thousands of kids for 50 years. To me, that's the most important piece. Um, getting to the financial part of this, the district gifted us, I don't know if that's the right word, but got us going, got us on our feet with a $900,000 gift. Ships baseball um raised 1,292,650. Let me repeat that number. 1,292,650. I'm pretty sure that's a record in the MPSD. Um, we do still have funds coming in. We have lots of things [clears throat] that we um believe are going to bring funds in in the future. The first one is our continued donor board. Um, we still have room

127on our fence. We still have the concession naming rights available. Uh we have been uh told and um offered the opportunity to host sectionals. Um I've been uh reached out to by Prep Baseball Report, which is a national recruiting system for young athletes looking to play college ball. We are actively trying to get those funds um to make good on our part. We are doing our very best with basically a fiveman crew. Um, but this money that we've generated is from the ship's family. Mike Schwarz has been an amazingly amazingly [clears throat] financially cautious person up into our concession SL standb project that's going on right now. Um, we we I don't have a lot of experience in this, but I do know Mike has been very um diligent and and having conversations with us

128about what's a need and what's a want. And everything that every decision that we've made out at that place has been based on how is it going to service hundreds and hundreds and hundreds of kids that we have in our program and we currently have no place for them to trade. This facility isn't just for Lincoln High School baseball players. It's for 5-year-olds and six-year-olds and seveny olds and 8-year-olds and nine year olds. And it's for the soccer team when they need it. And it's for the band when they need a place to to get their steps down. Um, I thank you. I thank you from the bottom of my heart. You did the right thing. You did this project right. Are we there yet? No, we're not. Um, the only thing that remains is

129the construction of of the uh bathroom/conession stand that's going on right now. We're almost there. And I think we'll all be proud at the end of the day when we say we did that, right? I think the last thing we would want to do is have this great place and, you know, not provide a place for someone to go to the bathroom. Um, I've watched grandmas over the last 28 years crawl into a portaotty in 30°ree weather and I think we can do better than that. Um, and I applaud this board. I applaud everybody involved in this project and we did it right. We did it right and and hundreds and hundreds of kids for many many [snorts] many years to come are going to benefit from this amazing project. um questions for us. >>

130One additional comment. One of the things that we did um in the committee before talking with with Mike, we did pull there was $220,000 new lighting. The lighting is pulled from the project because we don't need new lighting. The lights that are there are are purposeful. They work. There's a few lights that are out, but they can be replaced according to Mike with no no big budget hassle. But that project was pulled from this. And people say, "Well, aren't you Aren't we looking at isn't the committee looking at making this downsizing? Aren't we doing the right things? Aren't they doing the right things in order to make it work? And the answer to that is, of course, of course they are. They're not going after everything perfect. The the lighting is would have been nice

131to have, but it's also $220,000 [clears throat] that was taken off the plate. So, those kind of concessions have been made. >> So, what are the bills right now that we need? >> Pardon me. What? What? How big are the bills right now that we have to put up another half a million dollars? >> The motion was made up 2500,000 to not exceed, but it was about 470 to pay the bills for the concession and the bathrooms from the contractors. So, we're already on the hook there. >> Pardon me. >> So, the project is on the hook for that right now. Well, the contractors haven't paid. >> Yeah. Okay. >> What we have to remember, it's really important for the board to remember, the district to remember is we did not own a facility. The

132city of Manitaw owned the baseball field. >> Correct. >> Okay. What the city of Manitalk did is allowed us to use it. There was no sewers into the pro property. >> Yeah. So there were portaotties there. Um because there was no city baseball team that used it and made money. It wasn't always in great shape. Okay. They weren't spending a whole lot of tax money to to put bathrooms in to make it nicer because there wasn't, you know, a minor league team there or a semi-pro team. So they offered to give us that project. Up until that point for baseball and with football, the district never had to spend tax money for a facility. It was from the city of Manitwalk because way back the city funded those kind of things in education. They ran

133our budget way back in the 70s. So Rubckfield got worn out and had to be updated. And when the district put money in there, luckily a group of people raised half a million dollars to get that project started or that would have been half a million dollars on the taxpayers. So it would have been an additional that project ended up the district had to I believe from the minutes from the meeting um put in about half a million dollars into that project. They decided to go with turf because people were going, "Well, that's too much money." But turf lasts pretty long. Just got a great report that the field there is in good shape and that'll last another eight years. I think >> eight or 10ish, I think you said. >> Okay. So when you

134have turf, then you don't have to fertilize and water and have somebody cutting it and do a lot of maintenance on it. So you're it costs more to start, but in the long run, you save money. It's no different with a baseball field. It would have been cheaper to put grass in, I'm sure, but then that's something you take care of every year and have maintenance people cutting grass and and fixing fields and filling holes. Um, I remember watching the coaching staff trimming grass because nobody else did it at the baseball field. So, yes, it's another half a million if it doesn't get paid back, if it isn't funded. However, what would it have cost us if we had to do the whole project? We would have been taxing for over a million dollars just

135to make a field that had bathrooms, had bleachers, you know. So, you can say yes, it's half a million. It's a lot of money, but we would have spent more if we had to do it alone. A group came forward and said, "We'll help you out." Now, is there something maybe we have to look at our policies to say when groups come forward with these kind of projects that we are going to check at have different checkpoints during that that process to see if everything's on online? Yeah, that's might be a good idea, but we never did that before. Wasn't done for football. It wasn't done for JFK when they rebuilt that place. And as far as having a good facility, those of you that have been in this community a long time, you know

136that people that live here have done good things in the school for kids. Number one, they built a high school. They put a tower on it because they wanted the tower of knowledge. Cost them a lot more money to do that than to make it flat. They built JFK Fieldhouse. City of Manitwalk did. We were the only fieldhouse north of Milwaukee till Oshkosh built one. And then every school had an indoor track. But the people in Manatwalk who were pretty much blue collar hardworking people built a fieldhouse for the kids. We were one of the first turf football fields in the area because a group came in and and raised half a million bucks to make that possible. The group came forward, raised 1.2, two, I think you said before, and get this project started.

137We don't have the best facilities, but we usually have pretty darn good facilities. WIAA, we're going to start playing state baseball games, regional sectionals here in Manatwalk because the field will be good. They use Rubec for football playoff games now. JFK Fieldhouse is what 60 years old and the WIAA now uses that for sectionals because we did it right in the beginning. So this is not a new problem. It happened during the football thing. But we have to look at this and say, okay, there's still money coming in. Is it going to be 500,000 they're going to owe us or is it going to be money that they're going to pay back with that additional stuff coming in? It may not even be 500. >> That's what I mean. That it could be less. They

138might pay everything off. >> We don't know. But did we throw out >> We throw out 1.2 million because they didn't reach that goal that we maybe would have had to spend. I don't know. But we have to look at this in a lot of different ways. And hopefully more of that funding comes in. But we also have to think what do you want there a half finishedish project? Do you want portaotties back? >> You know are those things that you need or want? >> I don't know. >> Mary >> I think the question coming from our taxpayers and the phone calls and emails that I took why are we breaking down before we have the money to pay for the project. So I'm hearing tonight there's a history. that's the way we've always done

139it. I'm hearing a commitment from you to say, "Boy, we better look at this. If this is the way we've always done it, it's time to say, hm, it's gotten us into trouble again a little bit." [clears throat] >> I do appreciate your efforts. I do I'm excited that our students might be able to play on that kind of a field. Um, but I have that same question that I've been asked. >> Why did we break ground before we had the money to pay for it? >> Correct. And we all know that in our own homes and projects we do for our houses. You don't go paying for something or you don't get your thing until you have the funds for it. Right. And I I I just I don't know how to answer that

140question other than because we've always done it that way. And that's a scary answer. That's a very scary answer to me. Um, and I think that's why in our open forum tonight, someone was um very excited about and passionate about wanting some answers. >> So, I I I'm I'm hopeful we get that money and we can figure this out and Nate can take a look at 146 and see if that is a possibility. Um, but I appreciate Keith the willing to pump the brakes here a little bit and say let's table it and make sure we do this right. >> I I think that I think the important thing in here and correct me if I'm wrong is fun 146 monies are earmarked for special projects like we're talking and also that it is nonrevenue

141money. It is not coming out of anything that the district has has referendum money. It's not any money that has come out of a referendum. So, we're not using referendum dollars that people have have voted for for projects for facilities. >> This also, excuse me, >> um and it's it it is uh fund dollars are earmarked for projects like this. They're not referendum dollars. and no project in this city. It will be uh stopped because we use fund 146 to help pay the bills until all these these pledges are brought back in to pay off the field. >> So, correct me if I'm wrong. No, I just to clarify I'll let Biff do you want the the board me do you want the board members to speak first or >> they can or if you

142were going to answer a question. >> Oh yeah I yeah fund 46 is is is funded through fund 10. So you take the money from fund 10 at like the end of the year or you budget it and then you take that and you put it away in fund 46 and it sits there. Right. So it's so that's h that's how there's $3 million in fund 46 because money out of fund 10 over the years got put away into that specific um account. >> But when when fund 46 was created in 2013, I remember I believe it was Governor Walker said use your tools. So he created this ability for us to have a fund 46 and you can actually take that money and invest. So you're not just getting your basic savings account. >>

143No, >> you're you're you're in you're earning a lot of money in fund 46. But the only way you can do that is if you have a five and 10 year >> capital project plan about how you're going to spend that money. So you're not just stashing it away and saying, "Oh, today I need it for this, right? >> Oh, we got this. Oh, we'd like to do this. There's very specific rules on 146 and and that's why I think Nathan is going to sharpen his pencil as he said and make sure that we are legitimately um spending this money. Not to say the baseball project isn't legitimate, but there are some very specific guidelines from DPI and state statute on how you spend 46. >> That's why I motion to table this until we

144get those answers. Yep. Other comments from the board and >> it was hard as a member of the community at the time >> to were struggling with millions multi-millions tens of millions maybe a hundred million of facility needs I mean needs for our schools and to me when I sat there and watched that $900,000 get approved. That to me wasn't a need. And I appreciate all the work. I do. I know we've raised almost twice as much as the taxpayers have now committed to this 900,000 because it did come from taxpayer dollars. Ultimately, that is where it came from. And to me, this has just been very challenging to deal with to now come back and now, hey, we didn't we didn't quite plan this, right? So, back to to Car's and your point, this

145cannot be the trap. This cannot be how we do business going forward. >> I agree completely. >> Well, I thought we had a deal, but apparently not, I guess. So, so I'm I'm not going to I'm not going to trust any of this stuff ever again. Now, [clears throat] I'm on the board. Just like, oh, gee, we have a gentleman's deal here. we'll we'll pony up nine, you know, nearly a million dollars and we'll take care of the rest of it. Well, apparently the deal has been reneged on. >> That's that's not true, Carrie. There's still there's still monies out there. There's thousands and thousands of dollars out there that haven't been recouped yet. So, your statement is not correct. >> Well, okay. >> You're you're you're talk you're talking that we're not going to

146get any more money in. That that's not the case. >> It may not even be close to that. later when I >> But and some of those donations are over years, >> right? >> You know, during the Rubec project. >> Yeah. >> We made a donation, but I didn't do it all in one year. It was over a fiveyear. >> I did the same thing. I donated to pay back, but so it was paid, but I donated money to the Rube Field to be paid to back to the foundation over a period of time. Well, these people, the project's almost completed. that money is still going to be coming in. Um that donated money we may not be it may not be liquid now or I mean right here solid but it could be coming

147in in the next two years as people donate thousands of dollars for this project. Not everybody just handed out $65,000 and said, "Okay, here's my $65,000 check. I'm going to give you $65,000 over a 5year period." That's the way it happens. Okay. >> But the bills still have to be paid. That's what >> Okay. I'm I'm I'm You know, I if this comes up and we don't have a contract on [clears throat] that loan, we don't have a definite contract on that loan. Boy, I I I can't vote for this. I mean, I can't say like, well, gee, we we we we we I, you know, maybe I feel like I got suckered on the 900,000 because I had reservations about that. I mean, the very thing that Anne said was was top on my

148mind and we were already we already were into an administration that had spent money recklessly. We had a $68 million referendum, you know, that just got, [snorts] you know, put into things like success for all, etc., etc. I just thought, "Holy man, we we went to the we went to the people. We went to the voters and we said, well, the superintendent then said, well, we really really need this money." and and in addition to that, we're having the study done to look at the buildings and the and the condition they're in. And that could amount to hund00 million. I thought, "Holy man, you know, we're going to get run out of town on this." [clears throat] And I felt really, you know, kind of irresponsible to be like being in that that situation. But

149then we [clears throat] had a deal. We did $900,000 and I took that, you know, I I thought, you know, wow, these guys are really going to raise this money. I've been on projects that have I've been a fundraiser for and when we didn't raise the money, we really had to like personally personally, you know, go in for the loan from a bank. We didn't have anybody to say, "Oh, gee, well, you know, could you could you just give us another half a millennium?" I, you know, people don't raise funds and do projects like that that there's not always a sugar daddy there with a 40, you know, a fun 46 to like bail people out. So, I I'm I'm I'm upset about the feelings that I'm having that I went ahead in good faith

150And now it's come back to bite me. So I I feel bad that I I I wasn't, you know, I didn't take action that was that was fair to the taxpayers. And I don't like I don't like personally being caught in a situation where I I I feel like I was somewhat deceived. So, >> I I can understand that. I understand those feelings. I just in my head I'm going then what? >> There was no plan at all in this district to create a baseball field and the city was just trying to give us that property and there was no plan at all. A group of people step forward and say we can do we we can do this. So, we're at a point. We have to do something, >> right? So, we had we

151had to do something. >> I think we find out as Mary said. And again, the my reasoning for the motion is to let Nate do his work with DPI to see how the language feeds out. And if we need to develop a strategy uh for future, then I guess we have to do it. But we have to see how fund 46 plays out. um what the guidelines are, what the stipulations are to loan the money and see if that's what fund 146 is earned for, which it is. Yeah. Do >> we have access to how much money is still coming in? How much has been promised that it's not in pocket? You have all of that information in that paperwork. [clears throat] >> What are you asking me? >> So, someone donated a million dollars,

152but they're going to pay it $100,000 for 10 years. So, we've got $100,000 in pocket, 900,000 is coming in. >> Do we have exactly of that 1.2650, how many dollars have already come in? How many are still sitting out there? How much beyond that, you're looking at like the 400,000. So, if that's already pledged, we can't count that. What are what is the remaining pledge? >> What's remaining though? >> What are liquidity? What do we really need? >> Yeah. And do we have a plan [clears throat] to >> get that? >> Yes. Do we have >> Yeah. >> Do we have name the naming rights like you mentioned the other possibilities? >> Can we turn those into fruition? Have a plan saying, "Hey, we are not going to be on the hook for $500,000. It's

153going to be X or Y or hopefully nothing." It seems like there's a lot of problem solving that could take place in the next few weeks or months. Can I call the question to order? >> Sure. [clears throat] >> So, if you're still looking at table, then make a motion to table. Is there a second to table? >> Second by Ant. >> All those in favor say I. >> I. Post say [clears throat] nay. >> Any table. We'll wait for the information. So um the question for you Bruce and your committee is to if there's a possibility of what it's out there and what is out there and and yet to commit. Follow me. >> Yeah. Like so do I have any commitments that I'm not telling you about? >> Yeah. No. Yeah. You know

154you and I don't want you I don't want you to state names. That's not important. But if if you've got a monies that are coming in that you haven't planned on that's still out there. >> Yeah. For example, the big piece is our fence fence sponsorships. >> The naming right for the concession. >> And how much how much are you looking at to achieve with the the the fence stuff and the naming concessions and all that? If you could get us that information, that'd be great. >> Any other questions? Thank you. And also fundraising is not done. I mean as of June of 2026 fundraising is not going to be done or 2027 when baseball season starts. I was part of the Citizens Park project. >> Citizens Park project >> which is 9 years old

155and they still get donors nine years later. >> Correct. They see the donor board and they say, "I want to contribute." It's nine years later. >> Yeah. >> Thank you. >> Thanks you guys. >> All right. Um >> I already said I don't need to say any remarks. I already talked about that. Uh future meeting dates, >> uh committee meetings, uh December 2nd, >> our normal slate 2 >> and regular on the 9th and then of course special on November 25th. >> How many of us are taking part in Jefferson tomorrow reading? >> I don't. >> Okay. So the next meeting is November 25th. >> November 25th 6:00. We're going to hear something. >> Yeah. The the recommendation recommendations for the >> go. Yeah. >> That'll be the exclusive that'll be the only topic. >>

156Yeah. Okay. Yeah. >> All right. Uh board will now vote to go into close session. Uh, hang on. >> We're going in close session for the employment promotion compensation or performance evaluation act for a public employee over the governmental body that the governmental body has jurisdiction on. It's pursuant to section 19851C of the Wisconsin statutes and is for the superintendent evaluation. So, we can get uh a vote to go into close session. Do I have a motion? So Mr. Roman second >> second by Mary. All those in favor take the role. >> We can give a break. >> David Bowman. >> Yeah. >> I take a break. >> Hansen. >> Yes. >> And hi >> Mary Ly Bonnet. >> Hi. >> Keith Shaw. >> Hi. >> Harry Tr. >> Hi. >> We will take a

157short five minute break. How many come back in clearance?