Special Board of Education Meeting 11/28/2023

001[Music] e [Music] he [Music] right [Music] w [Music] we're going to go ahead and call our B to order it's 6:00 it's the man Board of school man Public School District board Education meeting November 28th and we will start with a pledge of allegiance i al to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liy and justice for all Christopher AEL here Hanson here Matthew fips here Stacy seldner here Matthew Spalding har TR Tony Blasta here thank you and we have um two items that are in our consent agenda um are there any any items that anyone would like to have removed what does that mean Stacy um we're going to talk about them correct if you wanted to okay I'd

002like to have the Personnel moved off yep just I just have some questions okay sure concerns okay and then um so Mo the Personnel report is the first item under the report of the superintendent and then um the only thing on the consent agenda that would be the November 14th regular Board of Education minutes so I would look for a motion and a second to approve second first by Matthew F okay um all those in favor say I I any opposed okay motion carries and then um the first item them will be the Personnel report carrye yeah I I just want to ask Mike I mean honestly I I I know I'm a bit of a broken record and I I I really want to tell you I appreciated you sending me answers to the

003the questions I asked last week email uh dealing with why we lost two Math teachers at Wilson um but one of the things that you know is is really been been a drum I've beat for a long time now is the attrition the attrition that we're suffering from in the N Public School System we've lost 208 teachers in the last year and a half and in the in in last spring we lost every administrator in the system except for three so we obviously have some problem with you know and don't tell me like they just took another job because you know it was you know they didn't have to drive as far I mean people just don't uproot themselves and move and but you know we have a we have a principle I mean we

004have had a hard time filling some of these positions but we have the we have the principle of Monro who just quit just quit in the middle of the year I I just I I want to get an understanding as to why that's the case why are we losing so many administrators why did why did this person leave kind of abrupt in the middle of the year uh maybe there are Personnel issues that you can't talk about in public but I think the Board needs to know needs to know what the hell is happening here I mean it's it's kind of a it's kind of a real pattern and and to deny the pattern is just to not is not to really do the job so do you can you address that at least as

005far as you can so if you're asking me specifically um for each individual I'd have to go back and look over the situation Carrie but if you're asking me about the Monroe situation most recently um I would just have to say from my perspective and from talking with Alexandra um it it it just didn't turn out to be the fit that she thought it was going to be and um okay she had some opportunity to go back to shabuya and um she sees she wanted to seize the opportunity well currently right now the the one administrator with the greatest the greatest amount of seniority is the principal of Lincoln High School who's only only been the Principal for for a little while but you know had been had been an administrator in this system before

006so I I I mean isn't this isn't this a problem that we should should look at examine you know talk about um think about I think is a important to um you know Mike is actively working on it um so are there certain updates that you're feeling like you want a list of things that they're doing like reaching out to colleges or to um and you know we've looked at our uh the way we're paying people we've looked at that structure we're treating people maybe I mean maybe treating people well and we uh you know we have a survey that we've done that Mike's going to look through and do that so it's not all together flattering either so you know I I just we just can't we can't be a revolving door and do

007the stuff that we need to do if you look at the climate right now with jobs and everything especially with the principal at Monroe she was a a hire from Shuan uh newly here and and they're probably struggling like we were and they offered her something to come back and now she's following that I mean well that's that's supposition I right I me that's just things know you know what we know what we know is it's we're all having a you know fight to get them here every school district and then we do musical chairs on putting Bill berie back in Monroe and getting Keith sh go to go to go to Washington I mean they're all good people you know they really are but you know we're really we're really kind of patching it

008up a lot like you and let me let me respond to that just a little bit here and you might not like this answer at all but I have it doesn't matter what I like we're not the only School District that's patching things together right I mean it's happening all over the state and we're you know given the circumstan of the market out there given the competition uh for for all employees out there we are more than fortunate to have the retired administrators we have doing the job that we have them doing right now we're we're super fortunate because we we've also posted these positions I've looked at these positions every day to see if there's anybody new on there that we would be interested in and and it's just you have to understand Mike

009I'm not I'm not this isn't personal I'm not I'm not criticizing you I'm I'm I'm I'm wondering about a situation that is becoming chronic and and problematic and yeah it's happening all over it's happening all over but I bet it's not happening as much as it is in Man of Law and if you're asking me Mike can you put a finger on the why that would be like a Smoking Gun I don't have it okay I don't have such a there is no such thing okay the reasons are all over the place you know and I can think of five hires that we had and just talking to them they wanted a job in the district they were closest to like shabo and like Green Bay they didn't get the job so they took the

010job at manitok so then when somebody leaves I just think I mean I so there's no problem there's no problem you're trying to you're trying to speculate that our district is so horrible that people don't want to be here well that might be an answer that might be an answer we're not looking for an but you don't have the data to suggest that and and the other thing is again what solution are you offering because you're acting as if our our director who is here and the things that he has done to make our program successful the best that he can is not doing his job I didn't suggest that at all I think Mike bust his ass you know every day he done Miracles he's like you know done the and the loaves for

011this this system but we keep hemorrhaging people leaving and I think that that you know I do think that I do think that we have to like be responsible on this well I think it's a combination of factors I mean first is the environment right which we've all acknowledg is is challenging right and that you know this environment is it's everywhere right so it's not just unique to manat like every district is struggling to to fill vacancies you know some more than others and there's probably different reasons for that you know and I think the other big thing is I mean let's address the elephant in the room right we're in the middle of a a major culture trans information in our district not everyone's on board with it you know change is hard you

012know and some people you know it may not be for them and that's okay you know we got to keep grinding though right and I applaud Mike and the team that we have that's been fighting through this because I recognize how difficult it is and I think we should yeah I think we're lucky to have Mike and that this isn't about Mike this is about a situation and I think that you know oh it's happening everywhere it's just a cop out as far as I'm concerned well it's the truth it's happening in a lot of districts and it's not like true it's not like our district is the only District having this problem and for you tell me one give me one example that you know about in in fact well there was an article

013recently I believe in I think Green Bay had a bigger problem than we did right that's not too far with administrators it was with staff I don't know I mean with administrators we were losing administrators all over you know if do we do an exit survey for individual ual people when they leave we do this other survey we do have we ever seen these yes yes can we see reasons why they're leaving sure absolutely I mean I I think that's important it doesn't happen in every District it happens in districts going through change I agree with that Tony no but has somebody who's worked for 38 years in a school change happens a lot it's how the change happens it's because we all go through changes districts change all the time with new programs new

014curriculums new way of doing things so it happens a lot but you don't lose 200 plus people and we've lost a lot something maybe we could do to help Mike I contacted our representative and our state senator and I said could we put a two-year pause on the retirement hours that that people two or three years just to give us a break no response at all from the head of the Senate because he's too busy doing other things and even our Representative no response but he was happy to report board people can now volunteer to be school buff Strikers yeah we need a pause by the state of Wisconsin on the limiting hours that a retired person can come back and work keaw or Bill berty or Deb Knox want to come in they're all

015good people I heard good things about Washington when Deb was there it's nice to hear but you've got special ed teachers that would come back and other teachers that would come back willing to work but they can't because of the state of Wisconsin so maybe the Board needs to send a message to them one guy isn't going to change anything maybe a school board and a couple School boards would change something good idea maybe we have to do practical things like that you're you're very right Biff and and i' I've contacted some uh repres Representatives that we've had as well too I've gotten the same response as far as that goes especially from the Senate um but you're right I fully agree with everything you say well the last thing I'll say is obviously I'm

016in a real minority about being alarmed about this no we and I'm I'm I'm stunned with I'm stunned with that we're not I I mean I wouldn't I I can only speak for myself I'm not saying that I'm not alarm I just think that you keep what I hear you saying is we're not doing enough and I disagree with you I think we have I mean there was one school that we have they didn't lose one person at the whole school that's amazing you know so I do think that we have and again I think the team that we put together there are a lot of good things but I think that they're going to be people that find that they wanted something different and they weren't a good fit um you know I think

017a lot I mean I can tell you a handful of people when I first got on the board left because of how they were treated by the students and the disciplinary problem and the amona fword that were said to them and that and they they left teaching Al together okay you know so I think that there are other things and I I I just don't believe that our district doesn't want to we even added it as one of our pillars that we want to do that and I think we're trying to to do that do we always need to do better and try harder absolutely Joe I think this this is not a problem just by U educational industry this is everywhere in the country and it's frankly because the best generation the biggest generation

018is retiring every single day and if what we're doing is the next Generation coming up in education that's what we're how we're trying to see fix it right now because we have a big gap of people that don't have the same motivations as the Boomers did so that's that's how I equate it we we're in a crisis across the country that our Workforce has depleted so I understand generalization reflects reflects of you know an accuracy a truth etc etc I want to I want to know why they're quitting in manner yeah you know I just wanted identify um you know one of the things I think you're suggesting you know potentially as what are we doing differently here that might have caused people to leave I only know that we shifted the focus to students

019we were in a crisis and it required some some immediate action to try to turn that around which we did we spent a whole year on this we did restructuring that created change uh and whether or not that's no B I don't know what I do want to say though is I think we have to be careful we don't send the wrong message to the people who are committed to this we had a a conversation at the last board meeting preceding a presentation that I thought was very invigorating relative to seeing all this possibility with what we can do now with a new curriculum um and and a significant amount of leadership there and I think we have to be careful we don't send the wrong message to the people are committed to this district

020and to our students to elevate this and bring this back to a would what what wrong message you are you afraid of sending the wrong message is you know suggesting that we lost the talent and we don't have the talent now I think we've got very capable people working uh and committed seeing a whole lot of promise with our school district and so there's a lot of optimism and then I think that this smacks you know that in the face in terms of people who are committed uh and are working harder and seeing results already at that report out I I think we're sending Nicks messages you don't see a pattern here then right I I I I see most definitely and then I'm not drawing any conclusions I what I do know is the

021people are here in their commitment and what's happening because of that commitment and it's a change in terms of that we haven't seen in a long time and that's why we took this on yeah thank you um I K I have to believe that majority of the board is very concerned about this uh anybody who's been in education for a while knows that losing teacher in the middle of the school year almost almost never happen in fact their contracts reflect the importance of their positions because there's a penalty if they don't complete out their contract um I don't know if we do a similar thing with administrators I I I really don't know if we do that but certainly that penalty is a message to people that when you sign this we need you here

022for the whole year because we're planning on you being there and and I would just say to anybody who's looking at leaving or anybody who has recently left who is paying attention to this board contact us our emails are perfectly public send them to us let us know what your frustrations are so that maybe we have a way to address that because I don't think there's a member of this board who wouldn't want to add address issues that we can address that come up repeatedly so I really think it's a conversation and and we can't have that conversation with people once they're gone because they're gone so even if you're thinking about it let us know because we don't want to see people leaving in the middle of the year right you know if you're

023not happy here we understand that but you I think that if they communicate then we have a chance to work on some stuff thank you okay so real quick yeah I just wanted to add on to it you know I appreciate what what Jim was saying and really what everyone's saying because this is an issue and I think we all want to improve this but in the grand scheme of things as I touched on earlier change is is really hard and when you look at the change that we're doing this is important work in our community and we're seeing some really positive results early on and we should really be praising all the people that are committed to this this change that's going to impact all of our kids and everyone that lives in this

024community so thank you for everyone that's fighting the good fight out there keep it up we appreciate you guys okay so I'll look for a motion um and a second to approve the Personnel report Chris and I'll second and second by Carrie okay all right all those in favor say I I any opposed okay motion please all right we're going to uh move down to the student academic achievement data and Jamie we have a team report for you today we're going to do is we're going to look at some different points of data we'll start with fastbridge which is Baseline data for us um we'll then move to the report card and we'll talk about how those scores are uh put together we'll look at some SFA update data and then we'll be looking at

025the Special Education data that's coming from the state um forward test okay so this is a team report and if I say something wrong they're going to jump in to correct me which I'm going to appreciate very much so we're starting with fast Bridge that's you mighty y um so fast bridge is our new assessment we started this year we are having our students take it in actually grades 4K through 12 um and they are taking it four times so so far we only have one assessment point to talk about um and one of the things that as we were learning about fast is it is really the first one is the first one um the kids haven't taken it before um and when it really becomes meaningful to us is when we have those

026points across time so by the time that we get to the third test then I think we'll really be able to look for some Trends in things um just this there's some interesting um language for how they've categorized so if you look at this um and you you would think about it like college pathway would have in the past or if you were comparing that it would be Advanced um low the low risk category that would be considered proficient um and then some risk would be maybe basic and then high risk is below basic if you were comparing it to the forward exam that's the um the categories they would have um the black line across the middle shows you where kit is basically the line of proficiency so anyone below the line is not

027proficient and above the line so um our K1 early reading scores show us that 60% of the students are at low risk and we don't have anyone in the college pathway or that advanced category in this area or for this age group um going down to grades 2 through 12 for reading um that changes to be 60% of the students that are below below the expectation or below proficient but here now we have this college pathway popping up um one of the things that when we had our quarterly meetings with principales and our SFA teams one of the points of excitement that I think was a surprise for us that was brought up by a couple of the schools was that for the first time it feels like we really have a plan for our

028Advanced students and to be able to grow those Advanced students with SFA um as students are able to be put into a group with other kids instead of in some ways kind of being held back to that great level expectation so we hope to see our Advanced category like even grow some more um because of our SFA um looking at math we have um 65% of our K1 students that are again we have that low risk category showing up but not that advanced or college pathway showing up for math for K1 and then for um 212 54% of our students are below proficient um in the testing at this time say oh sorry Well everybody's kind of looking at their computers to um so that is our fast Bridge um data it's going to be

029exciting to see even just when we get that second that second assessment to be able to see the changes that we might see times a year heidy are they doing that what what like when um I actually pulled that up in case somebody asked me that um they're going to take it again in January uh like the second week in January and then March and then May so one of the important things to note with fast Bridges this is a nationally normed assessment which means the comparison is to age groups within the nation it's important to have that point of data and it is just that a point of data Chris yeah I I just want to know this this line which obviously represents a cut score is that cut score based upon when they

030took it like they took it at the end of the first quarter so is that a first quarter grade level cut this isn't a comparison to end ofe expectations it's the expectations right now yeah thank you yeah to that point there's Windows of time that we administer it so that it is yeah mostly it looks like he's primarily trying to hit at the end of each quarter which makes perfect sense thank you we wanted to be able to correlate and look at this and compare it to our SFA data too so which on this time any other questions on bass Bridge what are your you know I'm just trying to make sense of this so do we didn't have this last year is that right we did not so this is really just Baseline data

031that we're starting with correct correct okay correct so we this will probably mean a lot more the next time we take this okay from and I would I always try to look at three data points not just two yeah in order to start seeing the pattern um what we did have last year was a star assessment and that was being given at Washington but it was not being given across the district yeah um so this is something that's being given across the district for us do we have a goal on what we want we are trying to strive for with fast Bridge like what we want to get to are buildings have set goals for improvement that are based off of multiple data points whether they're looking at for or whether they're looking at fast

032Bridge okay I would say in general people would be obviously we want everyone to be successful we're trying to set realistic goals and so um 15% is the Improvement that we're looking for over the course of the year with SFA so I feel it could be reasonable to say if we gained 15% of our students you know to gained in moved into that proficient category that would have such a big impact on our forward scores and everything so girl % so the next time we'll have data to see how we're doing here is going to be April is that right January okay so January and then again in April right okay was there anything surprising to you guys in this Baseline data or was this about what we thought it would be you know one

033thing though that I would point out that our principales also shared was that at the very very beginning like the K the K2 we don't see the exceptional Learners there and that may be a function of the test you know because I can't believe out of the entire population there aren't students who Excel so I think that will be just something for us to watch um and then I another point to that that I've been thinking about is the the 4K Kindergarten first and some of second but mostly just K and one is given side by side so this the the 2 through 12 is all on the computer um well the second graders get a word test that the teachers do so it is there is that is a significant difference a side by-side

034assessment versus the computer so I wonder if we'll see that change when they they've given it a second time because the first time you're giving an assessment there's a whole protocol to follow and so I think that could be that could be a part of this again a data point um now we're going to move on to the report card which is based off of the forward score this is the state assessment so again it is a point in time typically when you're looking at a state assessment it really is a measure of your curriculum so you watch trend lines to see um are we trending along with the state are we exceeding the state are we below the state that's the that's the real purpose I think of a state assessment and it's also

035um something that you use at a building level to see if curriculum is being implemented If part of your District looks really good and another building or two doesn't that's when you can just start asking questions but know that your assessments and your data doesn't give you an answer it just provides a springboard for more questions right so this is a year that we came up with meets few expectations know that when we look at the forward score and the report card the report card is an average of scores over three years time okay so some of the scores that you're looking at that came in with the meets VI expectations um is actually from three years ago the average also I want to go down is based on poverty rate achievement growth poverty go

036hand inand um Target group outcomes and on track to graduation so this isn't just about a data point it comes or a testing score so let's take an example Heidi's at Riverview Lee might be at um a school with higher P poverty let's say um maybe a Franklin they can score the exact same thing Lee gets a better report card because his um um his weight is different when it comes to um those factors okay and I'll show you what that means in a minute I hope I'm being clear if I'm not can you guys help me clarify that a little okay so the district summary our overall score for the district was 57 that uh 58 is meets expectations so we got a 57 this year we will P down um you can see

037achievement the average was 47.9 the growth was a higher percent which was 60.3 our Target group outcomes 43.6 and our on track to graduation was 71 so that definitely pulled us up when you look at the weights I don't know how to do this pointer right there okay right up at the top right in here it's not here here are the percentages up in that pie chart that you can see things are waited for the district so achievement is given 16.3% where our growth is coming in at 33.7 so do you see the difference in weight okay just as a point when Jamie was making reference to our report card this year it's report card of last year just so that we don't lose track to that right the test was actually taken last year

038in April I believe I have a quick question that you know I'm just kind of wondering but why would achievement be the lowest one of these measures because your poverty rate is higher so what they do is they look at the growth and what they try to do is not penalize school districts that may have a higher poverty rate with a lower achievement so they try to balance it out so over time what you would see is your high poverty schools would increase because it's a it's a a springt spring assessment so over time if I'm getting more growth then I'm going to see more proficiency is that formula the same for every school or is that just for schools with higher poverty uh it the formula is based on the individual school and the

039poverty rate so each of the schools ADV manage what looks different the percentages so the more poverty you have the more it's on your growth um and so a less poverty School the achievement um kicks in higher I'm not sure I like that message to be honest with you I don't I mean it just seems to me like we're saying hey if you come from a background that's may disadvantaged like we're just going to lower the bar for you or we're not going to you know and I'm saying that as someone who came from that background so you know just to clarify that so I'm it just seems to me a little bit uh I get it's a state assessment I agree with you to a point what I would say as a building leader

040of a school that is a high poverty school is I need some credit on the growth as well so I can't have my school being penalized and my teachers constantly being uh penalized based on student uh proficiency if they're growing I want some acknowledgement for that growth sure put that perspective if you had a student which we do have that could be a year or two years behind three years behind grade level right if you made a great annual growth plus your ketchup growth that's substantial right right so that's why the growth factor I mean is weighted well at the poverty because you know the the Gap is so great to get them up the grade level level and beyond that U so that's why they're they're waiting up I think it's also difficult to

041know that first you're being weighted and now you're being averaged over the 3 years so it isn't a clearcut number even though I don't want to ever see us go down to meets few expectations we missed by one point and you have all these factors coming in so knowing that I'm also going to look for what is the achievement score so that I can look at trend line over time one other okay go ahead yeah I have one other quick question I don't know if you're going to cover this or not are you going to go on the individual scores at all that's what but I did send them to you yeah yeah can I talk about that yeah you know one of the things that caught my attention and I haven't really done a

042deep dive in it yet but I noticed that this was the first year that we had counted McKinley stores in our overall average and which I know we weren't doing that before and then just I look looking at the stores briefly they also had the lowest score out of any building that we had so I'm curious how that impacted our score this year I don't know how the district formula works but i' just be curious if we could see that the same way it was measured last year I just out of curiosity yeah I guess I didn't realize it was never counted before no it was the year before it wasn't so that is that is that has an impact yeah you know another school or two could have dropped could have had an impact

043you know so it's all the students are counted districtwide uh the state has qualifying criteria for it to be eligible to be counted and it wasn't eligible to be counted before either by numbers or whatever I understand and I'm just more more than anything I just want to understand how the compar how we did compared to last year knowing that they're kind of measuring it differently now right they're including and before it wasn't part of it so I think that's something that I think that's a very reasonable request yeah I have two questions one one one question it it's it's it's a a little bit off of Tony um in looking at the the the individual schools I don't see anything for Jefferson and I'd like to know you know what your thought is is

044that you know Jefferson I mean ever since I've been in town it's been like highest highest rate of free and free and reduced lunches you know largest number of immigrant kids etc etc you know I would expect it to be I would expect it to be you know fulfills to your expectations but I don't see it at all I don't see it at all in the material use Center okay you know the one that did the best of course was Madison and that's probably a much more that's probably a much more middle class neighborhood I mean I mean the stuff I've read indicates that you know poverty poverty is like just just the nail in the coffin it's just like and and you know why do kids do so well in White Fish Bay which

045which scored at a 90 90 94% you know a 94 number well everybody knows the kids in White Fish Bay you know don't go to bed hungry uh so you know there are some there are some kind of easy lines that you can connect there NE dots that you can connect there but um I don't know I mean is there that much is there that much economic distance difference among the the elementary schools that we have and some some do I mean is are the kids at at at Madison Richard by a lot than the kids at Franklin well I would say there is definite definitely correlation between poverty and achievement okay I would like to tell you there's not oh no yeah there is I mean that would not be honest cor correlation isn't

046causation exactly yeah it doesn't mean that we are not going to get students to grade level and Beyond here's what it does for we're going to have to work hard to do it and we're going to have to be very strategic in the way that we deliver our instruction but um are there any other variables in there that that would account for that I mean they have you know more homogeneity and and better teachers at at at at Madison uh I'm not going you know what what's did a few years ago know absolutely one thing that I will tell you though is when you're taking a look at these scores and the sheets that I sent you on the individual what you can see is a comparison of like demographics for each individual school so

047pay attention to that that's on the left side and it ranks that school based on light demographics okay what what what about jeers well I can I will send that to you that's just an oversight on my that was my first question my second question is is the thing that really jumps out of me on in all these all these all these columns is holy man you know in terms of GRA TR on track for graduation we scor I mean two rivers is the school the one school in the state the one school in the state that's at the very bottom of fulfills few expectations and yet Two Rivers scored much higher well not much higher they got a 77.3 and we got a 7 71.7 in terms of on track for graduation what's what

048what's that about what's what's what's going on there you'll have to help me you guys I don't know that one contract graduation is about mostly about attendance oh mostly about attendance okay okay so participation wow that's we got a kickass there don't we and it's funny that you bring that up because that was a conver Sation I had with um the high school principal yesterday it is an issue for them attendance paries and something that their something that their group is working very hard to try to resolve but it is on the top of their minds for I mean you go you you know you look at Keel and and they're 92.8 compared to us and you know talk about a lot of change in the school system but nevertheless wasn't there one Elementary School

049um that had a super High attendance rate as one of their wins right now are you talking about our recent report out yes um what we're seeing right now is a significant increase in a positive attendance um at all of our elementary schools based on um Solutions teams work and attendance teams work and to you know to Jamie's point I think it's the intentionality in focusing on those attendance systems and putting those in place because increasing attendance is an easy win for for districts on report card SC so really focusing on that um helps improve scores and kids can't learn if they're not at school so so I just wanted to highlight that and I don't believe there was one that reported out in their quarterly report that that that that was that it was

050comparably worse than what it was last year they were better and most of them hit their goals that they were looking for on attendance which which should reflect you know when it it's SCH they they count this it's chronically absent is what they use and it's a federal definition and so if you miss 10% of your school days of the school year you're labeled as chronically absentee so that's the number that you're looking at on some of this is is what what number of our kids are considered chronically absent which means they're missing 10% you talk 10% out of 175 days tells you they're missing kind of in a lot of school so that's a real that's a a point of emphasis that that we're working on at all levels but you know it's like

051you you grow kids into a culture of learning you will see better results in engagement at the middle and high levels uh I think so I think it's good to see it's a good thing to for us to see those increases at the elementary level at the start of this how do we compare I I guess I could look it up so comparatively from last year when these scores are out we're already doing better in that as they were comparing their attendance rates to quarter one of last year for quarter one of this year they were better they were better okay which to me is I don't think it's outlandish that 10% that's a I would definitely be alarmed at somebody calling and and a regular day-to-day job which is what we're trying to prepare

052them for you're talking about if you work Monday through Friday 10 days you're calling in every other week I I I would fire you that's that's just my you know what I mean we're trying to teach them to do better that have you know some issues or health health concerns that would have them out but our teams now are really taking a good look at that and trying to partner with the families to say what can we do to help you um which I think is a a a better message than here's the nasty gram we're going to send you right I have a third question does anybody know where uh the Milwaukee Public Schools came in honestly I mean that has got to be like if we're in if we're if we're in that

053in that category it's like we're of Two Rivers aren we uh two rivers is Two Rivers is really low I mean they they made a what was it a 0.3 increase this year in in in their score we'll keep so they went up but we went down we'll keep going but I'll I'll look on the website for more normalize the data looking at McKinley that might change okay okay so I'm gonna move us on oh yeah might yeah to the trend line that I was talking about before this is only achievement so I'm not using the report card um waiting system here this is only for student achievement um academic so when you look at this and when I look at it what I see is this is forward Ela data so third grade through

05410th or 11th 11th grade you can see that the trend line we follow the state to a certain point but we have haven't rebounded yet and so you're really not looking at much of a difference when you look at 2021 we had 28% proficiency and in 2223 we're at 28.2 that um that's it's just not even it could be someone didn't take the test ride or something so it's just insignificant we when you take a look at the state you're looking at the 33.7 that's increasing to 3 9% that is significant but we didn't make that same growth so one of the things that I want to applaud the district for is we looked at that last year and we made a change in curriculum and remember when I said the state is what you're

055going to be looking at the State numbers to address curriculum issues so Ela has now been addressed we should start seeing and I'm pretty confident we will we are going to see a closing of the Gap what I'd love to tell you is that we're going to surpass the state I don't know that that's going to be true in the first year but we certainly are going to be closing that Gap okay now I'm going to go to the next one which is the math um when you take a look at the forward map we have a very similar pattern here where we are mimicking the state which is what we would want to do but we would also like to close that Gap we have as a district spent some significant resources on math

056we're going to have to be pretty intentional to increase our outcomes there because the curriculum is in place the teachers have had significant professional development we'd like to start seeing some of those results even though they're going up we want to see that closing of the Gap with the state okay how do we feel about that going forward I think we need to watch it one more year and if it doesn't close then we're really going to have to analyze and we'll probably start that analyzing now with our math curriculum to see where are the gaps what is it that we're missing um and I don't know if they allow us to have a look at the actual assessment to see which questions we missed but there might be a gap in our curriculum somewhere

057that we might have to supplement with so in looking at this data uh correct me if I'm wrong but it looks like back in 2017 and for a few years Beyond both English and math were going down is that right yeah yeah and that was before Co right correct but they were also going down with the state Tony so the thing is we can't just look at our own line we have to look at what is the state doing at the same time because people will say oh that's because it was Co right and it and it is however if the state goes down at the same rate because everyone suffered that so that's what I look for is the the difference between that state line and ours what we want to do is close

058the gap and surpass the state right but there's been a bounce back by most of the rest of the state yes not you know not a tsunami or anything but there's been a b back to some degree yes yeah yeah sometimes that drop is also caused by the state assessing differ true correct correct and many times many times scores dropped and I and I think I shared that with you on an email reading scores dropped because they went to a different assessment that assessed other things that were being taught because schools the state decides to assess differently but they don't give a heads up to school districts to change curriculum and and teach what's going to be measured on that instrument so if the state if the whole state went down my assumption is they

059made some change which caused scores across Wisconsin to go down which is again why you look at both is there any element of that that we know of in in these years that I don't know this you know if the assessment was changed two years ago three years ago States also can um lower their assessments not look that bad to other states too I mean that was part of the problem a national problem in terms of wanting to look competitive with other states for attracting businesses uh and families they wanted their scores to look good so which is again then why you would use the nationally normed assessment because you want that big picture for your kids okay so the report card on the next it's on my screen not the next slide right here

060is I gave you three years of report card information and remember each year is a three-year average um and it is weighted so this tells you um 2023 is the year that is furthest to the left and then you are going over to the right I'm GNA move on KY special as you recall um one of our goals for the district is to decrease the rate or incident or percentage of students with disabilities in the district for this year um to reflect that more of the state percentage which is at 14% we are currently sitting at 18% of our students with disabilities or who receive um specially designed instruction in the mpsd um so as you have access to your individual our district state report card and your individual school state report cards you'll notice

061that um that much of the information is disaggregated by different subgroups special education being one of those and the reason for this is it allows us to look at data and it allows us to Target interventions and improve instructional practices that support those subgroups knowing that when we have a big picture of how different groups of children are performing and achieving in our district it lets us tailor our interventions and instructional practices to lead their needs um something that we hear frequently when we're talking about students with disabilities is closing achievement gaps so when we're looking at achievement and growth for students with disabilities um the goal is that our students with disabilities are growing to be more proficient now they have disab a disability as based on an evaluation and standardized test assessments and

062all of those things so when we're when we think about the growth of versus achievement growth is a huge factor for our students with disabilities because some of them based on their intellectual functioning or the nature of their disability may never have the ability to a achieve at a grade level standard so when we're looking at achievement scores not only is it the forward exam it also takes into consideration the dlm which is is an an alternate assessment um that only 1% of our students with the most significant disabilities participate in and they're assessed using different essential standards which are aligned to our Common Core State Standards but they're at a different ability level for our students so we're looking at dlm scores for achievement forward scores for achievement the ACT pre secure scores for

063our nth and 10th graders and then our ACT scores um one little point before we flip to the next page on your screen and just so you know these tables that I have included are very small you're probably not going to be able to read them I pulled out the special ed numbers and I know you have access to the other graphs so just so you know you're probably not going to be able to see these but when oh yep thought I was going to get there so the last bullet is um when we are looking at achievement scores there's two keys on this next slide and it's important to note that a below basic score earns zero points for our students so when we're looking at achievement over the last few years you'll see

064that we are growing we are achieving um we are in increasing our achievement levels we're reducing the amount of students in that below basic category where zero points are earned and we're increasing the amount of students in that hopefully in that proficient Advanced categories where we love to be but even moving into basic earns more scores on that report card that's great so not where we want to be we have a lot of work to do um but we are we are moving out of that below basic score think something that's important to think about um or to just put in the back of our head when we're thinking about these scores is percentiles make it you know they it lacks personalization sometimes so if you notice on the 22 23 scores for both Ela

065and math I took the number of students that were assessed so 511 students were assessed in ela uh we had 66.3% of our students with disabilities were below basic that's 337 students out of that 511 I think it's important to to quantify and humanize those percentiles into numbers of kids um and when we're evaluating this achievement data as a Special Education team we think about those students who we know are our high Achievers and who we know our lowest Achievers and it allows us the ability to Target what we're going to do to support those kids and how we're going to support growth uh another key on here um and I think Jamie spoke to this briefly was that each year of our report card of our three years is weighted a little bit differently

066so the most farthest away year of the three-year cycle is weighted at a 0. five% or 0. five% um we have a 1.0 weight and then a 1.5 weight for our most current year so our most current year on the report card is it gets a little bit higher weight um so when we're talking about our students with disabilities the fact that we are improving in this achievement rate and that's weighted a little higher is good for us on our district report card but like I said we've lots of lots of room for growth on the next page um is a growth Visual and I really like this visual as part of our state report card um so growth is from the previous year to the current year on the report card so again this

067is based on the 2022 23 school year so last year's assessment data um there's a line down the middle and you see some boxes to the left uh on that white graph is our our district report card um growth is based on a three or Sixpoint scale with a three being average so average growth or above would have boxes that are filled in solid blue to the left of that line down the center so below average growth is is listed in those white boxes to the right so pulling out the special ed specific data you'll see that our students with disabilities scored 2.8 on that growth scale so less than average growth um our students without disabilities also scored a two .8 on that grow scale so I would say we want to consider what

068we're doing to help both our students without disabilities and our students with disabilities to grow um and that's something that you know as we're targeting interventions and looking at you know our instructional practices and and being more specific and strategic about giving our teachers the skills and abilities to meet the needs of kids um this is something that that we need to take into consideration and then in regard to math our students with disabilities are growing at a score of a 2.9 or earned a score of a 2.9 um where students without disabilities are in a score of a 2.5 so slightly outperforming or outgrowing their non-disabled peers um in in the area of math I I gave an example of Wilson Middle School's uh growth score in that darker image in the middle so

069again you can see where there are certain subgroups who are achieving at that above average R growing I'm sorry growing at that above average range um which is where the dark blue box is fill in um and this Wilson is an example of a school where students with disabilities are achieving above average growth in both Ela and math where their non-disabled peers were not so that is that is um when we're thinking about closing achievement gaps when our students with disabilities are growing at at least the same rate or higher of their non disabled peers that's how we it's how we close some of those gaps so um that was a celebration in regard to some growth for students with disabilities that also allows us uh to be able to look at maybe what Wilson

070is doing for their students with disabilities and collaborate around some instructional practices that may help uh the rest of our district find some success on my last slide um just wanted to draw your attention to some others um again are on to graduation score is leged a year so you're looking at 2122 data not even last school Year's data so it it gives us a good metric but I pulled last year's attendance rate which we were at an 88.3% attendance rate for students with disabilities last school year the 2122 school year was at an 85.6% attendance rate you can see the State numbers in the parentheses so making some small improvements but attendance is definitely something that we need to focus on is some intentional efforts on for students with disabilities in our school district

071um if students are not attending they don't have access to interventions and supports that they need in order to to help close some of those achievement gaps um we also had we have a 56.8% fouryear graduation rate um on this year's report card for students with disabilities um um that doesn't seem super accurate to me and that's a number that's incredibly concerning to me um not only do students with disabilities have access to specially designed instruction that should help them find some success um that's just a that's an incredibly low number for one of our subgroups um one of the lowest numbers of our subgroups for graduation rate um something that we're looking into is if we're accurately reporting our students who are going going on to 18 to 21-year-old programming there may be a

072clerical error in how we are reporting completion versus graduation which will impact our four-year graduation rates we're looking into that because clean data and having accurate reporting systems is incredibly important in regard to report cards is Infinite Campus and our attendance system and our student information system speaks to the state directly so we want to make sure that we're reporting that cleanly so that's something we're looking into but our high school team um we'll also be discussing this at length as part of a January uh professional development session coming up how are we supporting students and helping them find Pathways to graduation um so they can they can find success After High School Katie is do you break down the data by disability at all ID LD EBD yep we did do that um and

073that's what our teams will be looking specifically at during January PD so our LD districtwide team will be looking at students more with learning disabilities academic needs um the the state breaks down emotional behavioral disabilities other health impairments autism sld which there aren't so many traditional s kids anymore but um yeah so it does disaggregate that data as well that allows us to really dig in um in Wise Dash we can even drill down to names of students which is incredibly helpful when we're thinking about developing intervention systems um some celebrations are that our students with disabilities um have an 18.5% participation rate in dual enrollment courses so that's college and uh college courses while they're in high school the state's at about a 12.5% so um we have really great opportunities for students who

074are not necessarily on a College Bound pathway which is awesome um we have 6 6.0% participation rate in some industry recognized credentials which is like some health act certification Adobe certification those kinds of things um versus a 2% State rate and then our students with disabilities are participating in work-based learning um 8.6% of them of our total population that's in work based learning opportunities um versus where the state is at so um those are some celebrations um like I said we have lots of work to do um we definitely have some plans to address where we're at uh in regard to our state report card data um so we're going to continue to have a systematic ongoing review student data um that will help us inform our specially designed instructional practices which allow us to

075Target interventions um one thing that we need to continue to address is that some of our students that are not at grade level and participating in success for all at a lower level than grade level level um might be having some of their iup needs met as part of that General curriculum now so then our teams and our special education teachers need to look at the next skill then how do we provide some specially designed instruction as part of the IEP that addresses more grade level skills that allow students to access grade level curriculum um so that we don't keep having a gap that we keep working toward the next skill and the next the next thing that will help students be able to more independently and successfully access that grade level curriculum since they

076may not be getting it in ela right now they're getting the skills they need as part of SFA but they're not necessarily all at grade level getting those skills so we'll have to see you know where those sores come back on the forward exam but we may not see major leaps in forward exam achievement for some of our students with disabilities um until we can keep growing proficiency toward that grade level so just kind of to keep that in the back of back back of your minds um we also have purchased some training and intervention materials uh so we purchased a um intervention resource called Spire um which is a great companion tool to SFA or students with disabilities that need a little something else because they have a disability and they need that specially

077designed instruction as part of their iot we'll have access to this Aspire resource um we've allocated and we have ongoing professional development so our teachers have a tool and a resource to use with kids we also have a behavior intervention tool called the ssis um seal which is an assessment and then it it works on social emotional um behavioral strategies to support students again if they have the success to function at high levels in the classroom then they have greater access to instruction that's happening in those classrooms um we have attendance goals that right now at the elementary and middle school levels are being supported by Solutions teams we're seeing some progress there um our high school Special Education team again we be looking at that grad rate and thinking about what we can do

078specifically to Target that group of students um we'll continue to have opportunities for buildings to collaborate as districtwide teams like I said our LD team come together and look at data and support one another Ed team um so we have consistent practices throughout the district um and then also opportunities to to team with their general education colleagues um it's important for our teachers to know what's going on and have access to the general education curriculum so they can team up um and eventually in order to promote greater access for our students with disabilities to be in that classroom and really work as a partnership between our special ed teachers and our general Ed teachers so our students have the greatest access to that General Ed classroom as possible um and then we are you know

079constantly working to develop the instructional skills skills and abilities of our teachers and support staff um I think our team really believes that um if teachers feel that efficacy they believe they have an ability to make an impact and a difference in kids' lives and they have the skills and the tools and the resources to do so um our goal is that they stay in our district because they're feeling supported and they're feeling like they they know what they they know what they need to do to make a difference for kids because I really believe that the our teachers are coming in every day really wanting to make a difference for kids and working really hard so um though this is not the prettiest data um it's a place to start and it gives us

080uh it gives us some areas to focus our attention and effort and we do have some things to celebrate uh districtwide in regard to special education so questions one of the things that uh uh Katie shared from the report card and this is special ENT general which is sign if we talked a lot you probably captured the waiting you know for poverty because that growth is so important but another point was and when we talk about you know this achievement Gap and when we talk about having 70% of our kids not at proficiency level uh you start thinking about raising the bottom but when you move move the bottom up to just basic you're also getting a point it's a half a point if you move them up to proficiency you get a point if

081you move them to advance you get a point and a half so this you know we have to remind ourselves this is this is about all kids and you're actually rewarded when you're moving them Beyond proficiency to advance uh and you might recall Lisa delman reporting out in terms of how pleased she was because so I think it was Lisa delman was reporting in terms of kids now in higher reading groups are actually advancing now more being kind of everybody pushed to the middle um you know so so you're rewarded on this report card when you're really serving to you know have all kids reach higher particularly those who move from proficiency to advance we will look better on the report card right thanks Katie so so far you've heard forward test which is the

082state assessment you've heard the nationally normed which was fastbridge and this is the curriculum measure so so we need B multiple data sets to look at all the time of course our success for all data is measuring our Proficiency in Reading at every grade level in every school and of course there's a district so what this slide represents for you is where we're at with quarter 1 data for success for all um from this current school year so if you take a look at the right that red line that sort of meaners its way down into the corner really just represents what grade level is so the little blue numbers you see to the left of that line represents students who are below Prof efficiency at that level on the same horizontal line and then

083as you look to the right hand side of it those students would be representative of students who are proficient or above proficient um on that that that line so if you're taking a look at the data um looking at the chart on the left represents each of our schools gives you the Baseline data where we were at the at the beginning of the year uh and then where we're at at the end of quarter 1 as you'll see in here um the district overall saw a 6% increase in students who are reading at grade level proficiency uh as based off of this again as Jamie mentioned a curriculum based assessment so these assessment results are based off of the assessments that the curriculum provides as part of its uh function so when you're looking at

084this and you're thinking about that overall growth when we're talking about before you know we're we're sort of you know we can't just look at one thing you know we have to look at all of it together and you go from the you know one shot a year you get on the forward test which tells you something you look at your quarterly uh nationally normed scores from fastbridge and of course we have our own curriculum based assessment which shows us that at 6% if if the goal is 15 as was mentioned we're you know each quarter you know we're we're doing pretty well well um as the first quarter uh growth gets reported um one thing to just sort of you know take as a note is sometimes the first quarter data of growth will

085will also represent the summer slide you know some some kids who may have started the year just slightly below because they've been off a few months caught up quickly so you know just temper that with next quarter um you know but but we should be able to to see a trend moving in the right direction um based on these scores and and frankly the hard work that our teachers and our school leadership teams are doing at each building level I will just say anecdotally being part of these quarterly meetings that they they've done at buildings but also here with us um really paints a picture of of the focused efforts that have been made um on on student achievement uh which I think is a celebration uh for us and I just hope that you

086know we use some of the momentum ktie used the word efficacy you know success be success if I start having success with my students in their reading I am going to feel empowered to have more success as a learner when I learn something I feel good about that and so as I'm seeing myself grow as a student even as an elementary student through the reading levels where I'm supposed to be growing and we're celebrating those things together like the getting along together emphasis of the SFA curriculum as well as the Cooperative learning practices that we're working on in the classroom should work synergetically to provide some special Magic on the students efficacy around their learning which we all know we have to believe in ourselves and one thing I can tell you over 20 years

087in education that I believe that efficacy levels of kids have overtime decreased and it's time to raise them up again and I do think that a strong component of this program is that that the way that this is structured organized and taught allows for our teachers to gain efficacy but it allows them to build efficacy in our kids which I think through the entire District you'll begin to see uh also in these results is it um it's obvious here I think Jamie said it to begin with you know the kids that are already up up there um May May grow it may may may improve it at slower rate for example Jackson was 41 and went to 44 for a 3% gain is that like you know I mean you know I've been on a

088number of diot in my life and I you know I always I always I always hit the plateau you know I'm still starving but I'm not losing and is is that is there a is there a plateau effect here I think there could be it's reasonable to assume that if I have a higher percentage of students reading at grade level getting some of that to move maybe more difficult the higher higher percentage you have right you know when we're at n when we're talking 85 90% here in a few years you know it's going to be tough to get those percent right but I think as as you look at this there's that's definitely point is there a slightly different strategy with with Jackson as opposed to to to to Jefferson here which was at

089177% went up to 21 for a gain of four and I think one one of the things when I look at this first round is we when you place kids in that first session like the ler kids the testing that we did um we had like some really good um idea where we put kids and we had good information older kids was a little bit more difficult to place kids so I think there could just be more aggressively placing Kids versus more conservatively placing kids and I think that it could even out but I do want to just speak a little bit to the plateau idea too because I feel like what's different about SFA that makes me feel like maybe less plateaus than we've seen in the past is every quarter those kids are

090getting regrouped and pushed forward and in a typical in a typical school year in a fourth grade classroom I'm in a curriculum that's the same all year okay but now we are literally moving kids every quarter that are ready to be moved up so I don't I think we won't have as much of a plateau as maybe we would with a more traditional curriculum oh that's good yeah it's like doing exercise you know it is I mean if you do the same thing every day you don't you don't you know learned so much about you tonight so but if you change it around and you know do a little different then then you go up again yeah so when will we see this program tested again the state norms and and I asked that because

091one of the groups that came back and I had to go check my notes at home was from Kansas and there was a concern that the test scores didn't increase on the state test in Kansas so you know this is great that we have this increase but is it just if it's just measured within the program and it's not measured with then right that's why we're using multiple measurements and we want to be able to continue to do that not not only on these the n on the fast Bridge which we can we can do concurrently which is nice because we're taking that snapshot at the same time we're taking the snapshot with the SFA groups and regrouping so that's pretty consistent so there's two that are side by side and then your yearly one

092is where you're going have to look for Trends you know hopefully in the positive direction but yes don't that that litmus test won't occur until this spr we're going to need to do some correlating um of sces fast Bridge forward SFA and just see kind of where kids are falling um based on proficiency scores for each toos what's important to understand between those three assessments um the fastbridge and the SSA another terms that are used uh are formative or inter assessments uh in and it's critical versus the state test is ass summative it's a snapshot at the end of the year uh and in in terms of what helps you improve it's those first two assessments that the SFA which we did not have in the fast Bridge which we did not have we had

093the one but we were only using that one school and so data in forms instruction and so the the whole intent here is is to be able to look in terms of what we're having so that you can make an analysis and adjust instruction along the way uh the summative is referred to as doing an autopsy you can't save that body that body is moved uh you know that's how the public will see us but for developmental purposes in ter terms of our growth uh we'll be adjusting our practice throughout based on whether or not we're seeing Effectiveness immediately but if we're telling the public we're failing because only 30% of our kids are reading a grade level and that's based on a state assessment I want to be able to say we went up

094to 40 50 60 70% and that's why I want to see the correlation between SFA and the state test because we've told them we're in crisis because we're at 30% well that number has to change and that has to change from this program right so all the other stuff that Educators think about doesn't mean anything when we've told the public you're we're at 30% we're in crisis we have to change that number and hopefully this program does one of the things both between fast bridge and SFA you know in these formative assessments is the more aligned it is with the state test the more likely it is because you could just be you know teaching things out of sequence in terms of the wrong year or I mean so there are issues and so the

095tighter that is SFA used to have their own formative assessment they dropped it because they couldn't they couldn't keep up with all the states vary in there so they had to refer to more like a fast Bridge or trusting that we'll pick one that is more closely aligned because you're then likely to get the results you're looking for well and the closer that we can find the alignment tool then the more we'll be able to predict what our outcome will be at the for the state assessment is there a um an SFA uh I'm sorry is there a data sheet like this also for math do we do any internal data to look at grade level for math we have well they're not necessarily grade level but there are nine units in most of the

096um Bridges map and the it's hard though because each unit represents different skill sets so it isn't necessarily grade level sure it would be you know like numeracy and how am I doing in numeracy and then it moves like to geometry and and the two are very different skill sets so it just would be since the report card look so focused on those two main areas it would be nice if we could look at some internal data as well um like SFA for math so we can look at those three I I don't know if there's anything like that that we let us give some thought to that because maybe we can do a year overy year with the bridges okay do we have a group or a team um collaborating to try to improve

097the actual implementation of all these assessments just so that we're always trying to make sure that we're not stressing the kids out or the Educators too much and that we can improve the the actual implementation of these assessments because it it sounds like to me you know we've had less assessments now we're having more that we can have more data but at the same time I don't want to have test fatigue and I want to make sure we're continue to have it successful so that we're not going to fall off so we do have a group our SFA facilitators at each level meet weekly our uh Solutions teams coordinators comes to to come together also uh monthly to talk about what's happening across the district and what's going well and what's not and so they

098problem solved together a lot and they're learning different practices from each other around those things uh but in terms of like test fatigue or things like that I I don't know that we would be able to tell that yet at this point because we've only taken I mean they're doing remember the SFA assessments are curriculum based assessments so that's no different than you know me giving you an AP government test that's the culum based assessment so so the kids and the staff are used to curriculum based assessments you know a change will be the fast bridge is going to be given four times this year correct that's I'm trying to talk about all no no because because to have the conversation just in the SFA compartment of those meetings great however we need to now

099implement the fast bridge on top of that so I want to make sure that we're kind of doing it uh Al together that we're making a plan and strategy to implement all those assessments throughout the year that we don't just we have you understand my question that's that's what I'm trying to well and I just we did a a fast Bridge training um train train the trainers so to speak so that the reading teachers from each Elementary School um because the the side by side assessments were probably the most arduous where you have to actually sit next to every child in kindergarten first and second um the other testing is really the teachers and the kids have their Chromebooks out and they're done in less than 30 minutes the tests aren't long um so I

100think that they're they are being done the same and we've been working hard to make sure of that and we offered a lot of support for the training of how to give that K1 assessment um by using people in our in our buildings to do that so I think so far so good as long as they're being planned to to cohesively work together that's what I'm more concerned they're all using the same window for example they're all using the same methodologies um to to give the assessments so Matt I think to your question the answer is yes we would like to spread them out so there's not testing fatigue however the window of time dictates so that we can get in on the norming yeah I I understand that's I'm just concerned that you know

101if I had to take a test every or not just a test three tests that are you know you just kind of get wor out it's a student but sometimes they're fun so that's why I just wanted to know we had a strategies team to make them fun and inter active so that they they presented in a a great manner so kids don't get burned out by going on their Chromebooks to do 12 tests for each quarter at the end of each because they know when the tests are going to come it's going to be after the curriculum is presented so I just want to make sure that we're thinking about that as well do we have any insights at this point how the internal SFA assessments would uh sync with the state assessments you

102know I know there's been some talk about yeah I know Kansas City they were they brought up how they weren't seeing it but in light of what we talked about earlier I don't know if they're measuring the same way we are right so we're we're waiting growth uh heavily right in our district and I would think that just what I'm seeing here is growth right I mean so we're showing kids that are you know which is great I mean this is awesome right so a great job to everyone involved in in this getting these results but I'm just try trying to understand if we have any insights on that yet or or if we just won't know until uh like if we keep growing every quarter is it reasonable to expect that like once that

103state assessment comes we're going to see growth there too in the score is that a fair assumption on our part yeah I I would also say Tony if you recall some of the presentations you heard some of the teachers some of the SFA facilitators or principles highlighting things that they've seen that they haven't seen before with what teachers what kids are doing you know so so that's additional um information that's supporting uh these results I saying I didn't it's almost like when they came back from um Ohio and they said you know was almost like I didn't recognize these kids could do that with having that poverty level they were achieving at that level uh and seeing the things that they were doing and writing in whole sentences and uh you know I'm already starting

104to pick out some of that conversation that's been presented here you know that I think is supporting the data you know by by you know the example of how that's reflected I would just want to add to Tony that the um when you think about the curriculum that we were using in the past which was the workshop model um there was a disconnect between that teaching and that assessment to the forward exam what we're doing now is pretty close match so the kinds of work the kids are doing the tests that they're taking and actually even the fast Bridge assessment the way that that fast Bridge assessment is giving and the kind of questions the kids are answering is a really good match for the forward exam so in a way it's test prep but

105it's also the way we're teaching kids now and what's valued on that forward exam is a better match than what we were doing before sure I think we have to be very careful though when we look at the data that is presented here and make any type of a correlation statement because remember this is one data point we need to see some more and then we need to see if we can um if we can make some generalized statements for example on the fast bridge if you achieve 50% you are likely to pass the forward exam it might be you have to get 60% to be likely to pass that correlation yeah so I think we just have to wait and see that information um before we draw the conclusions right and that's what I

106was getting at too just like looking at if I'm reading this right at the bottom of the SFA data we started as a district at 31 and you know based on the the first quarter we're at 37 so I'm wondering okay great that's obviously a good move in the right direction but I'm wondering if we took that test today is that a safe assumption and it sounds like we're not sure yet right we're not sure a safe assumption but we're not sure and the sum of it is because our initial placement where that 31 comes from is really based on an educated guess yeah with highlight on the work guess right so we need to see over time well the good thing I could say is you know I've talked a lot about you know

107dashboards in the last year you guys are probably like what the hell is this guy talking about but this is great data because it it at at our level at the board it gives us a really good measure on you know hey are we focusing on the right things and measuring the right things the day that are going to drive the results we all want so uh this is really really well put together and thank you uh Jamie Stacey kind of hinted towards it are you kind of and you did too about the math side of it are you H are you thinking maybe to try to in-house maybe somehow build a scaffolding to kind of replicate the SFA assessment on the math side I know that's a lofty some thought there are nine different

108units and so in math like I'm terrible at geometry terrible I have no spatial relation terrible but when it comes to algebraic equ question equations I'm actually pretty good so to say that I'm at grade level I might be at grade level in algebra but I'm not definitely not in Geometry I have to try to think through how would I make that accurate we'd have to hold them to their own units accountable right so it might be separate units and year-to-year assessments watching students go from second to third grade like I have to think through that a little bit more I I just think that's amazing you ponder that to have be able to have data I just how does the state do it let's ask that question oh okay okay Stacey I understand like

109the I think it's uh the standards that you're supposed to learn that year I we got more upto-date info every time we take a test the state takes forever to get the information back we can do our assessments and get this on going and it's great but like right now all the changes that we're making all the progress with that we are making when we do take that assessment in the spring we're not going to get that information until this time next year well just in recognition of of that just think of what they're doing now they they are saying the states in the crisis with act 20 with with literacy yeah uh and now school districts have two to three years to solve that issue by putting in the curriculum all right we are

110ahead of the game though right right so and once we once we can correlate the the assessments to the state assessment then it will be to our advantage right because we'll be able to predict agree we'll be able to predict but we won't actually see it until thank you very much okay yes thank you all for the um excellent information um District the activity update anything you know a couple things I wasn't able to report out last time I attended the um um the um public relations Association uh of the State uh with Lisa sink uh and mpsd receiv received the Spectrum Award of Merit acknowledging the district's communication surrounding the referendum U you know that contributed the passage I I also wanted to highlight and she was here last last time presenting but Lincoln

111High School associate principal B longm was acknowledged as one of mat County's future 15 young professionals award was presented to 15 young professionals M County who had given back to the community shown leadership and helped in many ways to make the area a great place to live and work and it's just nice to have that that recognition um also Lincoln High School um um scholar freshman Jackson Muer participating in the state Music Association it's honors band uh practice for winter sports is underway um you know and again all the stuff's on the website you know so it's beneficial to look that uh um and in it's American well last week was the 13th through the 17th was uh American Education week um so we didn't get to this last time but that's what I just

112have rep out so I I haven't heard anything about uh Lincoln's basketball team they played yet tonight Thursday tonight tonight Thursday first Thursday's the first home game okay okay thanks yep um okay um so we did leave on the C update um just because there were some um kind of lingering questions um Angela did you have something to present about that for us yes we had anman and board book and I just mentioned some notes about the updated budget adjustment that we'll bring to thec uh so just wanted to make sure that I could share the update with that so the revised Surplus deficit for fund 50 would be $119,000 boss and that there's $997,000 that we're receiving in supply chain assistance they've had that the last year or two um just to help work

113with the increased cost of food so um so really when we think about it you know if you take that off you know we would have had a deficit of $216,000 uh and and that's um you know our best estimate at this time for the budget considering we're back to C and looking at all the participation so so uh I asked our regional manager and our food service director to really go take a quick or a careful look at that considering we made the changes and um the initial estimate of the $330,000 loss uh as we looked at it closer the estimator tool that the DPI gives you is a good guidance but it's also more favorable towards uh reflecting the revenue impact and so this is a a total budget impact so um just

114per state statute we need to bring any budget adjustments to the Bo and so uh I'll do that officially at the December meeting uh and Carrie I think specifically and some others had asked about options for what districts were doing uh like that ters does that second chance breakfast and it's called many different things I included the St the DPI guidance that they offer for breakfast programs uh and you know we've we've looked at some options you know I don't know if Jim wants to offer some uh specific comments on that that so uh the challenge with offer like at Lincoln for example is the the length of the building I think we we've looked at that and had several conversations I've talked to about that and Jamie and Jim and uh you know kind

115of linked with what Jamie mentioned before there's a lot of concerns at Link in with tardies to getting kids to class and then looking at how could grab and go work uh you know so there there are still concerns that uh taking these grabbing go breakfast would mean that students would be eating in the classroom the child would neate from the focus on instructions so uh I don't know if there's anything else we want to add at this point that we just continue to look look at that explore options Angela is looking at options in terms of whether or not there's you know the challenge though is we've been working to try to create more instructional time remember we went through this from electives to everything else and and this was one of the things

116that we we're doing was trying to preserve instructional time uh and it's been challenging because we've been use more uh so what we don't want to do is just have an alternative to find them back into the classroom and all a sudden 10 15 minutes of a teacher's time is taken you know dealing with that the other thing I told Angela is you know again we're quite open you know if there's an opportunity it's hard because you know um as Jamie followed up with Micah U you know they're having a hard time because kids are having a hard time giving to um what do we call them the winds um you know and and the tardiness and it just be another reason why the kid doesn't show up uh you know so so right now

117I'm I'm not seeing something um not that we're finished you know because there's an option here to explore but we are definitely trying to preserve instructional time uh you know and that's what I did hear I think Angela I think you conveyed to me that U uh that it seems to are we picking up breakfasts at um elementary school so or there is increased participation which is so so whether or not you know people are just adjusting and and doing that you know sometimes just don't know without more extensive reviews but um you know volume you know makes a difference regarding you know uh the more volume the more Revenue that's generated that all sets some of the overhead I think with Lincoln the main challenge will always be in in in Katie and Lee

118maybe be able be willing to speak to it cuz have firsthand experience in that in that setting just the the geographical layout of of Lincoln provides a lot of challenges with the cafeteria so I don't know if you know we've had we and I talked about it previous two years before this so um you know we definitely can we can offer it you know I walked the Halls we Ken and I went over there and just kind of looked and said okay what would we need to do uh we'd be ready to support but uh just uh you know Jim had charged me to take a look at this you know but just to ensure that food would not go into the classroom and you know we could look at some other options with staging

119eating areas but that's there are some challenges with that as well so had a number of different options because the cafeteria is so far removed from many of the instructional classroom so we had kiosks um strategically placed throughout the building where students could stop up and get what they wanted um you know there were there were positives and negatives to that system um you know we've considered a number of different options for students um locations of kiosks where high traffic areas seem to be so um you know we've definitely pursued a number of options in regard to accessibility to food for students because of the location of the cafeteria yeah and and the main thing is just to make sure we're offering expanded accessibility to it you know so it's it's offered to everyone but

120you know like making sure that the students who truly need and and you know qualify or I mean just it's open to everyone but who really need the breakfast have the opportunity to have that there's and there's always going to be debate whether they can take it to the classroom and still learn and and not cause a distraction and some would say that that wouldn't cause a distraction say it would so I just it's that's where you know uh in the discussions we've had it's just to make sure we're preserving that instructional time so uh I'm ready to help if we want tooll opion options but that's kind of where we're at right now so few questions so originally this was like 360 now it's down to 219 but then less because we got the

121extra money correct yes okay um is it down because there's more participation that we thought from the 300 down to 200 when we looked at this uh it was an estimator tool from DPI so they'll say you can put your claims amounts in and it really focuses on the revenue side so when we look closer it didn't really fully capture the full budget okay so I realized Lincoln's a little different animal is that there is breakfast in the gr schools kids can come in and get it okay and hopefully they would eat it and the and not in the classroom and be ready to go middle schools it's it's working well at the middle schools as well so I talked to uh had mentioned that like they're and they're seeing increased uh participation especially at

122Wilson for breakfast so more you know they're trying to get the word out to get students to come there before and eat so uh if they're interested um and they need it so um I think I think just Lincoln is a a main Challenge and during the pandemic when we had these C you didn't have to ring students in they could just take them and we had a count for claiming now the the main difference is is that we it can't just have it be sort of a literal grab and go where it's not accounted for the kid has to put their number in so so that's where there's different models of if you offer it before school um some some schools will offer this second chance because it's l literally a second chance you

123can't have a second breakfast but you can if you didn't get it in the morning you can get it at that time all breakfast has to be served by 10: a.m. I appreciate the efforts at the middle school and the grade school and just keep looking to see if something works at Lincoln just wondering if something would the coffee shop area there would be another place where kids could grab something eat it there and again and then get the class on time I I mean that's part of it too is getting them in the classroom on time there's things you can do try to get them to do that I think our best efforts on that were the kiosks put in the high traffic areas C entrance outside of room 121 uh frankly at this

124point in time um somewhere on that first floor maybe it's the T any those three locations what were the problem was is where are they going to eat it there's some room in 121 they could potentially look at something uh you know in the library that's possible we we did some lunch overflow there at sometimes after the pandemic um but I I think there's there's ways to get you know um creative on getting the access points out to the kids because if it's about them coming in off of 9th Street into kruba they're not going into the calf if they're coming in relatively even close to on time but not quite they're not going to the calf if they're coming in even even off the circle so just having them there I think was our

125best efforts and we had probably if you think if you look back our best counts outside of when we were doing kind of everyone uh before wi uh when we didn't have to have that point of service entry so that would just be mine appreciate the work on it so two two things um actually three things one um I know um the community and others have have talked about the waste um and know we're going to have it I mean it's a it's a national issue when you look at um uh food service programs um Tony had um Amber dogs reached out um because Jim had gone to a United Way thing and talked about that and she has some creative ways um for us to be collecting that so I think that um we're

126going to try to have an effort to to look at that um because of the designation of Grow It Forward um she is able to do some different things that other agencies with extra food um from what she says so um we're going to get together with her and uh see if we can't figure out a plan to be able to to use some of that um extra food so we can report that out too um the other thing is I was wondering um you know we've had this on the agenda for a while I'd like to move it off the agenda but have it be an update in our financials so that everybody can see how much how much we're doing um and then at that time if that's a time that um somebody

127wants to ask a question an update that we would see that there yep so totally and we just by State Statute are required to bring it for approval and we have to publish the any changes in the paper so like the full budget was in the paper two weeks or ago okay and so we just have to make sure that we publish those perfect and then my only other last thing was I I looked on the website um and it still says that we're opting out so could we could we make sure we update um that it's that original letter about coming back out of Co and how we were going to go back um so just we could we could update that we'll do apologize all right question one more question that money that

128we will have to move comes out of that fund that kind only needs be spent yes corre so it's already there yes milon bucks definitely and you know even though we have the amount estimated right now for it I mean it's always it's it's only a we feel feel fairly certain that it's based on participation so far this year and what we're going through but uh as it gets colder more more students may come in for breakfast you know it just it all it all depends but the lunch counts are def are substantially up since we went back to C so and and there haven't been you know the sort of the concerns about making sure everyone has access to it that needs it seem to be settled and and seems like everyone's in a

129better spot on on those fronts okay excellent all right um the next uh McKim Academy the dorms next year is going to so for McKinley Academy most of this presentation you have seen before there haven't been a lot of changes I'm going to just briefly go through um two areas of focus one is Student Success um and the other one is infrastructure and funding both of these are coming from your strategic plan um these are the numbers that were taken and and there was a comment that was made by one of the instructors that those numbers are fluid and that instructor is absolutely right they have gone from 22 to 28 and back to 26 and then back to 28 so yes they move as does any other place where we're enrolling or having students

130move from us um this is the K8 virtual enrollment history that's taken from a September count and it is reflected as 24s because this is done on a specific day each year so this is what we typically refer to as fourth Friday count total revenue Staffing expenditure you've seen these before this is the 912 virtual which is not what we will be talking about today but I thought you might want to take a look at this information as well um you can see there's 81 students in either the inperson or Blended 9 through 12 you can also see that this particular portion of the program the 912 Blended virtual does run in the black at 141,000 student achievement we looked at last year last week or two weeks ago I guess noting that that's K12

131it is not just for the virtual piece student achieve again so options one of the options that we had was to seek agreement with the um board of directors at mckenley to end the program at semester they voted not to end the um in the program at semester so it takes it off of the table for us what what is taken off the table means it's not an option can't end it at semester oh right because you had to have agreement according to they voted they know that that ended the discussion on our end for semer we could still make a modification and so this is the review transition process I put in the number of meetings that we've had um and also the things that that um I can see coming in the future

132I will change this as things happen to keep an updated timeline for us one of the things that I want us to really take um some thought about is the opportunities that the 912 program holds for this district and this community and so that would be done through a visioning session um of the community of business people to talk about what do we need what is it that we're missing if we only run one high school what are we missing what opportunities are there why business people because I think it's important that you involve your business Community to um share envisioning it may be that they would love to see a high school that's a focused on manufacturing which you can do U maybe they want a science math Technical Institute type of program so

133you would listen to what they would like to see to inform your decision you think it's more important than seeing you know I mean there is a there is a there is a a body of a body of students that that um yeah they're I mean we have to assess their needs I think I mean the school was created to meet needs that were being unfulfilled in other places so that it seems to me that you know we have to really become um pretty knowledgeable about about that part before we envision something that may just be a pretty abstraction um I mean what do business people know about you know kids that that that you know don't function well in in in regular schools so if we decide that or if you decide that you

134want mckenley to be an alternative Ed high school then that's what the need is okay yeah yeah yeah yeah's the timeline I'm just asking yeah no absolutely but I do think you have to Define it because right now McKinley is not defined if you were to ask employees what is mckenley I don't think they can tell you I couldn't tell you either I mean honestly I asked that same question like why why they have multiple times they have their own board like we all adopted SFA and then they didn't and I'm like and now their scores count against us so I'm just kind of wondering like you know what's the relationship ship there it's not clear to me as a board member it's kind of like a it's unusual and whether it changes or not

135I think Clarity is important for the community okay yeah I think so too that's my opinion I think I think that's right but I think yeah so one of the things that I have done since um well actually I did this last week is I did have a chance to speak to um the attorney that represents the district um that is a specialist in chartering and so I I asked the questions because I've read the contract I have read the initial contract and I have read the amendment that goes with the contract um and I just and I also called DPI did not get a return phone call so this attorney was my best bet of answering my questions along with the DPI website which I read thoroughly so the benefits that a charter has

136it is that it allows for Creative programming if you use it that way so the programming can be something that's not aligned with the district right the it's the oversight by a different board of directors which we currently have that can be a benefit and it can also be a liability um the requirement for implementation curriculum student learning monitoring is the responsibility of the charter board it is not the responsibility of the chartering District um the charter board is responsible for insuring is the contract between the man public school board and the and the chartering so you're the chartering agency and they are of the chartering board yeah okay the chartering board is responsible for ensuring the contract is being followed by the school by the charter we as a board we you as a

137board are responsible for making sure they're following that Charter okay parental involvement is the responsibility of the chartering board and that is spelled out in the contract and there might be startup funding for new Charters so I believe that's that may be why you entered into this chartering agreement is because there were startup funds there was a lot of money through a period of time you know for startup Charters that happened everywhere so you did see a lot of Charters starting and being yeah y who who was was your father one of one of the creators of of of this this this no his name's not on the list oh I'm sorry who was um K Dr Dunlap Dr Dunlap Michael dun Michael dun former director former administrator and director of curriculum and instruction right

138okay so I went going to go down to the liabilities now monitoring of the contract is the responsibility of the chartering agency and then again monitoring student achievement as specified by the termination Clause is the responsible of the chartering agent so that's you um Staffing is a responsibility of the chartering agency that's what instrumentality means so the only reason something is of instrumentality is really for a retirement purpose so if you hire the teachers that serve in that capacity they have access to school retirement that's why districts do it so the decisions that are going to be in front of you that you are going to need to make not tonight but in the future does the current model for this program require a charter agreement is the charter an enhancement to the program and

139should MSP mpsd oversee an alternative program that is not run by a charter okay those are things that you're going to have to think through and then um so the options that we currently have because we had to have the mutual agreement to close the online portion which is the one that I was most concerned about with the revenue loss um so option one is with mutual agreement modify the charter contract you have to have mutual agreement to modify the contract you do not have to have contral agreement to cancel the contract unfortunately cancelling the contract means all of it it doesn't mean that portion yeah okay um the second one is you could dissolve the charter in total you can do that you can serve them with a notification that you're going to do

140that as of July 1st there are two Provisions in the current contract that will allow you to do that the first is lack of enrollment the second is lack of student achievement number one number four it is in your agreement that you have the right to do that okay number three you could enter into a revised Charter agreement for an alternative high school if if you choose to and number four you could plan for and operate an alternative high school program under mpsd that doesn't require a charter agreement five what happens to the K8 kids yeah that need a program they're all I shouldn't say all but many of them are participating in this program because they can't be in their regular grade school so I understand what you're saying but how are we going

141to service those kids I'm going to be very honest Carrie and I were at the board meeting um part of the fault of what happened there is the school district's fault and it was very clear and evident when there was a parent meeting the following night of the board meeting there were four parents at this meeting and none of them knew about that meeting which then begs the question of the 28 kids how many of their parents actually knew there was a meeting the next night to discuss this issue yeah there's only 28 families involved too so you know you could have and I think in some notes that I read one parent showed up which yeah I don't know if that was one of the parents at the meeting and decided to go so

142the communication has been bad um my concern are those 28 kids had we done this at semester they were going back to the regular grade schools and uh based on put a parents at night that would have been a disaster for many of those families and kids so how do we come up with a program that helps those students be successful in school and still have some alternative programming so we can get them to a point where they can be in school full-time and learning like everybody else and that doesn't happen just dumping them in a school because you close something that happens because you have a program that gets them ready to return so I think that has to be part of this discussion and and I agree with everything you said about high

143school but we have to have a discussion on what are we going to do with these kids that need something exceptional to help them learn and it's and before I just let me finish there was something that I still don't understand we had some expulsion hearings last summer and part of the expulsion groups were trying to get these kids to have a successful year and one of the Alternatives was to go online and we were told and I don't know which online program this is that we're full we can't take them why could we have not modified this program to take those kids since it's online and some of it is solo you're one-on-one it's not a high school kid with a kindergarten I don't understand why we didn't take the initiative to say hey

144Johnny you can't go back to school but we'll put you online because we have this program you can speak to that a little bit our Charter agreement set establishes caps and I guess I don't know a ton about the charter agreement so depending on the grade level those caps were established so our students that were needing for whatever reason for disciplinary actions to go online or working with a teacher offsite to do that independently well and as part of that we have the staff that we're paying for 28 kids boom here's a duty here's here's another kid that needs you and did we explore that I I I just want to make sure that we do something for those students those children who would have a hard time walking in the doors of Jefferson Madison

145any of our grade schools and our middle schools because now you're not just adding you're not just adding the concern for that student you're also adding the concern for the environment of that school because some of those kids are pretty involved there was a mother who said she got called numerous times a day to come and pick up her child so that's going to disrupt the whole day of a regular school what are we as a school district going to do to help those kids before we say there's no virtual program anymore we've got to come on with a solution and I don't care if that's a charter school or or it's a part of some other school we have to take care of those kids that's our that's our duty I want to say

146that um that I agree that we need alternative programming for sure I mean that that is clear in my mind that a Traditional School System doesn't work for everybody so I would want to say that the second thing I'd want to say is I would prefer um that we don't have a charter agreement but that we actually have this as part of our programming that is very cohesive to every other program that we run I think I mean this is prior to me being even in high school um even the kids uh somebody reported why do they all think that we're kids that are in jail right I mean there's always been this um you know stigma about this Alternative Program and there's kids there for a lot of different reasons so I think that

147we um I think we have the resources within our own District to provide for these students without having a separate Charter um and then the last thing I'd like to say is that um you know I agree with Biff I think that we do need to and I think the visioning and all that stuff is wonder I mean I'd like to see maybe even a an a an alternative strategic plan where we look at the programming that we do need and we add that in there so it's very fluid um going back and forth between our programs and the goals that are set you know the goal should always be that we want them back into our general programming if they can if they can do that um but I just think with the resources

148that we have within our own District um to make those decisions to have it align with our curriculum or modify the curriculum that we need I just think that these students would be better served um if we did that so that would be but I would also say this isn't something that I think that we make a decision lightly about I mean I think this needs to be on the agenda we need to figure out you know if we're going to visioning or we talked about you know governance things that you know Lee had brought up I think we just need to agree on what we want want um our district to provide us so we can make a good decision about this program Carrie well as the inh house historian um I was I

149was I was on the McKinley board for I think 10 years and um I was also on this board when we when we did the virtual the virtual move and I would say the discussion and the vote on the virtual thing took about four minutes yes you know and was like not thought out it was there was no sort of like are we going to promote this or are we going to kind of try to re you know you know we've been we've been losing students this is this might be a good way to like you know increase enrollment uh from other districts Etc I mean there wasn't there there hasn't been 10 minutes of planning or or or thinking about this thing going forward I think it was just a way of saying well

150we got we got 71 people like signed up from Co who want to continue on Virtual let's let's let's let's just provide them with a you know with a with an infrastructure to to allow that but honestly I think and I think what McKinley is is a high school and this this virtual thing are really two different issues alog together and I I think that what we need to do is I think we number one I think we need to modify the contract and take the virtual part out or modify the contract in a way that really does put some you know put some some effort and some design into the virtual uh I mean two rivers has got a virtual program 200 students are in it what do they do well Beast the hell

151out of me and I bet nobody else knows either around here so I think there's a potential Market there because the the information that we got fairly recently indicates that parents went around and said oh my God they may they may close this down at McKinley can my kids get into something else they're all full they're all full Harry just so you know I've had two districts already contact me to to say we'd like to partner with you if you dissolve that semester so right so there's potential in this thing there is to Biff's point though I think it is very important that there's a transition plan for every child I don't want to say that all 28 of them are going to struggle to re acclimate to Brick and Mortar schools there are a

152few that are definitely and we do have to plan for them and we have to make sure that their transition back is successful um but every institution now is running virtual education I mean every certainly higher education is doing it a lot lot because they need they need enrollment uh so I don't know why we couldn't in fact put together a nice package get somebody that knows how to do this stuff uh you know come in and you know talk to the board and then go then make a proposal to the McKinley board and and the two boards get together talk about the modification make them an offer they can't refuse you know that'll really work for the for the for the bigger School dist district and and for them and you know and do

153it so what are we paying for right now well we're paying for we're just paying for a mistake that was made I think um mistake that was made at the time of the creation of this this virtual thing uh I mean no I mean this is the if this hadn't come up Jamie brought this up we we'd never talk about mcken I mean the one the other thing on the on the on the on the charter is an annual report from a like God I've never seen an annual report from so might I suggest instead of letting the mistake continue why don't we just fix the mistake well that's what we're talking about yeah and like we never had a virtual program for kids before Co right day through 8 so I don't know if

154I'm the only one who thinks this way but I I just think that's really probably not the best use of resources in our district and I think there's other programs out there that if there's kids that for whatever reason aren't comfortable coming back to the physical schools like why are we trying toate the wheel here that that you know with that that was our recommendation was well if I'm understanding correctly was to elim you know sort of modify it to eliminate the K8 portion here right right and that's what I'm seeing at the at the end of this school year um uh and still looking to explore you know what are our needs that we're trying to meet what options do we have if I could just finish real quick what I'm suggesting is I

155don't think the long-term answer is US creating this big Virtual Academy I think the long-term answer is there's other people doing that if that's really a need then let's help those kids find a place that they could fit into and I'm not sure sometimes less is more right and I think we have a lot on our plate right now and I'm not sure building the top Virtual Academy in Wisconsin is on that list right so I'm not saying we can't meet the needs of these kids I'm saying we should meet the needs of these kids but there's probably a place that better equipped to do that than than us trying to create from scratch that was our recommendation and I'd like to back up even further though to say that it it's the virtual option

156is one of the things that's on to me would be on the table but I think this whole school needs an overhaul and a Direction that's that's the problem so I think we either have to decide that um that we're going to Vision that into a charter school because that is the best the charter provides something for us or that we um we envision this as another wonderful program of the mpsd and how it's going to be what what parameters need to be there in the program that we run to provide the best success for students I mean I think before we even decide do we keep virtual do we not we need to be presented with what is what are our needs of these students what is the program what is what do we

157who are we servicing because a lot of these kids do um the youth apprentiship program right I mean there are there are some things that are that they are they are you know so again I just think there are so many options but we have to decide first is are we going to take that or are we going to have a charter to it well first to agree with Tony there are so many alternative type programs out there from Appleton to Green Bay to Shaban to finel like we could go look at and go hey maybe we could try that to help these kids get back into regular schools so they're out there to look at you don't have to reinvent the wheel they're successful programs I'm old enough to remember when McKinley started like

158Carrie and even when it began there were were people were unsure of what it was going to be it ended up being a great place for kids who are maybe a little alternative in how they view education and want to learn and it does not surprise me to have youth Apprentice kids coming out there or Rising Phoenix kids coming out of the academy because there's a lot of gifted kids there who just don't fit the factory model of our schools okay and you know even even if us thinking that way well there's kids in youth the friendhip and it's like yeah it's a regular high school it's just they're different kids that part of this is very important and it's it's to find itself over the years I believe that you know the cat I

159don't know if it's stangle or mckinin we got to work on that first maybe but but again I the younger kids are so important I don't think you need a Statewide Charter online school but if people are calling us to say hey we'll take your kids there must be some financial advantage to doing that or running one um that maybe there's some kids that need that or maybe maybe it's half day in school half the day at home maybe it's two days in the physical building three days out or the other way they a little like a individualized learning plan for kids that don't make special but we have to look at it before we make any decisions and and who knows maybe the charter is still good maybe the school district just calls it

160Lincoln North you know there's a lot of options here but maybe it's time that we do something I'd like to I'd like to repeat my motion from last meeting like to make a motion to the board of uh the McKinley Board of Education seeking Charter contract modification effect of July 1st 2024 yeah sort of their motion want to modify and get rid of the I'd like to modify the yeah modify the contract with the charter school effect of July 1st 2024 to eliminate K through 8 virtual motion we'd have to we'd have to come up I see what you're saying is you just you just want an overall modification we don't know what that would be just a modif have come up for that okay you eliminate the K8 online program effect effect of July

1611st 2024 is there a second to that I'll second it okay second uh my would be that uh Biff has a great point about those 28 students we need to have a transitional program I would completely understand that that would be under the purview of the superintendent of this district and we would transition those families students to effectively be uh have programming elsewhere within within the state so wouldn't ask within the state but I'm just saying that we would have an effective transition program other comments I'm not going to I'm not going to vote for that I know what's going to happen yeah I want to know before I vote to change something I want to know what changes we're going to make you know it sorry that's rightor there there's well if we don't

162vote to modify that contract and eliminate that it's just going to continue to go the same route it was because they made this change back prior to co because of the need and it's just dragged on but we still don't have any place to we don't have any program or place for those students right right I mean what are we going to do with them in the I mean I think I I would like to modify it by July the 1st but I would also like to have you know a a a real solid concept modification to to to do you know uh I I think you know um sorry sorry Jim one of administration's point was we did not see this as our level of expertise to continue this program and to give notice

163to eliminate that but with recognition that we had to look at the whole Charter you know in terms of you know kind of from its original standing in terms of there was a need uh is that need in in having it met by a charter still exists in the same way uh you know really we should be looking at the needs of all students you know to to create success you know some slid over here and all of a sudden it's more of a problem than somewhere else I'm sure we got feeling kids in our school systems that we should be looking at every kid relative to programming so I totally support what Biff is saying uh but I do not believe that this is clost imp our priority area given how much change we've

164taken on uh you know to continue that to turn that in um you know so that's just with the the K8 Charter you know so that's what we're recommending eliminated July 1 K excuse me K well that would be a modification modification that would be a modification of the chart and now what's important to understand is if they didn't support that we' probably coming back and and recommending that we eliminate the the the charter school because they would have to agree to that um so then we would have to go to another option but no no no we're not going to recommend that they they close down the Charter store no but they have to support the modification they do have to support it yes if they don't support the modification then you have the

165option of just closing down the school right correct you know that's really that's really an unfair gunfight but I'm not I'm not you know I'm only suggesting we don't have enough information to recommend what's the best programming for our kids yeah but we can say we're going to modify if we have no idea what we're going to do well because know that yet this is administration's recommendation you know uh it's presented you know to you in terms of um you know that we'll be looking at all kids in terms of uh transitioning them into something that uh best meets their needs whether not within our school district or a different School District I would have a whole lot faith in that if I had heard something like that at semester and had a plan for

166what we were going to do for those kids but there was no plan if we had shut this thing down and now you're telling me let's modify it but we don't have a plan yet well let's get a plan and then modify it if we need to but let's have some sessions to get together discuss this find out what's best for kids and then go from there rather than July 1st I'm worried that it's going to be what was going to know we're going to have to start to be LLY about this stuff we have a new we have a new Panic every month now you know last month it was lunch this month it's mly you know and it's just like come on let's think this out okay there's a motion on theable any

167discussion so obviously they're saying that they're having an envisioning session starting in December so like you can't task the directors to do their job and then solve the problem before the board CS them to do the job so we are thankful that Jamie even found this mistake now we're saying we need to make which is so funny because both of you voted with me last meeting to do this now you're resenting that yeah Alterna cling it down but I'm not I'm trying to say we need to task the administrative team to do to put more resources than what Jamie has already and which would be encompassing a visioning session uh with the community and business owners and to try to get a direction because right now you guys just say we have a problem but

168we don't want to do anything with it until we have a complete solution but we haven't paid our administrative team to figure out a solution yet but you're asking us to just cancel it without a solution what about there will be a solution by you don't how about putting together a task force so people from the McKinley board and second here um Chris thank you sorry um I won't be voting for this motion uh really for the same reasons as the last time it came up but also because I do not find it inconceivable that I would be in favor of Simply ending our relationship with the charter group all together we can certainly we do some of the things that are being so successful in grades 9 through 12 ourselves without a charter group

169I am very concerned about minutes of instruction I am very concerned about curriculum and student learning and those are all things over which we have zero control with the charter school the only thing we do have any Authority or power over is student teacher ratio which does concern me too because we have grade schools with single teachers with 27 28 kids in their classroom and here we have 27 28 kids and almost 10 teachers for them and that simply is not something that builds to an accord across the district so certainly these are things that need to be worked on and looked at it may be possible to make correct CS that make the K8 viable it may we may be better off folding in the 9th through 12 right District proper so that's why

170I won't support a modification at this time any else just think it's fiscally irresponsible to even suggest that we might keep keep through a virtual program I I just don't see any way that we're going to do that so because of that I think I I'm going to support the motion because I think that we need to have task the administrative team to go find a solution figure this out we have plenty of time it's not tomorrow it is and and he's right if we looked at the numbers I wasn't in support of getting rid of it at the semester because that's just yeah that's just quick and irresponsible should have thought about that earlier but at the end of the year yeah there's I can't see any reason why we' ever keep that K

171through 8 virtual prr in the present form that's right exactly I'm not disagreeing with you I I want a solution before we say well nothing's going to force us to have a solution like right what I'm saying is oh well we'll deal with it okay Matt but the solution was get rid of it at semester and we have nothing right yeah we have nothing well we still don't have anything I would I would have supported if if it wasn't at a semester their first solution but the thing to me was it was just way too quick way too quick for those parents that do have those kids the end of the year we I mean we're going to have to figure something out but right now our our dilemma is I mean this isn't rocket

172science right there's other schools that do this I mean how hard is it to make a few phone calls and say hey we got 28 kids that might need a new home right probably less than that right is what I'm hearing right and some of them are going to fit in I just don't see this as like you know moving a glacier or something like that it's the personification online education C the brick and we're trying to say that it's a brick and we're not tearing down a school Brick by Brick with an excavator I'm not discrediting the virtual school I'm just saying this is not they're not being displaced from their homes they're not the bus route's not going to change they it's but anyways that I'm not trying to dis it I'm just

173trying to Bey clear about what's going on well let's take a vote on the motion on the floor um all those in favor of modifying the K through 8 virtual program at McKinley Charter School signify by saying I all those opposed n who who is nay I'm Me Carrie Stacy Biff and Chris okay but we got to do something I would like to make a motion I would like to make a motion that we task our Administration with providing us a path moving forward uh with if we dissolve the K through 8 program where are these 28 students going to go almost like that we would know that this is what they've signed up for like an individualized plan on what they sign up for the the third thing is I think we need to

174also look at um our relationship with the charter yeah and determine I think this Board needs to decide whether or not we need a charter or do we think that we can house this uh program as one of an offering that we have and then the fourth thing is um doing the leg work to if we decide that we are either way if we decide we're going to keep it as a charter or we decide that it's going to be part of um 100% part of npsd I guess that needs to happen first we need to do that first because then after that it's going to depend who's going to come to the table um and part of the visioning session but I think this is an opportunity for us to really make um this

175relationship that we have with these students and their families the best Poss and I don't think that we're doing that now and I don't think that we have done that doesn't say that we haven't done positive things but right now we need a plan moving forward and we need to do what we've done in our own District which is or with our schools that we have that McKinley was not part of which is figure out a a plan on how we're going to service alternative students so my motion is that we task the administration with coming up with the solution for the students um to transition out if that is the best option um and also provide us with uh Alternatives um I guess more pros and cons I think we have to decide that

176pros and cons keeping it in our our district or keeping it as a chch school that would be my motion so it's it's more than just the virtual thing absolutely yeah I I think it I think we have to provide I don't think we need a motion for but I'll I'll second it only because I mean I I would just look over at Jim and say Jim we got to figure out a way what we're going to do for these students in order for us to be able to pass the motion to get rid of the K through 8 because that's what our essentially what we were trying to do and what he was trying to do because we looked at those numbers as to what that money was costing us and we still plan

177on getting rid of K through 8 virtual but for some reason we want more information before we do it that's your motion I'll second that and I will support it because we need options for those kids got it the only thing that I hope happens maybe this is why government moves so slow swear to God well you have to think about before you act on it yeah yeah make sure it's the right stand up with virtual gu be nice to have that those sessions or that team and possibly part of that board and part of this board sit down and and look at it and go what's the what's the best for these kids and I we did this we did things before the charter school existed and perhaps some of those programs could be

178reinstituted or brought back but in the same building so there's still a sense of a separate you know say we don't come up with a plan say they don't come up with anything for what to do with K1 through eight on a virtual do you think we're still going to keep that K1 through eight for those 28 kids costing three of a million to I think it is absolutely unacceptable for us to not do something absolutely but but and I I'm but your vote against it was literally to not do something about it right now well not to do what me to do that's so we got to get the ball rolling somewhere but couple months down the line we'll figure it out we'll figure it out any other comments on the motion I'd like

179make friendly amendment that uh the president of the school board of man is on that advisory committee for the Visionary well we don't we're not even there we're not even part of the solution well that's that that that comes to the well he's he's in the motion because they said um or Administration to come up with a solution for and I'm I'm adding the the school board president Adra with that okay that's that's the way that I would support well I I just want to say I think that the administration is is is really showed its hand that it's pretty negative on pretty negative on on you know the certainly the virtual stuff I mean wanted to close it down right away um and I'm not even sure that there's a there's there's a particularly

180positive positive commitment to uh from the administration on on on the McKinley School I mean I I guess I see the real thing is it's like we have to define the need need rather than rather than designed a school you know I mean there are lots of ways as as Biff said and as Chris said that those needs have been those needs have been uh responded to through other through other forms you know through other through other programs through other you know and some programs come and they go and I don't know where they came up with the the charter school thing but I think we really have we can't we can't put those kids in Hefty bags and put them out for aen to pick up I mean we have to like we have

181to respond to the need so I don't know I'd like the administration if they're going to if the motion passes to in you know to involve other people than simply you mean like industry perhaps I mean perhaps the principal of McKinley School or you know or perhaps you know whoever po president of board maybe maybe add that amendment I don't know well no I don't want I don't want to build the castle here but I I I do want I do want this to be a real honest a real honest thinking about stuff in a positive way rather than oh we have to close this down because it's costing us money um any other um discussion on the motion all those in favor say I any opposed okay carries do you guys have any questions

182about what asked just making jokes that wasn't funny okay um good at our uh mpsv District safy lab come on up I really don't have a presentation it's more so my pres you guys have any questions about the plan um I need board approval before we can submit to the Department of Justice's office of school safety in the same way that Michael Morgan did last year yeah okay all right said a few editorial questions maybe uh on page six paragraph 3 line two this is just Ator stuff it says um overview shared quote to all students shouldn't it be with all students instead of two I mean that's that may seem like nitpicky but you know it's page six paragraph three first word in line two perer with all students I think so I mean

183share two is it then on a monthly basis is that what you're talking about yeah yeah the second thing uh is page 19 substantive threats I I mean I have no problem with this but except the only it it where such threats are I mean the way it's stated is like such threats exclusively are identified with and attributed to students as the perpetrators right what about other threatening people I mean you know what shouldn't it be more inclusive is what I'm saying than students so for this particular for the the threat assessments that would refer to students where we would be assessing the level of threat that a student would have if an adult oh the the threat that student would facing okay or posing yeah the only other thing I have is in the

184whole docu the whole docu in the whole document there's no mention whatsoever of firearms or deadly weapons being being uh completely um prohibited from the school property I mean I mean it just seems like it's really labor policy so we have specific School Board policy that directly relates to this is this is a separate to fire yeah so this would be a separate that's that's all I can say afraid you're going to arm the teachers carry as that well I'm not so worried about the teachers but you know I'm okay I didn't take a hammer and tongs to this grammatically that's okay could not a big area of interest to me since we're giving it to the federal government which is really sometimes horrible in their grammar my real question is is this something that

185we file electronically with them okay because the only thing that really jumped out at me was how tiny the links are but electronically that's not an issue so okay but otherwise I thought it was fine I think it's good and it's basically the same plan we've been using so okay well I need a first and a second to um adopt the 2023 24 MP okay Chris a second second by Carrie tras any further discussion I see none all those in favor say I I any opposed okay motion carries thank you so much um okay Mike uh going to talk about summer school administrative position um I provided to a memo had a chance to look at that but uh ever since I've been here it's been brought to my attention that Madison Elementary principalship along

186with the summer school coordinator principal ship was a overwhelming was a with a very challenging role double Rule and U nindy ballson who has been with us many many years was the summer school program probably for D near life I guess for at least the last Dozen Years by conversations with her she would represent that uh as a result of this being a very challenging dual role we have had more principal turnover at Madison uh than what we would like uh so I asked Lindsay to you know provide me a information and she did you know you can see it there and in the last six years uh last six years we're on our fourth princip right now which means about one and a half years per and obviously um you know we all in

187education know that if you're having a a turnover rate of every every year and a half for a principal um getting getting that building going to meet goals and objectives is going to be a very very challenging out the door you somebody else comes in um so relative to when we hired Jennifer IEM at the Madison principal ship um we made a decision at that time that we were going to look at a different different model for summer school and so I'm I'm here with you tonight to to have you consider looking at having a separate summer school principal role um for the madis for the M Park School District K5 and with that being said I I provided you some information relative to uh at least four other school districts relative to their compensation

188for summer school programming and um I do want you to know that we also tried to get some of the smaller schools like two rivers and mishik valers and Shan Falls some of that um but they're so small that our contacts basically informed us that yeah you know our elementary principal does some Elementary our Middle School principal does some High School principal does that you know it's a small program small district U but I was able to get uh let's just take Oshkosh for example they're they have a Ka principal $115,000 stien 912 principal $155,000 Ty now granted they're twice as big as us you know they're twice as big as us really um Green Bay uh the curriculum instruction Department basically implements the entire program they they plan it they execute it and during

189the summer for the most part they have what they call interns come in and they they and they just oversee the building so they don't get involved in any planning or any of those types of things um at about 3750 an hour and I projected it out on for Howard's grob in Green Bay on the hourly piece I projected it out at about 100 hours because what I'm being told is we're looking at probably a program of about four weeks here this summer maybe about five days a week five hours a day for for that it's about 100 hours so you know with Green Bay if you if you just walked in and didn't do any planning had very little responsib than managing what's going on in the building for the day you know it'd

190be about 3750 but you didn't do any of the prep work that starts in January and goes for five months before summer school even starts choan uh they have a K12 principal and and and you can see it's 13,000 uh but as I when I talk to Jamie over there and you know there's more to the K5 program and the middle school and high school program so basically I looked at it like wellstead up half of that know should be a little bit more than that that's where I came with 7500 hows gr they pay $50 an hour I just projected it out at 100 hours uh another 75 hours for the planning January through May and so B Bic I came away with about a $7,500 uh salary for the summer school principal that

191I thought was uh comparable to what we learned and I'll be prare for what we're what we're looking for for summer school program here at M clock for 2024 so with that um well I also present I also gave you the numbers for the last three years which is about 1,500 15500 students per per summer and you know when you think about programming 1500 students for for month I mean it's not a school year it's not 9 months it's not 10 months but what when you put something together like that for for four weeks no that's there's a lot of work there's a lot of planning there's a lot of coordination um there's a lot to that and when you look at that job description we put together it's a big job it's a big

192job you know it's an important job and uh as we all we don't want that uh what's the term that I've heard a few times summer slid summer slide thank you trying to put that summer slide together there you go thank you you know we we want to prevent that as much as possible so sum was a it's an important it's important important of with that being said I guess I'm here to ask you to consider uh approving a summer school principal of a salary is500 is there a motion a second a motion to second okay and discussion Mike did you say that Jennifer was under a stipulation of her contract that you were going to make a modification to this or no no we when we when we advertise that position we did not

193advertise it with as the position principle ship so so that position is only for the elementary of Madison yes this this this yes no this sub School position is A5 all six elementary schools mpsd right yeah yeah I know I know but you're saying the Madison principal normally took care of those responsibilities correct yes is it and is it in her contract right now okay so I'm sorry but I'm going to you're not the pit of my but so January used when you said that those responsibilities really start kicking in and that's for about 1,500 students so we've hired a person we don't have a contracted person to be the principal of our summer school program as of right now tonight but we are going to be servicing 1500 students come June 1st however we

194cannot service 28 students by by September 1st of next year that seems a little odd to me that we can take care of a principle Ship by January where we can't take care of an online program by having a modification to the contract that's why I'm a little bit you got I know I agree I agree with you you're getting at the right spot and I know it's not anything to do with you know HR but that's 100% accurate as to what you said however when I first read this title on the agenda I was like what really another but after reading and reading your proposal it makes sense it's cost effective it really that's why I I motion to approve it my last point is about school Forest is not right around here it's

195actually like you know 20 miles that way and that principal has to drive there every day that's actually takes a lot of time so like I'm all for this motion it just it just doesn't it's kind of confusing to me how we can take care of this now but we take care of a 28 virtual students now it's complic I agree questions one um and Angela we anwers the funding for this it is planned for in the budget it's already planned in the budget okay um and then um does the uh any principle in our district can they apply for this and be the summer principle if they want yes okay yes all right can I just say Stacey yes a lot of times when districts have these types of positions it's a it's an

196awesome opportunity to grow grow an administrator go into these roles they learn a lot about administrating and stuff like that it's an awesome up but any one of our principles could say hey I'd like to do that Chris so one comment one question the comment is it's a shame we can't peel off a little bit of this for eny B who does a fantastic job as the administrative coordinator and has been doing it for over a decade really just just a shout out to Lind I totally agree absolutely and what the district has done there is that person normally in her position have a 7h hour position she has an 8 Hour position so it's an extra hour a day all school year that's the way the district compensates her for that work well I

197I also I also said I I have one question my question is if I understand what you said correctly you said that in hiring the Madison principal renumeration for this responsibility was not part of the AG that's true okay so they're being paid they're being correct for that's correct is princip okay thank you did I did I miss the historical statement they used to give the principal to do this so did they get nothing to my knowledge zero yeah that was because Madison was a smaller School than the other there there are multiple parts to that that I'd be happy to share with you but certainly the main publicly facing reason was with Madison being the smallest student enrollment it was rolled in with the job but also what they were getting paid was rolled

198into that okay and then they were understood to be doing that ball on will I'm assume help with this program that's already partially defined she always on board she knows any other questions okay um seeing none all those in favor say I I any post okay um we have a couple policies that we're going to go over um policy 1 uh 1100 um this is the first reading of that this is uh District organization um and um it's just our first read is there um I'm just going to go around Chris any um any modification comments that you have about this policy on this one okay fifth this was the one that talked about goals of the district not correct I'm just polies the next one oh yeah I'm sorry see to yeah yeah we'll

199get there don't run away no Sor nothing on this one this one Tony nothing carry no Matthew no it says the superintendent shall be the chief executive officer of the district good okay so um do I have a motion in a second to approve our first reading on uh this um 100 1100 distri motion okay second okay second all right all those in favor any opposed all right the next one is um this is the assessment of the was the district this we're doing assessment oh we're doing the assessment 110 assessment of District goal and um Chris I have nothing on this one thank you okay F I was wondering on this one assess District goals is the Strategic plan part of that assessment because I was just wondering how we assess the five pillars

200in that plan a a way that we we assess that I would say it is but I think it would be better if it was in there specific I'm just wondering how we're going to assess that we Bri those isn't it just by definition in there right yeah assessing of District goals I mean it's just folded right in there isn't it yeah that's what I would just and just in terms of how this was put out for recommendation um Part B talks about valuation progress of Assessments of the district's uh learning programs as well as the the other things in general the folks would tell us don't put things that are real specific in that you hand tie for another decade just use General language but you as the board will always dictate what those

201goals and evaluations are about and this language does promote that that would just be my suggestion is keeping it General would probably behoove you more than making it more specific and then having to go back to a policy to amend it to get away from something you didn't want to do when it does I I agree with Carrie it does look like it kind of encompasses that particular piece with the Strategic plan I I have no promise out in I guess I miss need to know how we do that no so I have nothing else okay um I know mat you didn't have anything Tony I'm good I got I got one here um C the board uses this assessment SL evaluation time period to assess the effectiveness of the board that's where I'd like

202the period to be we didn't check that the B was c not checked C was not checked C was not checked oh c was not checked no A and B only okay but but can we change that I mean I as well as as well as each board member I just don't think you know we should have a circular firing squad as a board right I mean we could change that right that that option is not selected you understand that if you wanted to I know but can't we select it sure you could you can propose an amendment to the recommendation yeah I would I would say that that sentence should end at at board uh effectiveness of the board I think that's a real important thing but but car if it but if it

203doesn't if it doesn't get the check mark Or you know are you saying you want to check C and add it to the policy because if it doesn't if it doesn't get added to the policy it is it isn't in the policy that's why it's not a check sorry yep so I I see what you're trying to say you're correct but as it stands now if it would pass you would ahead go ahead that's cool okay yeah I thought you were going the off I'm good yeah okay um I just wanted to understand um I mean one of the things I going back to see that I wanted to talk about is you know there are a lot of um uh board education and stuff that that goes on that I don't think that this

204would be a bad thing um that the board from time to time evaluates itself I think that that's thing um I mean I'm not hard pressed to have it put in there but I just think it's something that everyone should consider do you want to see the form uh 0134 F1 I think I already looked at it okay did you like it okay I'm just asking um the other thing I just didn't understand as far as um it just didn't make sense to me the language can can you help me understand um uh under well it's under D but I know we didn't do D but it says this annual process of assessing evaluating the board the district staff programs and research shall not be considered finished until a district goals and strategies and actions

205blah blah blah revisions have been made in light of what all the evaluation data for that year have indicated and then should be changed just the grammar makes me I don't understand what they're even saying there so um that phraseology that comes you know where it starts with this annual process yes that's included and it's not under D it's its own it's its next like stanza sure and then when you're getting to that phraseology basically what they're looking at doing is um should be changed meaning if you have an evaluation of your goals and your strategies that you would change them at that time the other says should be continued so I don't know that the reason it wasn't checked is I'm not sure we need to have language saying we could continue something that

206we're doing anyway right the the the language that made sense to me was should be changed so if you're finding something in evaluation of your goals that you're not liking it should be changed in order to improve the accomplishment of the district goal which completes the sentence that was the rationale there yeah it just didn't make any sense I know the way some of these uh x mark spots are are confusing okay um if uh if no one else has like a strong desire to do a board assessment and evaluation if that's important then um I'll just not make an amendment um so um I D need a motion in a second to to do the assessment of District goals so moved so first reading second by Biff okay any other discussion hey motion passes

207okay our next one is is um 11:30 this is our ethics and conflict of interest uh policy and um I'll start with myy fips anything here okay Carrie no Tony no no I don't have any B Chris yeah okay so all those in favor of the first reading signify by I'm sorry we need a motion and a second first for okay if second second and okay um and all those in favor of the first reading of ethics and conflict interest policy signify by saying I I any opposed all right and the next one um is uh this would be 1210 uh first reading of the district ad administrative relationship um and uh Matthew fips anything for you no just like to clean up the sentence the board believes that comma in general comma why not

208just start the start the sentence with it is the primary duty of the board to establish policy I mean believe believe is such a yeah you're right flimsy flimsy I agree as far asy word that's weird in there the board believes that in general you should just start out it is the primary duty of the board of EST policy I do like that not that it would change the meaning of anything but it isar makes it less okay any uh so carry that that's yeah I'll make that as Amendment yeah the sentence begin at it yes C the other stuff but other looks good well that's our primary Duty we've been we haven't been doing that a whole lot I think it's I think in general I think it's obviously an important duty but I

209think there's other duties too so I don't I mean I say we just leave it as is it's not discounting any of our other duties clean up the sentence I mean i t i t lot um so car you um are you making a motion to to modify that yeah I'm I'm I'm making a motion to delete from the topic sentence the for sentence to delete the words the board believes comma that the board believes that comma in general cut that begin the sentence with it is is there a second on that motion sure I'll second okay second um any discussion Tony you already said something yeah I I just wanted to offer a comment just so that you're aware of that we're working off on the older template okay yeah and what we have

210to do is when we we modify off the template you know we kind of own that and it's not a problem just I just want you to be aware of it so now of another revision came in it's going to come back to the original language y you know for for you know and and you just have to catch in terms Gees that we modified now we can we can signal those in terms of we can somehow make a mark and I'm just making the reference right that this was one that we modified outside the template even if it's this as small I'm just using this as an example so that you're aware of the Neola system which is good why they present it to us they always give us our current right and then

211choices but they you know they're assuming you're going to you're going to accept the language and the choices that they have when we modify it we just own it that's that's just the only thing I'm saying so if a revision came up that's when you look at the old and you look at the new well we why wasn't this Lang why did they Dro this language but we dropped it um so this is just the motion on it is just to look at this first parag we're not at a point yet we're going to do the whole thing so um so we have a motion in a second any further discussion about that okay see and none all those in favor say I I any opposed n I'm an a if were you an A

212or an I so that's uh three three to four yes okay okay um Ki anything else no not not on that one um Tony I don't have anything okay um Matthew I circled the policy oh um I looked and we do not have in the last paragraph We do not have a policy 33620 1 and we do not have a policy um yeah this is uh in that what second to last paragraph yep so we either have to add those or I put just say violation of policies correct so they are now so this was adopted in in 20 8 and so there have been new policies that have been added since that the district hasn't adopted so the answer to this is that those will come to you as part of our process of

213overhauling all this um and when we do have Associated policy that does get uh cited we try to bring that up to the front to have it dealt with next so this would be an example that we can bring those forward okay I would make a recommendation that or like to make that we table our first reading on this until we have all of these because I don't want to uh approve something of a document that we don't even have that's true good way so can okay any discussion oh sorry Lor sorry I'm just trying to make sure I have all this so this is 1211 we're talking about 1210 1210 so I made a motion and seconded to um table this first reading that makes sense y and we'll make sure we bring those

214other three policies forward perfect table it I'm sorry Stacy table it until we have table it until we have um 33621 43 62.0 and 01 44.5 okay um all those in favor of the motion signify by saying I I any opposed okay um the next one is 1211 uh first reading of the Whistleblower protection uh Chris anything here nope okay fif no I have none me neither Tony good okayy Carrie okay Matthew fips okay um so um I need a motion a second a motion a second okay so motion by Spalding second by Tony um any discussion all those in favor say I I any opposed okay and then we have um the student supervision and Welfare this is policy 1213 uh first reading of that and uh Chris yeah I I I have first

215a general question why this well obviously it's under Section 1000 administ rtion templates why it only says administrators when to me it certainly is realistic applied across all District employees I think the answer to that is you're correct in that the thousands deal with Administration if we if the if if the district would so choose to put that type of language for example in a staff handbook or something like that or perhaps uh when we get to um other staff policies that that may be addressed as well I haven't seen that one yet or what it might be uh but I can certainly look in uh into it it does it does also reference 7544 in here so I'm guessing that could be the one uh that you're probably referring to but in the same

216vein if if it's referencing referencing another policy uh we should probably bring that policy forward as well okay and and my other question is under a where is says an administrator shall report accident safety hazard blah blah blah as may be required by established policies and procedures should it not also say or law because if it's required by law to report it I do think that's something that we should clearly be saying well I do think it kind of clarifies that like two sections above a right there where it does say that this is not to be construed uh as affecting any obligations on the part of staff to report suspected of anything and like there's different laws for each you mean where it says but are not limited to mhm yeah what you mean

217okay all right I'm just Dan but yeah no it covers it I think okay that's S I would assume these are all written to be legal aren't they why we paying yeah um mine are very similar um it refers to 8420 R 8420 um is not school safety it's emergency prep preparedness um is what the the name change yep so and then uh again down in I um they're talking about um policies again like policy 7544 that we don't have now um one of the questions though is we would still oh we never mind I have question that so I I would make a recommendation again to table this until we have um these policies that are associated with this um policy I'll second that okay any discussion about that yeah well I just would

218mention to them when they're bringing these to us as a read that it would be something that we should take into consideration for all future reads that if there's policies within that policy that have not been updated yet we need to address those first before we can approve any other po so you can see she's creating a precedence here but that makes sense can I just ask a question um if you um on that like this is 1211 correct 123 yeah okay and it's a new policy okay correct so would that be why because it's a new policy well it's just referencing so so the issue not you're not wrong but the issue that we have given where we're at is that the system we were using is to go through by level so we're

219in the thousands sure so as as you could see there are going to be policies that probably interact all over the place correct in multiple areas so if if that's the approach we want to use that's fine we'll just have to change as we bring forward policies we'll just have to note any referencing of policies and bring them in a bundle Y is what we'll have to do which is not a problem we just have to have good account of what we've modified changed and adopted versus not which uh we we we have I think yeah it really makes it a cluster but I do understand absolutely makes sense yeah I agree with the motion I just I'm I'm I'm kind of um uncomfortable with with with word usage in in one one place sure

220an administrator who is found to have had sexual contact with any student shall be referred to the proper authorities and be subject to discipline comma up to and including discharge sexual contact and discharge is like I would change discharge to termination maybe maybe they don't use the word termination because what number is this one car or what letter that's that's the the second the second paragraph the second sentence an administrator is found to have sexual contct and then use the the term discharge I mean it's just maybe because yeah like he was saying maybe because they don't know the outcome of pending outcome of a trial everybody's well I mean you understand what I'm getting at right yeah or it might yeah I mean maybe the person then resigns I don't know yeah I'm trying

221to figure out why they would put that word in here instead of ter I would think too but maybe um uh one of the things Before we or while we table this in part of the tabling can we have um you just consult with the attorney that if we did modify to change that word would that um provide any problems for us which you get a little more rationale about the word that's the second sentence in the in the document okay at the end the very last word of the second sentence in the thank you you could look at thism thank you can I make another suggestion I don't I don't know if this is possible guys but whenever another policy is referenced in this is it possible to like link it so we can

222just get to it without having to dig through the that I'm unsure of on that end of it oh like create a hyperlink on here sure I figured you Wizards well figure an and for me to get it in there I have to print it and scan it so it doesn't it doesn't like you know what I'm saying yeah the hyink the next one down we could have it in the next we could have them grouped together I don't think we could do that on the Neola policy yeah but what's going to happen what's going to happen Tony when they come back to us this policy is uh 48420 is going to be here they're all going to be here we're going to have them all sorry that's fine easier way yeah okay so can't

223get too many policies each time we put motion motion Motion in a second on the floor this any oppos all right um okay so then we have um policy 2260 this is the non-discrimination and access to equal education opportunity um and Matt any no no Lori I'm sorry Tony I did have a concern on some of the language on this one uh specifically the language on non-discrimination and gender identity which is in that first long paragraph right above a and I'm just reading this and if we allow this to pass I'm just wondering does it conflict with any of our other I mean here's really my concern is if a biological male were to go into a bathroom a girl's locker room or bathroom I don't see how they how we could do anything about

224it if we let this pass I think we have to without being accused of discrimination unless I'm not reading this right you mean does it conflict with our other policies that we've already put in place or does it conflict with the guidelines that the superintendent is it that subject both potentially I mean I'm just the way this is worded um I can maybe speak so uh the Jim Macy was contacted around 2260 and 2266 because um they're pretty meaty policies right uh none of us have law degrees so so uh in his um recommendation to the district I think that the the recommendation was leave language in these policies as is because they're correlating with federal law and that even if the district were to change language it doesn't mean that they're not liable to

225the extent of the federal law so the language that theol is using is the language of the actual federal law and so the this just so that I'm passing along his recommend and again um his recommendation is to leave the language particularly in 2260 and 2266 as is as it relates to policy I'm I'm just not sure I agree with that I guess and I would suggest that we just strike that language and my right like you said it doesn't change your liability either way right right well no well I think don't believe in this doesn't super what the what the what the attorney said from what I remember is that whether we have the language in there we don't have it we're still liable for it so even if it's not in this policy

226and the Discrimination happens we're still going to be liable for it absolutely I think the real question to me would be on this issue is you know has the attorney been asked specifically these nuanced situations and would we um because we've already made accommodations for students at the high school um would would there be um would we be in violation federally if we did do something that's the question that I feel like I don't have answered yeah I don't if your policy if you're going to strike that but you made changes for the students that doesn't make any sense well as far as I know that the changes aren't really what I'm trying to avoid is biological males and girls bathrooms and if you guys weren't aware this actually happened in our state last year

227yeah I agree and it's a you know it's a real they change it so it doesn't happen here right and and we've consulted with attorneys around this issue and and we've been advised to provide gender neutral spaces um for students that are identifying as one gender another so um right now we've not had any issues where that neutrally identified space has has been questioned so and that's great and I guess what I'm suggesting is we just eliminate that language and then we just tell the kids not to distro I mean I just wouldn't feel comfortable passing language or approving language that could result in interpretations that aren't the intention that anybody wants so I I think I'm assuming that nobody wants that to happen right what happened in uh well I think though I I

228think I think where that comes into play though is that we have disciplinary action um if somebody is engaging in conduct um that would be inappropriate I guess is what I'm saying um right but what I'm suggesting is that if a biological male goes into the girl's locker room and says this happened in Sun prie right so a male literally went in there undressed in front of a bunch of 14-year-old girls that's illegal that's the point is it really has nothing to do what I'm saying way if we if we just leave that language in there that you know if a person does that they could claim discrimination if we say hey you can't do that right so that's that's what I'm concerned about well just like our policy on this doesn't supersede like if

229we change that the wording is still there whether we remove it or not same thing with a situation like what happened in Sun Prairie that's just playing out a legal we a policy that they're allowed to do that it doesn't mean not going to get arrested and go to jail when they do it because it's plain and simple illegal I personally don't have a problem passing that because it really doesn't change the the our guidelines as to how we're addressing it and the fact that we have already made uh decisions within our own schools to to accommodate these things uh without allowing that to happen nondiscriminatory in nature in non-discriminatory because that's plain and simple just not legal I don't have a problem with that is what that student did is that part of a

230program or an activity or did he just or she just do it on their own because this says program or activity what do you mean what student were you talking about the student in Sun Prairie he he walked into a locker okay was that necessary VI his program because in here it says you can't discriminate because of a program or an activity he has the school has the option to say you go change here that's not discriminating against his program were the activity what he did is against school rules when he walked in there that's that's against probably their policy because it's not a program it's not an activity and I guess that's just not clear to me in this and I I just want to be clear make it more clear I just want

231to avoid that right so if there's a gender gender neutral space great like I'm I'm cool with that what I'm concerned about is again what happened in s Prairie where biological males are in a facility where there's underage females that law situation because it's not an activity not a program really violated a law or they might have violated their school policy for not doing that like our general neutal bathroom correct me if correct me if I'm wrong but I I believe the attorney said we could just remove that language from there just say You' still be responsible I'd like to make a motion just to remove that language from there I'll second the motion okay motion second it's not going to change anything any further discussion could could we have explicitly what language is being

232REM understand yeah change of sex or gender identity I would everything including genders everything in parentheses there whatever's in that parentheses gender status status of sex or gender identity I would request that we just strike that language yeah can you tell me what paragraph that's I don't have the file scene for it's the the first long paragraph basically the second paragraph second paragraph first second first part of parentheses we want to be maybe careful Title Nine violations or things that would correlate with that though just just as a cautionary statement well I think the attorney said we could we could remove that right I don't think it's like I said before it's not going to change anything and even and when you're when you're given the example of Sun Prairie to me the Reas and

233the reason why I I'll vote to change it because doesn't change anything when it comes to the law we could have a school and create a policy that says yes this is what we want we want everybody to change together and it doesn't matter we're still going to get arrested for doing it because the law supersedes any of these policies that we make period what he did was illegal and he's in jail for I'm assuming if not he should be or whatever the whole point is that's just illegal so I I would add you [Music] know that the other thing that the attorneys said here there there is a lot of court cases out there almost pending and some that have been resolved that some of this stuff is going to end up in the

234Supreme Court because different states are ruling different ways right we have uh some jurisdiction that comes into Wisconsin uh that has the ability of a transgender to use the basom of their you know of their preferred gender you know so again this this there's different ruins and different places yeah we've also had some rulings that has upheld the what they were just saying eventually this stuff is going to find us way to the Supreme Court sure right meaning that there's a lot of challenges out there right so we don't even know how that's going to play out is my point and then let's just say it gets there and they're like we don't want it well I think I think the I think the problem is as law stands now um that is considered a

235protected class um I'm not sure that's the case that's what we asked the attorney told us is that the case Jim is that attorney here they uh they had it um you know in terms of law for State policy nothing's uh okay so law Wisconsin section 11 1813 which prohibits discrimination based on sex race religion national origin ancestry uh Creed pregnancy material parental status sexual orientation physical mental emotional learning disability soorry I didn't hear anything on gender status change of sex or gender identity and and their analysis was policy 2260 includes color which is category under tile seven of the Civil Rights Act but not Wisconsin Law related to pupils while color is not included in Wisconsin statute section 11813 is Comm included in most School District policies as the laws state and federal overlap

236significantly in just the recommendation as as Lee pointed out U leave it as is I mean so that was just their analysis um on the federal side it was referenced um law on Title Nine of the educational Amendments of 1972 which protects people from discrimination based on sex it has which includes discrimination based on sexual orientation and discrimination based on gender identity and there was an asteris there that you know I don't have the website without looking it up regarding a press release regarding that specific point we have a motion in a second correct yeah so I'll accept I would go I would vote for your Amendment on the authority of protecting the individual that's in the bathroom already uh that that they're not being discriminated against because of their own identity as well so

237I would agree with you for this and I'm going to I'm just going to say that again without having an attorney here to specifically look at this and tell us if we do this what are the legal ramifications I'm not comfortable um aing it yeah guess is my feeling the other thing you do is bring attention to what you've done for groups to now come and say we're suing because you did that so even without an incident happened eclu or some group comes in and says you changed a policy that under federal law it's federal law so now youve opened that up to them coming in and saying you've done it even though we don't have an incident so just be aware of that well you know I'd rather not have an incident this why

238I'm getting it we haven't had you know they do happen that isn't going to stop an incident from happening what you're doing is not going to stop an incident all it's going to do is draw attention all change that we're making maybe then we got to clarify policy then if we don't have the the policy that clearly does that because right now again as a father of four daughters I would feel you know if we want to make this a destination District you know I think that could attract a lot of people in this environment lot of the people aren't going to read this a lot of people may go the other way you know I don't you know you don't know Tony you don't know I guess we'll see but I I think it's

239a common sense approach and and again I'm not advocating to discriminate against anyone I'm just trying to avoid this is an unintended consequences right it is right I don't know I'm with I'm with Stacy on this I mean none of us are attys here so right I'm not saying I'm an attorney either I'm just saying I want to avoid what happened in some PR I don't want man be next Sun PR and i' like and I'd like and I'd like an attorney to be here and to specifically talk about Sun Prairie and say if you change this language or leave it how it is um you're going to run into a problem that's all that's all I'm asking because I don't think that when we asked the attorney that we were that specific about that

240I'll be honest that Stacy's being she's it's a cya and it's not a bad idea maybe maybe more clarification well let's vote on the motion that's at hand um and we'll from there so um all those in favor of excluding um the language um in the second paragraph that says including gender status change of sex or gender identity um from uh 2260 non-discrimination and access to equal education opportunity signify by saying I I I I okay raise your hand of the eyes Okay and all those uh not in favor by [Music] saying why we have such a great I'll be honest with this what even with the last vot it's why we have such a great mix on here and and we're we're tackling a lot of good issues with a lot of different opinions

241because we can go back so I would so I would um I'd like to make a a motion to um St um 2260 um where we can have some uh legal guidance to ask the questions that we would like to um at our next meeting orever whenever I'll second your motion any discussion on that no I will vote for that because my concerns for 2260 were discrimination against Student Activity student programming and how we got rid of some of the clubs in the schools because I think we're open for a lawsuit that we allow certain clubs and don't allow others and and as crazy as it sounds there was a satanic Club in Pennsylvania just just got a positive ruling from the court that they can exist in a school because any any club if

242you say no you're discriminating so I have that concern so I think great to have an attorney come and look at that to see in violation of that and and I would further that um e talks about instructional and library media materials right there's been a huge dust up in this community about the appropriateness of certain um things in our library under this it's discrimination to not have that in the library so I mean again unfortunately I think that this is going to be ruled um in legal government bigger than we are um but I want to make sure that if we make any changes to this that we're not setting ourselves up and I think we can ask specific questions with scenarios to make sure that we are getting getting it right tonight and

243to um you know again we we have to make decisions um with regard to our Administration and what they're going to do and carry out and so again we really need to know the answers to these questions so um all those in favor of uh tbling this signify by saying I I any opposed Nate okay Chris okay so that was 2260 okay and then um the next one is uh 60.1 um this is section 50504 a Prohibition against discrimination based on disability um and Chris I'll start with you I uh I had something but I think it'll be covered with okay and um I don't have anything U mat Matthew Tony um this one didn't have that same language and it did it no no this is only based on disabil okay yeah I don't

244got anything this one okay no I'm okay good okay all right so um seeing no changes um do I have a motion and a second to approve um the first reading of 22601 so moved mov second by Chris okay all those in favor say I a opposed all right right and then um we do have some you guys don't have to go through all those but um we have uh the policies that we're going to be looking at uh for a first read coming up um so those are all listed there um so those will be um attached in board book for everyone for next time and then uh we go to other school business um just uh some information that we have a Schoolboard election um there are two of us that are um

245up for reelection that's harrie and I um if uh there's a declaration uh for of non-c candidacy um by either one of us is due February December 22nd 2023 December 22nd oh what did I say you said February but you met December 22nd oh I think I was doing Friday France to February sorry to Friday December 22nd thank you 20 23 at by5 um campaign uh registration statement and Declaration of candidacy forms can be picked up and they're due Tuesday January 2nd no later than 5:00 p.m um and then the election dates uh if there is a primary it will be February 20th uh 2024 and the spring election will be April 2nd 2024 and election packets are available at district office um remarks from me just want to wish Matthew a happy birthday today

246thank you for spending your birthday with us I'm sure it was exactly what you wanted to be doing tonight um and uh obviously with the holidays coming up there's lots of fun things going on at our schools so please take advantage of um going to your schools and participating in some of the concerts and art things and things that are going on um future meeting dates we'll have um our first meeting um will be I believe is it the 14th 12th start the 12th of December we'll have our um general meeting and then um we did remember that since it falls on the break we will not have that second meeting of the month and that's it um okay so then the the last part is our Clos session the Board of Education will vote

247to conven a Clos session for the purpose of considering um the following matter considering the employment promotion compensation performance evaluation data of any Public Employee over which the governmental body has jurisdiction or exercises responsibility this meeting is authorized pursuant to section 1 19.85% first second first second okay um and we need a roll Christopher AO hi FFF Hansen yes Matthew fif hi stas selner hi Matthew sing hi ter TR yes Tony hi okay it is 9:32 and we Are CL thank you everybody what Heat's goinging up I know I can feel it I can feel it