001So, let's call this meeting to order at 6:00 pm according to my Oh, 6:01 p.m. >> 61. Um, and I'll wait to do the mic reminder until we go to the open fully open session. Um, but I would entertain a motion to go into close session. And um, whoever makes the motion, if you could please read the whole motion written for us. I move to go into close session pursuant to Wisconsin statute 1 19.851c at 851C concerning employment, promotion, compensation, or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility. District administrator evaluation process certified staff member leave of absence request. Thank you, Chapman. >> I'll second. >> Thank you, Die. All right, let's do um so we'll go into close session at 602 after a quick roll
002call vote. Um, Fesler, yes. Howry, he is absent. Uh, Chapman >> here. Huie, >> here. Yes. >> Fisher >> here. Yes. >> All right. Motion carries. We are in close session at 602. have to reorient my myself here. Okay. Um, so reminder tonight that we want to make sure we're speaking into the microphones. Um, I think AV experts would say two one to two hand fists away from the mic is best. Um, if we if we're going to look at something on the screen and we tend to roll back in our chairs, one option is that you could take the microphone with you. Um, but we do have a lot of feedback that people are not able to hear us. >> Um, so we just want to make sure that we're real close to those
003microphones. Um, thank you for that. Okay, so consent agenda items. I would um let's see here we go. Apparently I needed the two minutes. All right. So this con consent agenda contains minutes from the October 20th, 2025 board meeting and the October 20th, 2025 annual meeting and budget hearing. Um also includes certified and co-curricular staffing recommendations and a certified staff member leave of absence. Um, is is there anyone who wants to pull anything out of the consent agenda for discussion? Okay. Then I would entertain a motion to accept the consent agenda. >> I move to accept the consent agenda as presented. >> Second, >> Chapman. Any discussion? Sounds like none. All right. Everyone in favor, please say I. >> I. All right. Any opposed? Motion carries. 4 Z. Okay. And then there are um as
004usual personnel items that do not require any vote. So that brings us to public comments. Do we have anyone registered? >> No public comments registered. All right. Um so we've got the McFarland High School student report. It looks like we have Anna Con joining us this evening. We're ready when you are. >> Hi everyone. >> Thank you. >> Um I'm Anna. I'm the student council president. Um Anna's done the other ones, but I'm happy to be here. I'm happy you guys got me out of some AP bio studying. [laughter] >> We're here to help. >> Thank you. >> Supporting the students. >> All right. Let me know if you can see my screen. Yes. >> Can you see that? >> Yes. Well, it has an A. We don't see any present. Now we go. >>
005All right. Let me see if I can present it. Dean made this beautiful template for me so we can just keep using the same one. All right. Can you see the full screen there? >> No. No. There we go. There it is. A little bit of a delay. >> Okay. >> Is what we've learned in the past. So, >> yeah. Okay. Perfect. Well, I will go to the first slide. These Chromebooks are >> all right. Can you see my homecoming slide? >> Yes. Yes. >> Okay, perfect. So, this past I think you guys had your last meeting on our first day of homecoming, but the second week of October, we had our homecoming week. Um, I might be biased because I'm a senior, but I thought it was the best homecoming I've had. I just
006felt like the student body was really connected and we had some fun activities um during like the pep rally you could see in the middle here or down here is Mr. directly giving a speech to all the students that did our flag football. Um, and then we had a good parade and you see our admin down here dressed up as Adam Sandler for our dress up day. Another exciting thing that opened this past week was that um we have a retail marketing class and students in that class opened an inschool cafe um for our the first passing period of the day where you can buy hot coffee, tea, canned energy drinks. I haven't gotten anything, but it's been pretty busy when I walk past, so I think a lot of students are enjoying that. Getting
007into some club announcements. DECA has been doing a lot for us this past weekend. They had their trick or can um activity where they collect cash and cans for our local food pantry. So, they ended up collecting $619 and 2,110 cans. And then you guys heard about their black out toblockout cancer football game. They ended up raising $1,055 from the miracle minute where they walk around with buckets and collect money and then also $361 um from the volley for a cure game for the W Carbone Cancer Center. So that's cool. Girl up. They had a seminar from students about teen dating violence with the representative from the domestic abuse services last week and they said they learned a lot. They've been doing it every year. I think I think it's helpful for students that go
008moving into our performing arts. This coming weekend, we have the performance of It's a Wonderful Life, which is a radio play. And then the next weekend, we have a choir cabaret where we sing and dance and do all that fun stuff. There's skits in between and solo performances. And those are both on the PAC and you can get tickets on the PAC website. We've had some exciting athletics this past weekend. Girls cross country got second at state this Saturday. And then from our boys cross country team, Henry Pek qualified to go and got 11th place individually. And then our boys soccer team qualified for the state tournament to play this Friday in Marquette after beating Edgewood this past Saturday for the sectional championship. And then just to end it off about some student council events,
009um we our staff lounge had a broken curig and they wanted a toaster. So, um, student council got them a new cure egg and a toaster. And then we made this little coffee bar, you can see, with syrups and thumb cups and creamers that they've been able to enjoy. And then coming up on Veterans Day, we have our annual Veterans Day breakfast where we invite veterans in our community to have breakfast with us and kind of just tell them a little bit about their experience as a veteran. And it's one of my favorite events of the year. So, that's really exciting that it's coming up. and it's just to honor them and yeah have a good breakfast and connect with our community. That is everything I have for today. Does anyone have any questions at
010all? >> Thank you so much. Great to hear. >> Yeah. Thank you guys. I appreciate you listening and being here and thanks for having me. >> Yeah, >> of course. >> Thanks for coming. >> Get back to AP Bio. Yeah, we didn't delay you too much. >> Sounds good. [laughter] >> Have [clears throat] a good night. >> Thank you. Have a good rest of your night, guys. >> You too. >> Okay, now we'll move into ourformational items. Um, and first up, we have the youth center report. >> Yeah. >> Hi, Sean. >> Hello. Good evening. >> Hello. [laughter] >> That's true. The the microphone recommendation does apply to you as well. >> Okay. >> Thanks [laughter] for listening. >> All right. Well, um, thanks everybody for having us here tonight. I'll just introduce myself quickly.
011I know most of you. I got to meet a couple of you uh probably for the first time tonight, but I'm Sean Miller. I live here in McFarland. I've lived here with my wife who's in attendance. Uh we've lived here since 2002. My wife Katie is a middle school teacher and that's really how I got involved uh at the youth center uh many years ago. Um I've been a volunteer there since 2004 and I've been the youth center board president since 2005. So, I've had a long tenure there and it's it's been a great honor to be a part of the organization and we just excuse me are really proud of everything going on down there. Um, and uh we'll go through it tonight. So, >> yeah, the uh youth center. Yeah, that's just a
012picture of Kirsten Johnson, who's our staff director. I'll introduce her on one of these other slides coming up and a lot of the kids in front of the center. For those that don't know, the center is right across the street here uh in what is actually the old village library. If you've been around here long enough, that was our tiny little library. I guess there was some other library even before that one, I've been told, but uh when we moved here, that was our our little library. So, [snorts] okay, some quick facts about the youth center. We have been around since 1998. uh Youth Center uh history is that we were started actually by a bunch of high school students and they worked with their adviserss with stakeholders in the community to um really provide
013an answer for a need that was out there for programming uh safe afterchool space for middle school age students. >> And I I don't think they were alone in doing that. My understanding is at the time Kathleen Faulk was the Dne County uh executive and through her administration, they were really pushing a lot uh of this in Dayne County trying to uh you know get this need identified and taken care of through things like youth centers. So, uh, McFarland did a great job, uh, launching ours and we have been open ever since in, you know, various forms or what have you and and we had a different spot in the regular part of the strip mall over there originally until about 2012 or so when we moved into our current building. But the youth center
014has existed uh, in essence since 1998. Uh just for those who may [snorts] not know, even if you're watching at home, we are open every weekday. Um unless there's, you know, a holiday or a special event or something, but during the school year, we uh try and be open from 3:00 to 6:00 p.m. I know the middle school has shifted hours. They don't really get out that early. Um but that's that's what we advertise uh is 3 to 6:00 p.m. Uh and we are actually open to anybody who's middle school age. We actually do get a couple kids that come in that are either doing charter school or from Addison School District or what have you. So, um 3 to 6. Uh during the summer, we're open from 1 to 5:00 p.m. Uh and then
015we actually apply those hours uh when you all have like a staff development day or something like that where it's not a holiday, but the kids, you know, may be looking for something to do uh they don't have to go to school uh again because of staff in service or what have you. So, we shift those hours 1 to 5:00 pm as well. And that's uh actually in our contract with Dane County. They try and uh get that consistency across this county for all youth centers. Uh but it actually makes a lot of sense to us. You know, it's uh it's kind of neat to watch the funnel of kids just kind of come down the hill from the middle school right towards the youth center uh after their day is over at school. So
016um our attendance uh you know traditional attendance levels for us um when things are going well, you know, CO was a a huge exception. uh but we try uh and get to a target of about 20 to 25 kids a day uh after school uh during the school year. It is less uh attended during the summer. I know that might seem counterintuitive like hey it's summer you know da da da but I think it's probably mostly that funnel effect you know coming from school whereas in the summer well one kids are you know a lot of kids are on vacations at various times and there's just other things to do and it's nice outside and stuff like that too. So, typically the school year um is our biggest uh attendance peak. Um are there any
017questions about this slide before I move on? Or else we'll just we'll get to staffing here. >> Feel free to save your questions for the end, too. It's totally fine. All right. Staffing. Kirsten Johnson. Uh she's not here this evening. Um she started with us uh last March, so about seven months ago now. Uh before her we had had Shawn Close for about two and a half years and before him we had Megan Beckler uh for about four and a half years. So Kirsten's relatively new. Uh she came from Madison West where she was uh one of their administrative assistants. She handled all the attendance stuff. She handled their whole graduation ceremony. As you guys might know, that is a huge school, like 2,000 kids. So a lot on her uh shoulders at that school.
018uh uh her background uh at some other jobs she had had uh seemed well suited uh for like a youth center director and combined with her administrative uh pedigree there. So uh we made her an offer and she's been with us ever since then and she's doing a great job over there. Kids are super enthusiastic uh to have her. She's really, you know, building those relationships uh with the kids which I would say is the number one factor in our attendance. Like anytime we go through a transition, our attendance usually dips for a number of months. And as the kids start to know and like and trust the the new staff that we have, that's really what builds those attendance numbers uh back up. So, she's doing a great job of that. And uh things
019are going quite well. [snorts] Okay, we can keep going. Uh programming uh we do a combination of structured and structured programming options each day. So, when the youth center started uh back in the late 90s and really through I'd say the mid 2000s, we were mostly unstructured. We had computers, video games, just chill space to chat with your friends, pool table, ping pong, things like that. Kids would come in, kind of decide what they want to do. We continue to offer all those kinds of activities. Uh but starting about 2006, 2007, uh the county really started pushing the different youth centers to adopt more structured programming. Our board thought that made total sense. We saw the research behind it um in terms of it's called asset building uh for youth development. The more touch points
020they get, they're certainly getting some through the unstructured programs, but they get even more through structured programming. So, our board decided to make a change, an intentional change, and really institute uh that approach with structured programming. What that meant for us was was really trying to get a different type of staff in there. You know, one that was um able to plan and execute programming for this age of uh child development. U you know, the wages had to go up to kind of track those people uh that we could get in there and do that kind of program. But it was it was a great change. We actually track the stats. I don't even think the county has required the tracking for a long time, but our board really loves it. We love tracking those
021stats and kind of driving towards you know all these asset hours that we're accumulating by having numbers of kids getting exposed to number of hours of programming you know that we are structuring um kind of it's almost like a little secret they don't they think they're just having fun but little do they know it's intentional you know it's like fun with child development uh strategy so uh yeah we're building up all those asset hours we actually um quantify just the raw asset hours and then we a couple subsets that we like to focus on. What we call leadership hours, >> uh, where kids are participating, like we call it our youth council, it's kind like student council or if they're helping lead a program or leading a service activity, we we kind of add those
022as additional metrics that we track. And then the same for service hours. Anytime the kids are part participating in a community service project, a lot of them we just do at the center. We'll get uh involved with senior services, make bags, like little decorative bags for senior meals and stuff like that. Sometimes we go out of the center. Uh usually we like to go on Martin Luther King Day of service in January. Go out and do some leadership and service activities outside the center. Um there have been times in the past I know people are tired of hearing before co but before CO we used to go into some of the senior living uh spaces in town here and do bingo and things like that. So those would be uh examples of offsite service activities.
023But again that's a metric we like to track. We would like to push our staff to plan at least one and hopefully two service programs uh every month just to kind of, you know, expose the kids to that and and really expose them to the the the honor and pleasure of doing it. You know, it's not just work like, hey, make these bags for seniors. It's like they really see the reward. Someone thanks them. You know, they'll get a an acknowledgement uh from from Katie at the senior services. they'll maybe get a thank you card back that's read off to them, you know, about people who are receiving those things. >> We had an amazing student a couple years ago. She's at your high school now, uh, Cyan Keredine, and she organized a grant. Uh,
024the grant was awarded, it was for a couple thousand dollars, and the service projects tied to the grant were about building little toiletry kits for people that are experiencing uh, transient like homelessness and stuff. um and then uh bringing those to one of the centers in downtown Madison for distribution and stuff. And what what just an amazing um full cycle there, you know, of a service project and and getting the acknowledgement and and hopefully the rewarding feeling, you know, that she got out of that and all the kids that help put those kids together and stuff. So, it's really amazing. Um we do do special events. Uh we try and do field trips. We're a little limited there. We don't have a bus or something like that. So, it's, you know, whatever staff and parents
025can drive to a reasonable place. Maybe the Dell's like once a year in the summer, but most of the time it's walk down to Spartan Bowl or maybe walk to uh up and get a cup of coffee or what have you at Grace or McFarland house once in a while. Um, we do some in-house special events. So, we just had a Halloween uh movie night, like an outdoor movie night a couple weeks ago where the weather cooperated, so we sat outside with a little projector the kids did and watched a movie with staff. That was pretty cool. Uh we'll occasionally, you know, have other nights like that, too. I know this month they're planning a give back to kids party uh where we've actually allocated some funds for, you know, like small prizes for kids
026and stuff and they're they're earning those their chances for those prizes with uh good behavior with contributing on programming, stuff like that. They're getting little almost like raffle coupons uh as they do these good deeds over the last few weeks. and then they'll be able to put those into different buckets and then try and win some of these little cool prizes we've got uh Kristen's got set up for the party. So, that's kind of this month's uh special event. We do try and hit a regular cadence. You can see in the bottom half of that slide. Uh we do arts and crafts. We do like science discovery type things. Again, service uh we mix in a free day. And then the one I've always enjoyed seeing the results of is the cooking day. We used
027to call it fresh food Fridays. Um, and again, like you know, a lot of kids just have no idea how to even make a box of macaroni at this age, right? So, if nothing else, they're learning some fundamental skills and then we make fun stuff, too, but we also try and show them some healthy stuff, you know, in some of these events. And, uh, you know, not everything has to be a cookie or a brownie or mac and cheese. We can mix in some, uh, you know, fruit salads and stuff like that, too. So, I think they really enjoy it. you know, they just enjoy working with the ingredients and coming up with the ideas and looking online for recipes and stuff like that. So, that's just been an an awesome steadfast activity we've had
028really for almost 20 years now is Fresh Food Fridays. >> I think there were [snorts] some goods at the barbecue that were made by the kids, they were really good. >> Yep. Some of the treats there. Yep. >> It was the cookies. >> Yep. Absolutely. >> I'm a sucker for [laughter] sweets. >> And now I'm hungry. >> I'm sorry. Okay. Uh, yeah, here's just a, you know, a snapshot of what, uh, we communicate out to our parents. We have everybody on an email list. I know the school put this on, uh, at the end of their announcements. Uh, we'll put it, uh, on our website, of course. We have a Facebook page. We're starting to use Instagram. I don't think we're in the Tik Tok world yet because we're trying to figure out if that's
029the right fit for us. Um, and there's some other things there that are a little hard to control as many of you probably know. So, that one's not quite as straightforward, but I'll just say we have channels to communicate this calendar to, including just taping it to the front door. >> And I I think one thing I'd like to point out here is again the rhythm, the cadence, >> which is great for parents. You can look ahead and know what's going on. And if if your kid is one that goes every day, great. You know what they're doing. If your kid is one um that, hey, they really love going for Fresh Food Fridays. Okay, you see when it's going to be and you kind of know, you can have that talk with your child
030about when to go and when to be there. Um you know, certainly things come up and sometimes we have to pivot here and there, but we try and make announcements about that and get the word out to if staff is sick or if you know, something fell through on a particular program. But we try and stick to this uh as well as we can because we do view it as as sort of our promise for the month of what we're going to deliver for programming. Okay, now the fun part, all the photos. Um, we have uh on this first photo just uh some of the gals there in front of our old youth center sign that we've had for many, many years and the kids like to go up and sign it in Sharpie as
031they come through the center. >> Uh the next slide uh just showing again some of the kind of passive activities we had. The I call these the unstructured things, right? Air hockey, pool, foosball, things like that. We've had some awesome donations from community members over the year like and not the pool table but the foosball definitely and the air hockey have have come from different community members uh donating them connect four video games. Yep. Good there. We can keep going. Angie, um this next one is a a few photos of a service project that we teamed up with the McFarland Lions Club to do. We've done it, I think, three times now over the last couple years. It's called the Nectrex uh plastic recycling. That's a firm. And so what we do uh the Lions
032kind of coordinate different other service groups in the community that'll take it on each each group will take a turn for six or eight weeks and you collect it. Used to be 500 lb, now it's a,000 pounds of plastic bags. So those bags you guys are dropping off at pick and save and the library and stuff, this is where they end up into this program. uh and they get sorted and weighed and then they go into a big trailer that I think maybe over at pick and save um and once your service group so in our case the youth center has accumulated that thousand pounds um then that's the end of the project for us but what we get is a nice uh one of those nice benches those real sturdy like uh composite plastic
033benches so they use some of the raw material that we've gathered to mold it actually into our our own bench of those benches now and I think we're going to give this last one that we got up to the middle uh because we're there's only so many benches we can fit in the youth center. So this [laughter] this one next one's going uh we worked with Jamie and Gene up there to get it. It's going to go up to the middle school. So >> awesome. >> We'll put a nice little plaque on it. Say donated by McFarland Youth Center. All the kids working hard. And so yeah, it's been a cool project. I mean it's it's uh definitely some work to run around and gather it all. Some days I feel like we're the uh
034industrial part of their whole uh business there, but it's fine. the kids are learning a little bit about recycling and sorting and effort and stuff like that. So, it's been a good project to do. Okay, next one. Uh just again some passive activities. We have uh jigsaw puzzles from time to time. People bring them in. The library's got an exchange program. I think I saw another one at the village hall too that there was a a board shelf you can trade puzzles on. Uh science club. We do all kinds of things. This one was like a a Lego donation that we got. The kids are doing Legos one day. We'll get kits. We've done like owl pellet dissection in the past. I mean toothpick bridges. You you name it. Like kids like the little fun
035science project especially when like >> oh slime they love making the slime or they love doing the mentos thing with the coke. You know anything that like fizzes or I don't want to use the word explode but you know when there's action going on the kids really like those kind of science project. So >> Yeah. Science club we we've kind of broadened it now. We call it like discovery day because there's other cool things that >> maybe don't fit into the neat little box of what you'd call science, but just cool things that we brought to the center to try and get the kids interested in, you know, just stuff. [snorts] >> Uh the next slide's arts and crafts. We I mean the exposure to this is really cool because I think if you just
036walk in the center sometimes you'd look around and you you would be tempted to make a guess at like who would maybe and who wouldn't be interested in arts and crafts. But I think the beauty is when you throw it out and lots of kids are doing it and your friends are doing it. Even if it might not have been your thing, you kind of wander over and try it out, too. And it's just one of those things where they're getting exposure, they maybe would have never done something like this if they were sitting at home or or whatever, but they're just, you know, it's just there. And some kids really, this is what they want. This is their number one program. They thrive on it. They're good artistically. I'm jealous of those kids because
037that's never been me. Uh but they, you know what I mean? Like they really thrive in this stuff. And then other kids, yeah, they're getting the exposure and they're they're finding, oh, this is kind of fun or is kind of interesting. So, it's our programs are for everybody, no matter what level you're at. We try and we don't force anybody to do the structured program every day, but we do a lot of gentle nudging, you know, like, hey, we're doing this over here. Let's come try this out, you know. All right, next slide. Fresh food Friday. Yep. Cooking club now we call it. Um, so that we can do it on days other than Friday. and we just rebranded it cooking club. Uh but again with lots of good activity there. We built our own
038little kitchen many many years ago uh when we took over uh this property uh from a group that had been uh renting it previously. We built that little kitchen. We got a nice donation of a Subzero refrigerator. Wow. >> And then we've got this oven in there. So hopefully everything's up to code. Uh but we do some cooking and uh you have a nice little uh space there that we can utilize. uh quiet time just on the right side of the the screen there. We we do we have a little room that I didn't put in a picture here, but a little room that used to be part of the library staff or whatever. Uh up at the front of the building, we actually keep that designated specifically uh for quiet time. Uh but just,
039you know, throughout the center if kids just want to chill and read a book or eads, do homework, um there is space to do that and we do try and support that, you know, with with some quiet areas. So, >> uh, next slide is field trips. Uh, we did go to Manona Pool this summer. Took some kids up there. Uh, and then Spartan Bowl. That's pretty popular. We do that a couple times a year. Just walk down there and do some bowling after school. Uh, the next slide. We actually did a little fishing trip. Uh, some kids were really into fishing, so we uh, walked over to I'm not even sure where this photo is. Maybe some of you recognize where this is. >> Babcock. >> Oh, it probably is. That makes sense. Yeah, it's
040probably just right on Babcock there >> uh doing some fishing. So, >> yeah, look at that. Gwen caught a fish. Awesome. >> Oh, and so did um sorry, I can't remember his name, but awesome. >> Next slide. Uh was our presence at the community festival a couple weeks ago. Uh we had a booth um amongst all the people with booths uh where we just did snow cones and really just a a chance for us to be present for the community and we had brochures and just available to answer questions that parents might have or kids might have. Um you know, no matter how much we advertise and and push out our branded, it's still like it's amazing how many people really don't know what we're doing down there and what we've got going on. So
041we use opportunities like this to try and get the word out. And there's there's even a a segment of people who who don't understand that it's uh it's a free service. It's not like an alternative like paid, you know, afterchool care thing. It's it's actually like a free service uh to our youth members. So, uh we try again trying to get the word out there. Uh we participate in the parade like always. Kids did an awesome job this year rationing their candy so that we made it all the way through. >> That's always the battle, right? We start with big bags of candy and sometimes by the turn by the gazebo it's like, "Oh, no more candy." But, uh, they did a great job this year just kind of making sure everybody in the parade
042had an opportunity for youth center candy. So, that was fun. Great day. As you guys might remember, beautiful weather day. So, >> it was >> all right. Let's get to the next slide about partnership. Uh, we mentioned this at the top. We've been around since 1998. Uh, and we we feel we're a partner with the community, right? We're providing these services. That's why we exist. We are notfor-profit company. McFarland Youth Center, Inc., uh we are here to make sure these valuable services get delivered to the kids that want them, that need them. Um we've provided over 25,000 hours of service. If you just do the math, 3 to 6 pm, you know, since 1998 on all the weekdays, that's what about what it adds up to be about 25,000 hours we've been open, >> providing
043that safe, you know, spot for middle school age kids to go. We've had thousands of unique attendees. We didn't have a great attendance system at the beginning. Uh we still do it pretty manual. I I can't, you know, get a real specific number on that, but we know it's in the thousands, you know, since 1998 of just different kids that have come through there. And and some kids come every day or practically every day. Other kids, you know, they might come seasonally like they're in football and they're doing that and then in the winter they're there and then in the spring they're doing something else. Um other kids, you know, maybe they just come a couple times and they don't come again. That that happens and that's fine. You know, everybody's got to find the
044right fit for themselves. Uh but we we do track unique attendance numbers throughout the year. And I would say in any given calendar year, we have between 25 and 30% of the middle school population. So all the kids that are in six, seven, eight come to the center at least once in any given calendar year. [snorts] Um we've had over what I'll call 70,000 asset building hours and I think that's a an order of magnitude underestimate of what we've really had, but it's all the data I can kind of dig up going back to when we started tracking it. But if you would basically again take those 25,000 hours that have been open and if we're if we're open any given day and five kids do a one-hour service activity, that's five asset building hours,
045right? And and five service hours. So it's a multiplier of the activities we're doing and the number of kids we're exposing it to them. You know, how many basically kid hours are we getting in this research, you know, based instruction, right? That's why we're doing it. So it again why we're there and the hours we're open and the kids we're attracting it just multiplies out exponentially to uh that asset building model of youth development. Uh support uh certainly we've had tons of support from many different uh areas of our community including you know 80 or 90 individual donors through our friends program every year some of which are sitting in this room honestly. So thank you all very much. Um we've had you know great support from the town of Dun from the village but
046but of course we've also had great support from the school district. Uh there was a time when I came on when the youth center was closed to not existing because it had been mismanaged by a third party uh financially and almost almost went belly up like in in the crib, you know, when the first few years of the youth center. And I know the school district at that time right before I came on the board had kind of swooped in and saved it uh just from not necessarily from a funding standpoint but from an administrative and handling the books for a couple of years and kind of allowing the center to get back on its feet. And so we we are forever grateful for that. I I don't do a good job of mentioning that
047every year and reminding our audience at home that, you know, if it wasn't for those actions many years ago, Scott Brown, Jeff Mahoney, and others. Uh the Youth Center just wouldn't have made it out of its first few years of existence. >> Uh but since then, um in other ways, uh you know, since we became our own company and incorporated, became a nonprofit in about 2006, uh we've of course continued to have great support, a great relationship, uh with the school district. I know we've had um you know school staff be on our board of directors typically the middle school uh principal at Sharon did a board member >> graciously even [laughter] though he lives far away um graciously sat at our board meetings second Tuesday of the month for many many years as middle
048school president and offered sage advice and guidance for us. Um, we've had uh usually represented from the guidance staff at the middle school too, a counselor, a social worker or what have you, usually sits on our board as well because we like like everybody who deals with youth development. We have challenging situations, you know, that we that come to our center and we have to figure out how to work through them and how to still try and just like you guys, right, try and reach the kid, try and make progress and stuff like that. So that type of guidance is especially helpful for us as well, you know, that we've had on our board uh throughout the years. Uh financially, you know, the district uh through the fund 80 levy supports the youth center as
049well. That's been a tremendous help for us the last few years. um you know that type of funding support uh allows us again to get that staff we need in terms of their uh comp you know competency level of what they can deliver as a staff and also just warm bodies to like with increased attendance. You know, we used to be probably in the excuse me, the teens for attendance. And now, again, when we're when we're where we need to be and where we should be, we're 20 to 25, sometimes 25 to 30. We just need a ratio of staff that can sit there to, you know, one of the key words in our mission statement is safe, right? And if you get out of ratio between staff and students, it's not going to be
050safe, >> uh, in terms of the environment there, uh, and things like that. So just having that type of financial support does put the right people there and it puts enough of them there uh that we can, you know, keep servicing everybody who shows up. We don't want to turn anybody away. We don't want to put attendance limits on or anything like that. So again, on behalf of the the entire youth center board, we are very grateful for the the support we've had this year and and over the years. >> Okay, our budget. I know it's a bit of an eye chart and this this is more just, you know, for your packets and stuff. If you want to look it over, feel free. Or if you want to drill me on questions, that's fine,
051too. Uh we haven't really gotten into it. Uh we're we're having our monthly youth center board meeting next week and we'll start to look at it and then we revise it in December and then we finalize it at our January board meeting. So, we're a little off from where you guys are of the villages. So, I I just put the big preliminary stamp on this. Tried to roll up some numbers the other day. Um I I don't see any huge increases, you know, if we would continue to operate the way we've been operating, although we'll talk about that on the next slide. Um that we don't see anything on either side of the ledger, expenses on the right side, uh revenue sources on the left. We don't see any major changes coming through. Um now
052the the next slide uh is really a slide about our long-term stability, though. >> I just have one question about the revenue. I can't remember from when I reviewed it before. Do you get financial support from each of the municipalities that are in the school district? >> So, right now the >> I know it's some, but >> the village of McFarland supports us and the town of Dun supports us. >> Okay. >> The other ones I list up there, but I I put their actual numbers which are zero. Yeah. >> Uh we took a crack at those five, six, seven years ago. Tried to reach out, >> schedule meetings. There there was not I'll just say it diplomatically there was not anyone receptive to providing funding to McFarland Youth Center >> even though we know
053you know those >> municipalities are a part of this district right and so therefore >> some of the kids who are going to the are probably at some point you know touching these different municipalities as well now I know Blooming Grove >> is or has dissolved or whatever but you know town of Cottage Grove is still out there city of Madison we know we a large >> footprint in terms of population, right, that comes with [clears throat] this district now from secret places and and what have you. So, >> um it's not to say they couldn't be approached again, but when we did it initially, there just was no appetite for it. So, >> did you get responses at all or >> um a couple of them at least talked to us on the phone,
054but it really didn't go any further than that. We were not able to get in front of any boards or anything like that. So, >> yeah, good questions. Fair questions. Okay, so our last slide here and and I'm just going to speak frankly uh really for your guys' benefit to understand kind of this journey we've been on, but also anybody watching at home, any community members um that want to better understand our situation. So, uh our current facility again is the former village library. Uh NYC had hoped to relocate to a future McFarland community center. Uh but that project is currently paused. Um that's a municipal project through the village of McFarland. They put that on hiatus in the summer of 2024. Uh from an operational uh standpoint, we had um a loose plan uh
055that was started a few years ago um about transitioning both facility and operations to be under the village government. And the the initial thought was it would make most sense to do that when the physical location changed when the community center opened up uh and there was a space for youth services or youth center whatever it would be called in the future in that building. That would make sense to physically move the operation there and at that time have the village administer those services. And one of the reasons we had requested the village to do that is because our organization has become very large and complex for a group of volunteers to manage um some of what I talked about previously tonight. You we started with a smaller space 2,000 square feet. Now we have
0564,000. We started with attendance levels in the low teens. Now in our best years were 25 to 30 kids. um through through generous again supporters such as yourselves uh we've increased the staffing, we've increased the payroll, we've increased the budget, but that is a lot to manage. Um, we do hire and contract for help where we can, like with accounting services and stuff, but there are there is still a lot of management that's needed from our board, like administrative time to help our staff navigate those things, to help, you know, navigate payroll, monthly bills, navigate um, audits and reports that are due to the state government and Dane County and things like that. Um, our own fundraising we do internally. Um so board members take that on a lot of times um by themselves. You
057know our staff we really try and keep targeted on delivery of programming to kids right. Uh so our board you know and we've been happy to do it but about five years ago we started you know voicing that we were going to run into a problem with burnout with exhaustion. uh we weren't finding replacements for board members that were attritioning out through retirement or moving out of the area. Some of our board members have been parents of kids that go and then as their kids age out they you know kind of attrition off our board too and that's been the normal cycle but again you know during co things became difficult to find as you might expect people to step in those roles and it's really continued since then it's been we just don't have
058the snappy Instagram posts I don't know but it's been hard to find people to help out so the work required from our board of directors has stayed at a very high level and it's gotten more more and more uh over the years um but there are fewer of us so it's getting more concentrated and and the issues actually becoming a lot more acute. So in April of 2023 uh the village board um in you know response to our requests uh put a resolution in place uh that talked about placing youth services in the master facility plan and then also had another part of the res resolution that talked about transitioning the operations as well. When the community center part of that got paused, uh the some people at the village approached the youth center and
059asked if we would still like to go through with the operational transition that they could work on that that they could make that a goal to do that. And so we said yes, we still have the same acute issues regardless of which facility we're going to be at. And since there's no end date in sight to resume, we we said the community service said yes, we would still like to go forward that. So last October, we put it in writing uh in a letter addressed to the village board that they suggested we write. And per their suggestion, we also put a proposed transition date and we thought through that carefully. We thought uh we came to the to the date of July 1st, 2026. Um so we have to this would be October of 24
060that we sent this letter. We thought that's almost two years to figure out how to get this done and then to actually do it. And that felt like also about how long we could keep holding on as a board. Like we've already been holding on for four or five years, like just hold on a little longer. Just hold on a little longer. Like we've been every ounce of effort we could just to hold on and make it this far. So that's the date we put in there. And we also thought middle of the year actually made more sense for us. Trying to do it in the middle of a school year, January 1st or something like that just didn't really seem to make sense. So um that's the date we proposed in the letter. Uh
061the village digested that letter and they uh reacted to it at a couple of their meetings late last year and then in January of 25 and they directed their staff to work on a transition plan. Um unfortunately we didn't make as much progress as we needed to. The goal was to have that plan I I'd say mostly fully vetted out and then of course like everything you need a budget attached to it, right? People need to know the new way of doing things. Where does that leave us against, you know, what we currently spend for youth center, what we need to spend in the future. Not necessarily that it had to be all the village. It could have been all the stakeholders trying to figure that out, but we needed a plan in place. Our
062goal was to have it in place and released as the uh part of the base village bud budget that they put out in September. We did not make it um to that deadline. So, in late September, um, as that base budget was being released, we held our first meeting with the working group of administrative staff from the village since May, our first in-person meeting. And at that time, the youth center was informed uh that the the village no longer saw this as a good fit for them at this time. Obviously, that was very difficult news for us to process and take on. um seemed to be backing away from a commitment they had made generally and then started to work on specifically um and the fact that we had been working towards that path means
063that we also hadn't been working on any other paths. Other paths would involve us trying to stay afloat, trying to come up with new board members, but that doesn't really make sense to work on that and ask people to come serve on a board that's going to dissolve because it's going to another entity, right? So we we had been working on one path in good faith. So to hear that news at that time at the end of this process was very difficult for us. Um we went we the youth center board and some of our parents and supporters uh went to the following village board meeting. After that uh everyone utilized the public comments for 92 minutes of comments about why the youth center is important to them, what it's meant to them. Some of
064them are past, you know, attendees that are now doing great things in college and stuff like that. So, everybody, you know, gave their thoughts to the village board about why these services matter and really pressed the village board to continue to work on figuring out a way to make this work. Since that meeting, which occurred on October 16th, uh we are now in the middle of the village budgeting season. They hold a number of meetings to review different areas of their budget. Uh last uh week they they held a meeting where they go through possible alterations to their budget. One of which was proposed to alter it to include additional funds next year to help the youth center continue to exist in some way. So not a defined plan, not necessarily them taking over operations.
065Maybe money for an administrative assistant, unknown, but just to put money aside that could be utilized to help the youth center continue because it it frankly is in serious jeopardy of not continuing in the current format with the current resources we have on the board. That that amendment will be voted on up or down this Thursday. I might I don't know if I'm using all the technical words here, amendment or what have you, but that that proposal to put those extra funds in needs to be approved to be a part of the budget and that will be this Thursday at 7 p.m. So, this meeting is a little ahead of that. So, I'm not here with an answer on how that's going to go and I don't want to be in the prediction game. Um
066I think you know if you look if you were at or had a chance to watch the previous couple meetings there are there are definitely some people who on the village board who some trustees who seem in in favor of this or something akin to it and there are some who seem to post. So I think it is well within the realm of possibilities that that amendment will not be approved and there will not be additional funds for the youth center either to take over the operations or any other solution. you know, simply say that will put us in an existential threat of, you know, of jeopardy of not being able to continue the youth center throughout all of 2026. And that that existential jeopardy again is not really, you know, on our budget sheet
067for the funding for what we do at the center. It's more of how to support that, right, through a board, but a board that's really doing strategic board guidance, but also administrating. And I I added it up and and made some month by month and duty by duty calculations. Roughly speaking, it looks like it's about 200 person hours of board strategic type duties a year and then another 200 hours of administrative help a year. And now that we seem to be going away from the transition plan, I guess our youth center board will have to understand if there can be another path and how we would explore that. And of course, the hard part is to find time to even explore that because we're already saying we're completely tapped out on resource time. Um, I
068do want to acknowledge uh that that Megan heard about this and she called uh uh or utilized an existing meeting that the village and the school board have together, right, every month or two. Uh, and a couple people from the youth center, a couple people from the school district, and a couple people from the village board utilized that meeting slot. Uh, I think it was last week, although my brain's getting fried with all this, [laughter] >> uh, to to at least get it out in the open, what's going on here, and that that we all acknowledge that it's an important service and it's in the community's best interest to figure out how it can continue. So, I really appreciate that, Megan, that leadership of starting those conversations. We didn't have any silver bullets at that
069meeting. I I mean, I I we know there are no easy to do silver bullets here. If they were, we all would have thought of them and just done them, right? >> So, we we'll potentially need to regroup um next week. And I know Megan, you you had pinged me earlier about maybe looking for some time to do that um again with that that broader working group, which I appreciate because I I I felt like we've been a little siloed in this whole process, you know, like it shouldn't just be the villages, you know, issue or what have you to figure out. It shouldn't be just the school districts as a community. >> We should all be working together and maybe that means bringing the town of Dun as well. You know, whatever's practical at
070this point, I'm all for, but I definitely am a believer in like the collective nature between the different stakeholders here that we need to figure this out together. um if something can be done you know what can be done and what can we do it and I think you know what our board is again going to be faced with is a challenge of if there's a different path how do we even like put our arms around that path in a real way you know we can all I think we all have some ideas but to actually do some kind of feasibility work on those ideas and see how they could be turned into real actionable things which would probably lead to requests you know for different funding or resource time or something that would make
071those workable to allow this service to continue if it's not going to be directly absorbed by the village. We're going to need actually help, you know, just resource help figuring out the feasibility, right? So, that's my sneak preview, I think, for for some future meetings here uh that'll happen is is how do we get help just investigating the options? None of us know, you know, I'm I I do this as a volunteer. I'm an engineer, my real job. I don't know the whole nonprofit world, right? I know the youth center and how to support it and have been happy to do so, but I I I would need help researching that. >> I I don't know that there's even anyone on our board that has, you know, the background or the or the again the
072resource time to do that. So, we're going to need help just to figure out what our options are. >> So, I I'm sorry it's not all good news tonight. It's been really good news and presentations for about 20 years as I've been doing these updates. and tonight we still went through a lot of great things, but but at the end here it's unfortunately pretty serious >> um about our future. And I'm um I just thank you again for the support. I'm here to answer any questions or follow-up emails or phone calls or what have you. Just feel free to contact me in any way. Thank you. >> Yeah, >> Sean, I'm curious what what's the ratio of males and females who are attending? That's a good question. I we don't track it. >> Okay. >>
073Um so anecdotally I probably trends a little more female right now. Just a few times I've stopped in this school year during operating hours. >> I suspect that >> it's pretty close though. I I suspect that >> we also have an all female staff right now. >> Yeah. >> And we've had times where we've had all male staff, right? >> And and I know there's a little it sways a little bit that way. I think it's just natural, you know, and it's not targeted in any way and we're open to everybody. Um, but yeah, I think over the years it's it's been really equally adopted. >> Cool. >> Good question. [snorts] >> Well, thank you for your leadership over the years. I mean, >> yes. >> You know, having been a board member, I've seen
074it in action, right? And [laughter] both Sean and and Penny, too. Yeah. Penny's been a real consistent force, but >> yes, >> without them, there's no way the youth center would be where it is. >> All these directors, all the location, all the programming changes, the thing that's been consistent is is that support and leadership. >> Yeah, thank you. It's it's been an honor. I've been happy to do it. It's been great. I >> I get the reward, too. You know, I see the kids there having fun, making friends, and then I see them sometimes later in life working at the bank or Mhm. >> friends with my kids as they grew up and to be older and then, oh, so and so's at MATC and they're starting to be a vette. And I'm not
075going to say the youth center takes all, you know, credit for their child development, but I think we're part of the story. You know, there's a lot of kids that are looking for a place to go. >> There's a lot of kids that are looking for a different environment where they can thrive, where they can make some new friends and stuff like that. And we >> want to continue to be there for them for that, you know. Um, we had parents say, you know, not every kid's in sports or able to play sports. They're just not interested or not good or whatever. And this is one of those alternatives, you know, and in high school, we have a lot of alternatives. It's really great. You know, what happens at the high school, there's >> there's
076so many different afterchool clubs and programs and stuff. In middle school, there's just not as many available. So, that's where I think we fit in as part of that that puzzle in the youth youth development. >> And they need more supervision as middle school. >> Yes. participate in activities and >> otherwise that's that's why this was started, right? >> Yeah. Identified need, you know, it's it's kind of an age when I came in it was explained to me >> and this was again like a countywide push. It was kind of an age that's kind of getting too old for daycare, >> after school care, >> too young to be working jobs at McDonald's or something after school or being on the high school football team or something. So, it's kind of this awkward teen age
077and I think we've all been there at some point in our lives. because I know I certainly was, you know, and how do you find your place? And this is giving them a find, you know, an opportunity to find their place >> and constructive. Yeah, >> I was also when I came on, you know, I I remember clearly at one of the first village board meetings, our old village chief Greg Le and he spoke very positively about these constructive outlets for youth, you know, and he wasn't saying youth are bad or or things like that, but he said if if they don't have constructive things to do, they will find other things to do. Some of those will be fine choices and some of those will be something less than fine choices, right? And as
078the police chief, he really understood that, right? Like >> we're [clears throat] going to give our youth in this community positive outlets or we're not and we're going to be dealing with something else. So >> for sure >> there's too. >> Yeah. Thank you for all your your I mean just echoing what Erin said. >> Thank you. >> It's Yeah, it's really you don't see a lot of volunteers sticking around for 20 plus years. [laughter] >> No, it's amazing. >> Yeah. Yeah. And if anyone's out there listening at home, uh, you know, honestly, like if people are, yeah, you know, interested in helping out, trying to figure out where you can help your community, this is a tremendous opportunity. You know, serving on the youth center board, >> maybe maybe someone's out there with, you
079know, really updated vision even of of where the youth center could go from here. I I think we're open to all possibilities at this point. So, >> yeah, >> I know I mentored two students at the middle school the last couple years, and both of them It was it was just one of the really the kind of the thing that really they they kind of centered their the day around. It was just a really great experience for them. >> Cool. >> They needed that. >> That's great to hear. >> We get to be in a unique role to kind of support you as we can and your successes over the years. As someone who's new to the board and also newer to McFarland, um I really appreciate the history that you provided tonight. That's really
080valuable to me as a community member. >> Thank you. >> Um to understand the depth um of your experience and your commitment. Um and it's also really fun for me to also see like the collaboration that respectful respectful collaboration um that we have in our community. And I think that's really key to finding new and unique ways to serve our kids. So, thank you for your service for that. >> Welcome. Thank you. >> Can I ask one last question that and I hope this is not a dumb question, but what role now is the county have they are they just pulling? >> Yeah. Um Dane County uh their budget's so at the preliminary stage right now, but our our funding basically looks level if it goes through with >> so their base budget comes out.
081Then their county executive kind of puts a pencil through some of the numbers. So that second number that came through was was maybe a decrease of a few hundred on a scale of like 16,000. So if it stays like that, that will be fine. you know, if something were to happen and that would get slashed drastically, then that will just create more deficiencies for us to try and address. >> Uh, but fingers crossed, hopefully that just kind of stays where it is. >> And they're constantly writing for grants and grants. >> Yes. >> Right. >> Seeking as many funding sources as possible. >> Yeah. Okay. Any other Oh, I know. I had one question. How do high school volunteers fit in? Do they >> Oh, that's a good question. Um we we have a pretty
082limited array of high school volunteers. Uh but we try and identify a couple kids that are leaving eighth grade each year that have really been, you know, a part of the youth center during their time in middle school. And we'll reach out. We'll ask them, "Hey, would you be interested in volunteering here?" >> Uh but we want to make sure there's like a clear line, right? So we actually get them little shirts and lanyards that say volunteer. And we give them some duties, you know? uh we don't want them just kind of hanging out with the kids and still kind of just being there as an attendee as the ninth grader, right? >> So, we we give them some things to do. Uh we try and only have usually one a day, maybe two a
083day. Okay. >> There was a time where we tried having four or five high school volunteers. That, as you might imagine, was not the best choice by us. It didn't work. Uh it became more work to manage them than, you know, >> they are former middle schoolers. >> Exactly. Exactly. [laughter] So we we pulled back and we said, "Okay, this is still a good idea, but let's set it up in a way that'll be a little more successful." So yeah, we're totally open to it. And those kind of just eb and flow every semester who's available and who's still interested and >> who is you, they have to actually usually apply like right say they want to do it. So >> Okay, >> good question. Yeah, >> I have one question. For the the grant
084writing that you do, is that >> I'm assuming most of your work is volunteer. Do you have anyone specific who does that work? help you or is that something you guys stumble upon or >> Yeah, we that's a good question. Um I'd say it's a mix. Uh we we've identified a few grants every year that we try and go after that are pretty regular like the Capital Times Kid Fund, Allian Energy. Then there's [snorts] there's like a collective one through United Way called by Youth for Youth. And that one's really cool because the kids write the grant proposal and our our staff director kind of guides them, you know, but they pick an idea. That's where that one service project I was talking about with the toiletry kits for people experiencing homelessness. That's where that
085one came from was the buy youth for youth program. >> Then we'll just hear about other ad hoc stuff and kind of work on it. >> We we don't have like a super streamlined system for it. Usually our staff director will write the applications, but we have one board member, Lan Bowens, that tries to review them and kind of work with them as they're working on it. Uh, but we don't have like a designated grant person or something like that if that's what you're asking. >> Thank you. >> Yep. >> Okay. >> Any other questions? >> Nope. >> Thank you so much for coming. >> Thanks for having us. >> If needed, hopefully we'll come back and [snorts] >> talk about paths forward at some point. We'd love that opportunity. So, >> sounds great. >>
086Thank you. >> Y is there anything else I need to stick around for tonight or I probably have to go home and play? >> Yeah. spouse and father and stuff like that. So, >> other duties. [laughter] >> Go put on your other hats. >> Thanks for having us. Appreciate it. >> Yep. >> All right. Have a good [clears throat] night. >> You, too. >> All right. That's always a fun update. Um, okay. So, next up, we have our four exam data. Um, and the annual reading report and act 20 update from Emily Kinser. >> Hi, everybody. her first appearance with us. >> Thank you very much. [laughter] >> I've got a few documents to pass out. >> Oh, we love handouts. >> We have folders. >> Thank you. >> Just don't trip on the cords.
087[snorts and laughter] >> So, you'll um I know that this was shared ahead, but the the longer report is quite extensive. So, I've just sort of pulled some highlights. um that are going to be on the slides that I [clears throat] that I will speak from. Do those go on the those go on the TV. Yeah, >> I can I can put them up there. >> Sounds great. >> I think I have them, right? Or do you have them? >> I know you have them. >> I know I do [laughter] sometimes. >> Thank you. Just from a visual standpoint, this is always one of my favorite reports because it's always like little rainbow. >> It's got the rainbow chart. [laughter] >> Doesn't take much to make me bring me a little joy. >> Color coding
088is really nice. >> It is. >> Hi everyone else. I just >> I know they just >> There we go. All righty. So, this is our forward exam ACT data um act 20 state of the state and AC academic data report sort of all rolled into one. Um, lots of good things to celebrate in here and always, you know, we're still looking to improve and find those areas where maybe we're not living up to where we want to be to meet the needs of every learner every day. Um, the highlights here, really awesome that our students outperformed the state average in all grades and all content areas. So, that's right off the bat, that's super positive for us. And in ELA, we are making gains. All students performed better than they did last year in
089grades three through eight on the forward exam. So, our percent improved in student achievement data from last year. Math was a little bit um all over the place in terms of some grades made some gains, some grades slipped a little. There wasn't any like big trend in movement one direction or the other. And in science, um, can't really compare across cohorts because fourth and eighth grade are the only grades that are tested for science. Um, but we rank sixth in the county and eighth or sorry, and second in the county for eighth grade um, for fourth and eighth grade, respectively. And there's about 18 or 19 um, schools in the county. So, still well above above average there. And then a real highlight was our social studies testing for fourth, eighth, and tth grade. We
090ranked first in the county for all three. So that's really awesome. >> Yeah, I saw them bragging about that online. Julie like should be bragging about that. >> That's [laughter] right. >> That's definitely a highlight. >> Yeah. Um we're going to start out with our forward exam uh data for ELA. And I'll just kind of briefly explain how to read this chart for anyone who's not familiar with the rainbow chart or if you [laughter] want to review from last year. Um, so we're looking at the year-over-year by grade as well as by cohort. So if you look at like the third grade in that top left quadrant for spring 2017, third grade, that's in blue. If you follow that blue diagonally down, that's that same group of kids as they're tested as they metriculate through
091the grades. Um, but we can also look at sort of as a school district, how are we doing with the new batch of kids that come into that same grade? And that's the row sort of moving across um the top. And the percent that you'll see first is the percent when we add meeting at advanced in the ELA performance category. So we add those two together. That's our percent tile or sorry that's our percent and then in the parentheses is how much we are above the state average. And again we performed better than the state average in all subjects grades. So you'll see that all of those are positive numbers. We don't have any negative numbers in there, which is great. Um, so that's that's I guess sort of like a summary of how to
092read. And again, this is our forward ELA where we're making improvements in all in all grade levels. >> Um, as we move to forward exam ELA rank in Ding County, um, we have a little variability here. again were all towards the top half with the exception of that seventh grade which ranked um 10th in the county but eighth 8th 3rd 6th 10th and fourth um again no no super obvious trend there um in terms of like you know one half of the grade bands doing way better than the others. Um I'll speak a little bit later in the report about some things we're targeting specifically in ELA to like help ensure that our performance is where we want it to be. This is the part where Aaron always likes to note that a small change,
093right, can impact the rank. >> Yes. Right. Yeah. Your ranking is [laughter] a lot of them they'll kind of get bunched up a little bit. >> Yep. >> So, a couple kids can put you over, >> right, >> another district. >> Yes, that's very true. >> Yep. Thank you. >> Um, looking at our ACT results for ELA, um, we'll notice that the pre-ACCT in 9th grade 67.2% proficient, in 10th grade, 60%. And then in 11th grade, 56.3%. So, we're having some ongoing conversations about sort of like how are we making sure that kids are still throughout their time in high school having access to complex texts and receiving the skills, instruction that they need to be able to tackle those. um my fabulous reading coordinators who helped put this together. Went to a a wonderful
094conference recently and were sharing some research about um it's really the complex text specifically that differentiate the AC or the the ACT from the preac and when we start to see students trickle off it's like making sure that we're instructing around those pieces in our classroom. So >> that was really great conversation to have with them >> because it's the in ninth and tth grade is the preac and then 11th grade is the ACT. Right. Okay. >> Um as we think about our literacy focus by buildings. So we've got some uh professional learning for teachers that's happening across all buildings this year which I'm super excited about. So, at all levels and all grades, we've got folks um receiving instruction and sort of applying the skills around explicit instruction. So, making sure kids know exactly
095what they're being asked to learn, making sure that they have lots of opportunities to practice that, get feedback on it. Um, and that impacts both both our lesson design, so how we sort of set up our instruction as well as our delivery and making sure that kids have opportunities um during that instruction to not just be passive recipients, right? But to be interactive and engaged and responding to things so that they can get that in the- moment feedback that helps them know if they're on the right track. Um, at McFarland Primary School, we've got a wonders midcycle review that sort of is getting launched. So, that's a check-in on that high quality instructional material of wonders. Um, that's our tier one curriculum and we're sort of checking in with teachers. How's it going? How are
096students receiving that instruction? Are there areas that you feel like you need additional support in or ways that we can as department of teaching and learning and building admin um make that reading instruction as good as it can possibly be. Um, we are refining our act 20 processes. Fortunately, like coming into this job in July and walking in just you don't know what sort of systems are in place for things and I was just blown away by the organization and attention to detail that was already here around act 20. And so with some minor, you know, refinement this year, I feel like we're in a really really good spot with that. Um staff trained in the science of reading and sort of expanding that training. So like our English language arts curriculum council which is
097K through 12th grade teachers um are meeting and sort of sharing some of that knowledge across grade bands of like what does it look like at the secondary level when you have a kid struggling with decoding? Like what are the things that still are part of your instruction there or how do we teach vocabulary all the way up through our system in a way that you know supports kids really building that background and knowledge base. So lots of cool work happening around that. Um at Wabisa we are continuing to apply our letters training. They have increased their time for the 95 phonics core. Um teachers are sharing with me that that's like their favorite part of the day because the students are it's got routines and procedures and it's like the kids know what to
098expect. It's very explicit. Um and so they're really finding a lot of success with that and the students are as well. um at Indian Mound, increased and continued focus on grammar instruction through the AXL curriculum and continued work with disciplinary literacy at both middle and high school. Um which is super important because when we think about if we really want kids to be readers, writers, speakers, listeners, we want that across all their subjects. And if you want to build v vocabulary, like you can do some of that in your English class, but then you also want to do that in history and in science and in math and really all across the board. >> Um, so supporting that work because really at secondary it's about building that background knowledge and knowledge base and vocabulary and
099that needs to happen across all subjects. >> So that's a little update on what's going on in our buildings and across the district. Um this piece I just wanted to un explain the color coding. Um in terms of act 20 implementation there's some things that are sort of like needed to happen one time to get it launched and those things I've tried to sort of highlight in green. Those are like okay in the fall of 2023 we had to do these things or we had to train all of our staff at those grade levels in science of reading. We did the letters training. Um then there's other processes that are really year like every year we're going to need to do them and they're in progress because many of them happen multiple times a year.
100So in yellow, like you'll notice here, we're going to um you know use these core curriculums and that's going to be ongoing screeners and diagnostics and intervention cycles and um it's very very nicely organized and very like the process is super clear and it's teams of teachers and interventionists talking together and doing what's best for kids and making sure that it's really timely and that we're complying with all the components of act 20. So, feeling really good about that and that's in the addendum number one. And then number two is I believe this is sort of a new um piece of this maybe for this group maybe. I don't know. Um so good. >> Okay, great. It's new [laughter] it's new to me too. It's my first time. Um, but I like the idea of
101us sort of having a self- evvaluation of where we're at with our literacy programming and that can help us identify some areas where we might want to focus. Um, on here you'll notice everything from this top box that's on here is in place with the exception of someone in place um for multi-level system of supports throughout our whole system. and we're working at the high school around what that can look like that's going to be effective. Um because for kids who have been in our system throughout the years, they may have already received like targeted reading support previously, they might need something a little bit different in high school in terms of like maybe it's more about the background knowledge and vocabulary support than it is about decoding. So, it's just thinking through what makes
102the most sense at secondary um and particularly at the high school in terms of supporting our students who are um when we do a screener or when we um just look at previous assessments when we notice that kids might have some lagging skills. The high school piloted a screener in ELA this year which I think Brett's going to talk more about during his time. All right. So for successes and next steps, um really awesome to see that when we gave that ACT 20 required Ames webb plus screener. Um you'll notice here on the left we had 5.45% 45% of kindergarteners, 5.76% of first graders, slightly higher in second, and then down again in third, a percentage of students um who received a personal reading plan. So those are pretty small numbers of kiddos and it
103allows us to provide some really intentional targeted support. Um, I was so proud though that the bigger conversation at MPS in particular and into WIS was like, but we know that kids skills haven't changed. So even if they're not receiving a formal personal reading plan, we want to make sure that if kids have any lagging skills, like they're addressed and that we keep our systems in place to support the kids even if they fell above the 25th percentile. >> So that was really positive and sort of an all hands-on deck. everyone just working to support our early readers. >> That was going to be one of my questions about what you know what do we do for the kids who are at like the 26% level. So, >> and so that can look like an
104intervention supported by an interventionist and sometimes it looks like a classroom supported intervention. Um, but we're still monitoring progress and sending, you know, information home to families and just and trying to be really thoughtful about um that's the purpose of the diagnostic piece is to like, well, what is the what's the actual skill you're struggling with because not all interventions will target that particular skill. So, having like a range of options that we can use and being thoughtful about matching that with the particular skill deficit a kiddo might have. >> Yeah. Okay. Thank you. Yeah. >> Um, next steps for growth. So, we are still looking for places in our curriculums where teaching may not be as explicit as we know that it could or should be. Um, it's awesome to hear teachers talking about
105what they've learned through their science of reading training and saying, "We really want to make sure we're living out, you know, if when you know better, you do better." And as people [clears throat] have learned new things in the past five years, like wanting to make sure that that's being played out in our instruction. So, um, continuing to have those conversations about where could we be more intentional. >> Um, I mentioned the midcycle review for wonders. Um, con and then yeah, continue to learn about the science of reading into secondary as well. >> So, all right. And then I'll just touch briefly on our other um subjects. So, in math, really strong academic data um for grades three through eight on the forward exam. Again, I mentioned not all of them like increased over last
106year, but they're already at pretty high proficiency levels and particularly when compared to the state. >> Yeah. So my um one question there just to clarify because I I think I know the answer but so like for 24 and 25 we see really big jumps in the percentage and is that due to the different um when they recalibrated the >> Yes. So um the cut scores for student assessment changed after 2023. So like when we're making comparisons to past years it's really like this year's and last year's data are comparable and everything before that is >> not. >> Okay. Yeah. Okay. Yeah, that's a good question. >> Can you explain that a little bit more for people at home that may not understand exactly what that means? >> Sure thing. So, groups, it's sort of
107a reorming, >> okay, >> and redrawing of where cuto off categories are going to land. So, when we're adding the meeting and advanced um groups of educators and stakeholders from around the state like meet talk through what what does advanced look like? What does meeting really look like? and sort of pick a benchmark or sort of a cuto off >> and those things get reormed every so often. >> Thank you for explaining that course. You explained that very well on our like our education night and like K through2 and so I just wanted to make sure that >> it is a it's a little technical. >> It's different. So >> it's a little technical. Thank you for doing that. >> My sources at DPI would be proud. >> What you can continue to compare is
108the relationship to the state because all the state has right new cuts. >> That's true. >> Yeah. And we and it so it seems like it looks like we really jumped but it it's just the definitions that changed and so >> so what counts as meeting shifted a little bit >> right our kids have really been performing well the whole time >> is really what we should take >> and I mean honestly and continue to be right so >> but it's always when you look at data it's always like what do we want to keep doing and what do we want to shift our practice around and so >> it's finding those places where we can you find ways to take action. >> Yep. >> Um forward exam math rank in Dane County. So that
109bottom row is our most recent. >> So 3rd, 7th, 1st, 8th, 10th, and second. So in that little blip at the beginning of middle school, then they come back come back strong by eth. So [laughter] we hope that trend continues. and ACT and math we sort of see that same um ve like very impressive performance frankly nth grade spring 80.1% on the >> prect 70.7 and then there is a pretty significant drop there to our 11th grade math um and >> Brett and I and others have been having conversations around what might be going on we looked at histoal historical data um dug into things a little bit more and some of our current thinking is maybe as um standards based grading was in effect. Like some of our curriculum may have been unspiraled a
110little bit which just so a spiraled curriculum means like we might teach this and then we're going to circle back and hit on something we learned earlier and then we'll move out again and come back to something we learned previously. sometimes scooping up kids who didn't get it the first time or reviewing for kids who did get it but may have forgotten it. So just thinking about ways that we can intentionally build in some of that spiraling back whether it's just like retouching on previously learned concepts um through a warm-up or you know other ways. So, we're going to work with the math team around that, but because we have fabulous teachers and we know, you know, everyone's everyone's working hard. So, just what can we shift in our practice to >> to hopefully get
111some of that um retrieval practice from previously learned concepts? >> Well, and that and that is kind of a trend year over year, even though we can't really compare, but like that how it drops off in the later grades. >> Talk about all sorts of things. The ACT is a hard test. >> That's what I was gonna say. >> It is. It's the time pressure, but so is the P AC PA pret, right? So, >> it is a faster pace expected on the ACT. Like a little faster is that, you know, so just >> asking those thoughtful questions and hearing from people who >> are experts on those things. Do you think it might have anything to do with the fact that colleges are no longer needing ACT scores for admission >> and so there
112might not be that same amount of dedication that goes into preparing for the ACT? >> That is a that's a great question. We did see some disparities between ELA and math. Um, so when we So I actually hadn't considered that exact thing. That's a that's a >> I just like to think outside the box sometimes and like >> but motivation certainly is a factor, right? like people intentionally training for this, you know, big high stakes assessment the way that maybe they did previously when it was like >> I know I have high school and now a kid in college and we would talk about the ACT and they would they I'd hear comments from like their friends and whatnot saying like oh you know I can get into college without it and that sort of
113thing. I was like when I went to college like your ACT was everything you know like I took that puppy twice. >> Um so I was just curious if that had been taken into consideration at all. No, that's a great question. Yeah, thank you. >> The one thing I think that you can look at if you look at the comparisons to the state average would be they would have the same >> factors factors affecting them. So you would >> anticipate that if that was a primary reason for the drop that a relationship to the state would be consistent. >> Okay. >> Interesting. Yeah. >> Okay. Cool. All right. And then we've got science where just again performing really well and by eighth grade 24.1% above the state average is awesome. >> And then those rankings
114I shared which is the fourth graders place sixth and the eighth graders were second in the county. >> And you can see I think it's fun to look at eighth grade >> over time. >> Yeah. Right. One, one, two, one, two. >> Good stuff happening. >> Yep. [laughter] >> And then uh got to save the best for last, which is our social studies data, [laughter] >> of course. >> Um so again, really strong showings for fourth, eighth, and tth graders. Well above state averages, first in all three. Um I asked all of the principles. I was like, what like what is so great about our social studies instruction? like what are we doing right that we can do more of? And they all had very thoughtful answers of course. Um everything from like hands-on experiential
115uh simulation-y sort of learning that's super engaging for students and maybe different than >> sometimes what they're getting in other places. >> Um depth over breadth. So, just being able to instead of thinking about covering content, right, like how could we [snorts] focus on those skills and go deeper and just that hands-on piece. So, anyway, it was a fun season of data data collection and analysis [clears throat] and the conversations are are ongoing and I love I love a research dive, too. So, sometimes, you know, these thorny questions like, why is that going on? And then we'll just spend hours thinking it through. [laughter] Cool. >> Any questions you have or >> welcome to the district. >> Yeah. The district. >> The um the this is a random question and not from anything you presented
116but it was in the big thing. The optional professional development for the fourth through 12th grade teachers. Do you know how many people like what percentage took advantage of that? >> Do you know which I'm the Cox PD professional? I could look up It was It's in the >> Was that the like the literacy PD? Yeah, >> I think so. Yes. >> Science or reading? >> Yes. >> Um I do not know because it was before my time and I think >> Oh, right. >> Um so sorry. I don't >> I did not expect you to necessarily know. I was just curious because it is relatively new like and when it's optional, how much >> teachers you know what are teachers taking advantage of? So >> well I don't know that. I will say like
117the buyin from teachers that like that's a valuable knowledge base and people wanting to extend their understanding is really >> like across the board high. >> Okay, >> cool. >> Thanks. I didn't mean to put you on the spot. [laughter] >> Your presentation was great, by the way. >> Yeah. Thank you. >> Thanks for having me. >> Of course. >> One quick question. Um and I totally apologize. I would have asked this before today's meeting, but my email in my draft box. That never happens to anybody. >> Never. [laughter] >> Never. >> Um is you could I think correctly it shared with us that the some of the standardized test results do show some pretty large racial disparities. >> Um and as we look through this data um and kind of part and parcel it
118out and have our building um administrators look through that and kind of collaborate across the buildings. just wanting to make sure that we're keeping that at the forefront. Um especially in these times, if you will, um want to make sure that we're really meeting all of those needs and if there's something we need to do more specifically to address that, that we're paying attention to that. >> Yeah. Abs and thank you for calling that out. Like these are composits, right, of all of our students. And so they're not disagregated [clears throat] by race, disability status, socioeconomic status. >> Um the student achievement data is available on wise- public disagregated in those ways. Although their platform was down today, I was going to send it to the link, but it wasn't working. [laughter] >> Um >>
119I appreciate that. >> And it will be in our public release report cards November 11th. We'll have some more specific demographically disagregated data. And that's actually a perfect leadin because I think as principles set their building goals like that's something that we're paying attention to and focusing on for improvement. >> Yeah, we we'll touch on that with the the key performance indicators for the school improvement plan. So >> y >> in that handout it's on the back side for English and language arts specifically. >> Okay. >> Because that's because it even it can change within those subcategories per building and so the needs can be really different that way too. So you just have to be careful because some of the the cell sizes are very small >> population, [clears throat] you know, >> right?
120>> But anyway, >> okay. >> Thank you. >> Thanks, Emily. >> Thank you. >> Thanks, Emily. >> Excellent. Now, we'll bring our principles up. >> Patiently waiting past their bedtime. [laughter] >> That's true. >> Do you have your emotional support drinks like we did? it. Yeah, [laughter] we have all the all the drinks here. >> Make sure when it's your turn, you you pass that mic around. We can hear you. >> Yes, the best. >> I had no clue. I'm the odd duck with that. >> Look at Well, it's the all the same water bottles that they have. >> Making it easy for you. >> What makes it hilarious? >> Okay, so it has this beautiful mouth. >> Oh, the built-in straw. [laughter] you can tip it back. >> Oh, exciting. >> And mine has
121a hand. >> So, uh, we're going to get started. So, we're talk about the the format. And so, the annual school improvement plan presentation so you have a couple of things. I'll be showing some slides and the slides are just meant to give you a visual to remind yourself why we're here um about our kids and our staff. But you also have a handout that I provided to you in advance and also um you have with you. It says school improvement plans on it. >> Um >> and it wasn't in a folder. >> Okay. >> Y was >> and you'll see on the front it has some acronyms cuz we use acronyms. So that's >> helpful for you. On the back side, you'll see the key performance indicators that are tied to our strategic plan.
122So, we'll talk about those. And then you have each building's specific um school improvement plan. The aligned districtwide work on each of them is the same because it's aligned. So, um just to orient you to that. So, we're really focusing on our school improvement plan. Obviously, is focused on our mission of meeting the needs of every learner every day uh in pursuit of our vision of creating an equitable and inclusive community committed to student belonging, achievement, and growth. So, that is the focus of our work. And so, our school improvement plan is not something we put on a shelf. It's something that you're going to hear throughout our time today. and we'll be dividing up our presentation into the pillars. So, we'll we'll take one pillar at a time. I'll provide an overview, then each
123building will have a chance to share a little bit about it. One of the things I'm going to say is that we don't want to waste your time repeating the same information each of the four of them. So, if you hear something in one building, you can assume that some version of that's occurring in another building. and they're just not saying that. Um, so to honor your time, they may highlight a few things that are unique to their level. And we'll start with different people every time. So you get to have the first person be be a different um person. Please save your questions for the end of that pillar so that you can get through all of all of the buildings um um because they'll they'll get to share. So with that being said,
124we're going to get started with educational excellence. Educational excellence. So our objective here is to improve academic achievement with a focus on literacy and closing gaps for traditionally underserved groups. This is from our school improvement plan. This was not designed developed by an administrative team. was developed by a group of community members and school staff and approved by you. Um >> you mean the strategic plan? >> In our strategic plan. >> Okay. >> It's right there. >> Yep. >> That's where that is from. And so um with that uh our typically our uh school learning objectives are focused on this area because it's a primary area for the district. When you look at the KPIs, the key performance indicators, you'll notice that the focus is on yes overall proficiency um which you know increased um
125slightly uh last year uh between last year and the year before. But you're see what you're seeing is that we are not decreasing the gap. In fact, we're increasing the gap between students of color and non- studentents of color. a small increase but still an increase in something we're trying to shrink. Um you also saw that with students with and without disabilities. You can see that's our largest gap um from my I'm not looking at it 41% my memory. >> Do I win the prize? Yeah. So a significant gap between students with and without disabilities um and students who are identified as being socioeconomic um socioeconomically disadvantaged which is if they qualify for free and reduced meals. Uh you can see that gap is also quite large at 31% and a slight increase. All of
126these are slight increase um from last year. Um and then you also see that um continuing continuing to see that gap between our females and males with our females outperforming our male students as well. In addition to our academic data in this category, we also look at the connection index on the the school survey. That's the students saying that they belong to school because they have healthy relationships with other students. And you saw an increase there. But on a fivepoint scale, it's a 4.44. So that's really really really high >> um and and definitely a strength there. In terms of our aligned district work um we are really focusing on highquality instruction and services and that is for all students our universal curriculum that all students receive a comprehensive equitable multi-level systems of support. So,
127uh, our focus for this year and our professional development is really lesson design and we're doing that through, you heard explicit explicit explicit was, um, not only my first heavy metal band name, it was also, um, part of our presentation because we're focusing on being very intentional in our language. Sorry, didn't mean to say that. Um, but it came [laughter] out. And so, the other thing about that is we're also doing the designing for diversity, which you've heard about. Um, that's Dr. Dr. Shelley Moore's work with a cohort of of staff um that are working on designing their lessons to meet the needs along of all learners. So that's really our focus. You heard about the literacy things. I'm not going to repeat them. Another thing we're going to highlight is these um collaborative classroom
128visits where teachers are observing other teachers picking up the best practices that they can from them in these areas. And um also that we're continuing I want to emphasize we're continuing to implement our um behavior response plan, our progressive behavior response plan as well as bullying, harassment prevention and intervention and attendance procedures. So those were our focus more a couple years ago continuing to revise those. Okay. Now it's my pleasure to introduce >> I'm Can I interrupt you for one second? Can you just clarify? So on when we're looking at the metrics, >> yes, >> let's look at the one with the disabilities comparing students with and without disabilities. >> Yep. >> So 2024 2025 was that 41% that you got the gold star for remembering >> that's the gap. Yeah. >> Between. >> Yeah.
129So that means that students without disabilities there was a 40 they performed 41 percentage points higher than students without >> in terms of the the percentage who were identified as proficient in advance. You want to get that as close as you want that 41 to be zero. >> So it's not a gold star. >> Totally right. >> It's gold star that I remember. >> Yes, it is a gold star you remember. >> 41%. Okay. >> Off the top of my head. Thank you for clarifying. Totally read that wrong. >> Yeah. >> Okay. >> Happy to do that. >> Thank you. >> All right. I'm now get to turn it over to your primary principal, our primary principal, Mr. Greg Nelson. >> Good evening. Good to see you all. Greg Nelson, principal at McFarland Primary School.
130So at MPS with our K through2 students under the educational excellence pillar, I it was really exciting for me to hear the conversation right before um the principles came up about the fact that you know we have so many students scoring so well but let's not lose sight of the students that might not be scoring so well if they weren't getting that level of support that they were getting. So specific to that we have a really healthy system in place. We have a wonderful especially ELA curriculum um that Emily spoke about earlier um midcycle with wonders. But when our teachers are using universal assessment data and classroom data um formative data even from day-to-day classroom experiences, we are now going to be very intentional when they are working in their planning and collaborative teams to
131not only look at student data, identify student needs, but really put into um effect that mindset of work smarter not harder or plan smarter not harder. They're going to co-plan and then figure out how they can co-serve students when appropriate. So that might mean, you know, two students from my class are joining Corey's class, one of his students is joining mine, I have one going to Jaime's class. And that's so that teachers can really work on meeting those various needs, which you just can't do if you're working all by yourself in your classroom with your door closed. So during our Spartan time, which is the intervention time at the school, that's when teachers are going to be looking to use that time for the kids in their classroom, for the kids in the classroom next
132door, and really thinking, these are our kids. Let's plan together to meet the needs of all of our kids. So small groupoup instruction and planning behind the scenes for it is one of our big focus areas this year under that pillar. All right, Corey Chevchek, principal at Waste Intermediate School, also known as WHIS. Uh, so two um key areas for us. Um, one being that if we think about our universal uh curriculum instruction, that's our tier one. Our our shift this year is really kind of thinking about tier 2. And um and that would be kind of what was discussed earlier a little bit about what are we doing for students who maybe have some gaps and specifically both not just academically but um social emotional learning wise too. So really this kind of our
133focus is around tier 2 academic and um we'll say behavioral and social emotional and having systems in place uh for teachers to um not only get the data but then having the time um and the space to collaborate around that is super key. Um so they can do similar things to like what Greg is talking about sharing students sharing ideas. Um second thing would be around that PBRP the uh positive behavior systems and um specifically identifying um what we call within that system level one behaviors. Um those are already outlined for us. But then um what we just did was um took a look um from our our staff and our data, our current data, our behavioral data. Hey, what are you seeing in the classroom? What are we seeing in the data? And at
134a recent uh uh professional development day, taking those top five behaviors and breaking out into teams and really collaborating and talking about, all right, what are some strategies that we can um oftentimes we can get caught into reactionary um reacting to behaviors, but um so that so we're really challenging each other on uh how can we proactively um prevent some of those things. Um I did fail to mention too in that first part um and this kind of gets into what was discussed a little bit ago about the gaps that we were seeing. Um so we shifted now this year from having a gap closing um as a school school learning objective that was around students with disabilities and without because that was our largest gap. >> And we're going to um you'll hear from
135Jamie too a growth uh goal which is really looking at every student um and and not just the gap and then using those systems that I talked about to really talk about moving every kid forward in their learning. >> Hello everybody. My name is Jamie and I am the principal at Indian Mound. Um you can see the picture up there of our web leaders. Um where everyone belongs is the acronym for that. Welcoming our sixth graders is super fun. We had our sixth graders um by themselves at the school for the first day uh without everybody else except for those eighth graders were there to help them out. So for Indian Mound, a lot of the same things that are happening in the other schools. So I won't repeat all of it, that's for sure.
136But I will say um all of us are doing this as well as the um collaborative classroom visits. We touched on that briefly. Um, but we are focusing on the explicit instruction work with our staff, specifically focused this year on eliciting student responses. So, we're really working on how are we engaging the learners in our classroom. How um there's different strategies and different techniques where we can make sure that every student is engaged and participating rather than the traditional just raise your hand and I'm going to call on you. So, there's lots of fun ways that we're we're learning and practicing those and we're going to be in each other's classrooms looking for some of those specific strategies um in our collaborative classroom visits. Another piece um similar to what Corey said is is really
137that student growth is a huge focus for us. our our school learning objective this year for Indian Mound. Instead of kind of looking at the proficiency and trying to increase proficiency, we're digging into the student growth and we want to see um more of our students meet their growth goal when they're taking their fast bridge. Um rather than, you know, there's going to be some students who maybe are lower at the, you know, 10th percentile. And for those students to meet a growth goal, maybe their growth goal is getting to the 20th percentile. that still isn't necessarily meeting the proficiency or the grade level, but they're making big growth. And so, we want to make sure, especially our students where there are large gaps, maybe our students of color in some cases or students with
138IEPs are um actually making bigger growth than our students who do not, which will also help to decrease our gaps. And then finally, looking at our universal expectations. We're always doing this at the middle school. Every year we have to retach and teach and retach and refine um the learning around how we do business. We call it anem how do we do business here and um it is always um every day I think they forget and we teach them and we practice. We are really looking at um our time which is advis is our advisory and so we have social emotional curriculum that we present during that time. And additionally we um for our student services team we are really honing in on looking at our data not only for our uh interventions for our
139academic side but also for our attendance behavior referrals tardies. Um we have something called sparting calls when somebody um when we need a student needs a break or just needs some time out of the classroom. So we're looking at that and being super intentional about thresholds for how many of those things um would then correlate to a specific intervention so we can track it. We can see how students are doing um and that goes into that tier 2 work which is what Corey was talking about as well. >> Thank you. Hello [clears throat] everybody. Brett Jacobson, high school principal. Um, at the high school, something uh new that we've got going on this year that we are trying, we're actually piloting. This is an English universal screener. For anyone that knows about universal screeners, there
140are multiple to choose from. In the K8 world, a 912 universal screener is uh not really something that exists. So, but there are companies that are trying to come up with something because they could potentially be beneficial. So, we're giving one a shot this year. Um, you know, Emily talked a little bit about that tier 2 uh intervention, and we're hoping that this might help us be able to properly identify students and their exact needs for a sort of tier 2 intervention uh that we use during our home room and advisory time, which is my second bullet point there. We restructured our home room and advisory rostering this year to be able to support some academic support and intervention, maybe better, we think, better than we've had it in the past. Um the way that
141we did that was hopefully to free up or not hopefully we have freed up some staff for um more intervention time um for them to be able to pull students is what we call it is they can um kind of request students to meet with them during this time and then they can work on a skill that was missed or a reassessment per chance or you know re um reassessing is oftentimes what is that what that time is used for uh we also continue uh to work on our ACT test prep and how we're infusing that into our courses to make sure that we're familiarizing students with the test and question structure. I know that Emily also touched on that when she was up here, just the uniqueness of that ACT test um is is
142something that students haven't really had exposure to oftentimes before they get there. So making sure that we're infusing that a little bit along the way to make sure that the first time that they see questions that are structured in that sort of way isn't when they get there in this kind of quote unquote high stakes test. Although kind of as Megan alluded to earlier that the high stakesness of that um is has been going away a little bit. um you know the trend for some more competitive schools is heading back towards relying relying on that some but um you know that'll probably eb and flow over the years would be my guess. So those are a few of the things from the the high school and now turn it over to you guys for any
143questions you might have. >> You guys are really thorough. Thank you. >> Yes. [laughter] just um I think if anything just feedback that I think the ideas about doing more collaborative planning um is really important. I think we kind of saw that in our conversation about the youth center earlier that we are are better together. Um and I think that that's really important. Um and I'm impressed that we're using each other to make each other better. So, um I didn't have any other specific questions just >> yeah like that whole thing that just kept going through my head was it takes a village >> you know and just seeing teachers working together >> and seeing their strengths and weaknesses and you know how they can each help each other be better I think is awesome.
144>> So great work >> part of it like just thinking about it before it happens like >> teaching my second grader that now like let's plan for something before it happens and so it's has a lot of utility. So, >> our work. >> Thanks. I'll pass it back. I think Corey's kicking us off or Erin's probably kicking us off for family and community. >> We'll get to Corey. [laughter] Yes. So, moving on to family and community engagement where our objective is to bridge meaningful and constructive communication and partnerships to ensure equitable access, representation, and voice. In terms of the measurement tools that we use this, it's really focused on our school perception survey and we look at the informed index and included index of that parent guardian satisfactory uh satisfaction survey. The informed index is
145about parents feeling that they're being kept up to date on their child's progress and what's happening at school. And then the included index is them feeling welcomed, respected, and part of the school community. And you can see on both of those they um both had a slight increase but were over four on a five-point scale. So continuing to show really strong um results there and growth over time as a result of the many efforts in terms of what is happening at a district-wide level is really looking about making sure that our information systems and our communication align with our stakeholders, our audience. So, our families and our communities. We're feeling like we're having um quite a bit of success with our communication strategies with our families. So, focusing on the community, that happens more at
146a district level than at a building level. Things like the community newsletter just went out today. Um things like the board members being present in the community, um newspaper articles, those kind of things. But it's about aligning those tools. From a parent perspective, we have a lot of communication tools. So, the principles have been focusing on making sure they understand how to use those tools, whether that's Seesaw or Canvas or um um whatever the case may be with our website and things. We also are focusing on connecting our volunteers with our volunteer opportunities. One of the things we're looking moving forward is to focus on how can we get um community members aware if they're interested in volunteering with specific activities um that where that could be beneficial but not creating activities just to have
147volunteers. So [laughter] um because that's not effective. Um, and then continuing to provide opportunities for families to give feedback to us on specific topics that we want to learn more about, whether it's how we do conferences or what it's like to be a new new family member. So, turn it over to Corey who's going to get us started. >> Excellent. All right. Um so just a couple things that really in the last um really I think two to three years out of this pillar that have really driven some of our engagement. Um you can see here is the our family fund night that we had recently uh last week. Um and 700 I think it was like almost 800 people showed up for that. 744 >> 744 [laughter] and and then also the K5 learning
148night that we had um earlier this fall um that was we got that started last year um had that second half of the year and shifting that um really I think speaks to um to this pillar and some of the ways that we've um supported that. Um and that kind of gets into this um the first point I want to make around us using the feedback um because we did we used the feedback from from families to create those opportunities. And at that K5 learning night um we had a session um that was dedicated to um families um learning how to use the systems in place infinite campus seesaw. Um, and so what we did at the K5 level this past um, spring was in addition to the district-wide survey that Erin was talking about
149is we sent a separate followup to K5 families specifically asking about their uh, communication preferences knowing that we've made a lot of really nice growth, but we wanted to just dig a little bit deeper on that. Um so one big takeaway that we um learned from that um feedback that additional that follow-up feedback was Seesaw which is our K5 learning management communication system was really parents want um they they want to see um we'll say student work or experiences things that are happening during the day um because very much you know like typical student hey what did you do today? Oh, nothing. Right. So, um to really just give that sort of that glimpse into like what's happening into my um into my you know my child's learning experience. Second thing is around volunteer and
150really um I'll just say we're calling sort of like enhancements because it's not like we're digging for things for you know volunteers to do. Um really it was around assessing what do we have um happening in the building or like what do we what are we doing and what is an opportunity that we could have a volunteer um to do those things. So was um identifying those opportunities and then sending out um asking that feedback from families. And so we've identified and said hey would you like to and they could choose different categories. So now we have a nice volunteer bank um and we're essentially kind of matching them up with what is their desires um what do they want to do versus and then also schedule-wise. So um so that's kind of a focus
151for us this year is to really kind of expand because currently we have an amazing amount of we'll call like as needed volunteers for field trips um our taste of Wisconsin you know classroom activities like we had and we just have a tremendous amount of parents that volunteer for that. So this is like looking for those um individuals who are looking for that more routine, you know, like maybe once a week or even monthly. >> All right. At Indian Mound, we are also looking at some volunteer opportunities, but as you can imagine, as the students get older, the um students like their parents to be around less and less. [laughter] So it yeah it's so we are really focusing in uh not only offering opportunities and looking at what we already have for volunteering but
152we're specifically have a goal around increasing our mentor program >> and I know I think Fred Bartman has talked with you guys about this at the board in the past I'm pretty sure at least um that we have a a mentor program here at IMMS where we have a goal of increasing it to 25 mentor and mentees this year and we are hitting that goal and I think we're actually exceeding it. So, we're very excited about that. Also, we are really proud. I think the principles are really proud of the alignment that we've had with our communication. The S'more newsletter that has been the last couple of years we've been focusing in on it. We're sending it out at the same time. We are making sure that the information in there is easy to read.
153it's accessible for everybody and it's just I think it's a really positive move that we've made and we're continuing with that. Another thing that we've done similar to WHIS at IMMS, we this year have um we had not only did the sixth graders come to school for the uh the first day by themselves, but we also separated out our welcome back night this year. So, we had a sixth grade only welcome back night for our sixth grade students and their families. And this was really fun. You'll see on the picture up there that that on the left that is actually a magnet that was made with funds from the Ganon grant. And that magnet has three different QR codes on there and different explanations of what each learning management system or um program can do.
154So there's one about infinite campus um Canvas. Um, and then we have something called um the task list or hubs at the middle school where families can just jump on to a Google doc that shares exactly what's going on in the classroom every day of the week. So when they do come home and ask, "What did you do today?" You can say, "I know that you learned about cells and science today. Tell me more about that." Um, so we have that available and we just want to make sure that families are using it and that they know how to use it, that they know it's out there. So, we're working hard on that and we're continuing to get that two-way communication going with uh we will do a focus group this year, but last year
155we did a focus group with our new families. So, families that were new to the district, we did a focus group to ask them how is your experience in the district specifically at Indian Mound? Are there things that were missing? Do you feel welcome? Do you feel like you belong? Are there things that are confusing to you? So, we were able to get information from those families and implement it in our family and community engagement plans. >> Thank you, Jamie. Um, at the high school, something new that we did this last year and plan to continue into the future is we created and sent out an alumni survey. So, that alumni survey went to uh one-year graduates and then also five-year graduates of MHS. Um, we had it's been years that we've been collecting personal
156email addresses as they go through like the senior exit and graduation process. We've been collecting them and have needed them, you know, here and there, but we had that information. So, we've now um used some different alumni surveys that I collected from other area schools to help craft our own alumni survey. Um, this last year we got around 80 responses and one of the questions that was kind of neat to read through is we we asked if they had any staff shout outs that they wanted to as they reflect on their high school years, anyone that kind of stuck with them. So, it was kind of neat to be able to read through, you know, five years out and they're still remembering that one activity they did, that one week in ninth grade. You know,
157it's it's cool to see and be able to, you know, take those and then find a way to share those with our staff members. Also, has been has been neat. >> Um, [snorts] another thing that we've got going this year is we've purchased some new screens to have up throughout the building um in some high visible areas. We've got some in our cafeteria. We're working on getting some down now that winter sports are going to be up and running down uh near our gyms. Um we're using these screens to help celebrate and promote and advertise kind of all things MHS, whatever it might be that um is worth highlighting or promoting or trying to get in front of students or community members that might be coming into the building for u various activities. Um, those
158have been those have been a good addition and one one way to, you know, other than just announcements that run one time in the morning and have, you know, who knows [snorts] who's listening. Um, [laughter] you know, we like to think everyone's really locked in, but we we know that, you know, sometimes takes interfacing with something in multiple ways to be able to have it stick. Um, so that's something that we've got up and running this year, and that's been a neat addition to MHS. All right, family and community engagement at MPS. So, in the spirit of continuing to work smart um and stay focused, we decided kind of as Corey had mentioned earlier, they're doing at Wobbisa to instead of create opportunities for volunteers because we want them to be meaningful. We decided to
159look at areas where we already bring in volunteers, start there, think about how we can enhance volunteers, increase the volunteer bank. That's one area that we're looking at this year. Something that we um continued momentum with when it comes to volunteers from last year is having a volunteer bank. And we're using that volunteer bank, which uh was compiled from a survey sent out to families at the beginning of the year. What are you interested in? How do you like to help out during the day after school, behind the scenes with kids, so on so forth? We have that bank, but we are looking at um kind of layering in extra hands throughout the year because with you know anywhere on any given year between 4 to 500 5 to 8 year olds extra hands is
160always helpful. Um so we are starting this first quarter with um extra lunchroom helpers. We had that last year. We're thinking about possibilities like having people um who are volunteering to come in and read with kids who just need a an extra boost, an extra motivation to read with somebody. Um I also heard mentioned you heard mentioned possibly having comm community members be um mentors for kids. We're not really looking to kind of have a huge roll out. We're trying to look for opportunities as they come up and see how we can start to layer those volunteer opportunities in. We're also advertising it outside of the school, too. We know that there's families who um might not have kids at NPS right now that want to come help. We know that maybe there's families who
161have kids at NPS, but don't want to help because they want to enjoy it with their kids and might want to volunteer at other schools. So, making sure we know when we have an opportunity that isn't specific to just us. We're getting the word out outside of just our families. Um, let's see. So, focusing really on that volunteer piece, bringing people in. We we hear loud and clear that people love being connected to school and um that's that's really our big focus this year is we have the families coming in. We want to look at the the volunteers and community members and expand out. >> Questions about family and community engagement. >> Yeah. I just this makes me feel so good because I think just reaching out to community members whether they be mentoring or
162they're just helping out in any way. I I'm very fortunate that I'm able to go visit the schools and and I go there and I just I leave just always so kind of pleased but also just amazed at what's going on. And I think the more you get the public to come in to public schools, the more they're impressed with what we're doing and what you guys are doing. So, I just think it's it's really wonderful. So, thank you so much. >> And I would I the I mean, that's definitely something we learned >> when we were trying to reach out to that part of the community that doesn't have kids in the school during the referendum was, you know, we want to know more about what's going on in the schools. So, this is
163really the note I made was just the concentration of working smarter and more intentionally with what we're already doing and focusing on that I think is really great. the um the Corey and I were talking just because I happened to be at WIS for the family or the family night >> that was [laughter] and you were volunteering. >> Yes. And so and so I love that because I can't and I know that a lot of other people feel this way but like I working during the day can't come during the day most of the time. And so learning to be able to volunteer outside of the schools that my kids are in is like really great. And I when we were chatting um and I know this goes across all the schools but the intention
164of the timing of that event so that it removes barriers for all families to engage. Um I just really appreciate the thoughtfulness that's going into all of these events and the community engagement because it's like Bruce said, we need everybody to know what great things are happening so that we continue to get support. So >> that's great. It takes a village to raise a child and you guys are [clears throat] raising children. I mean, that's that's what you're in the business of doing. >> It's just it's amazing. Oh, and I think the those common communication like the strategies to to make it more consistent across I think it's totally underrated strategy. Like it's been I just think about how parents can go through with their kids in each school and just already have those expectations
165like, oh, this is when it's going to come out. This is what it's going to look like. This is where I can look for it. Like it just makes it more so much more accessible. >> Yeah. And I would just say that has changed dramatically from when I was teaching that the schools were just like again little silos and there's this sense and you know Jamie with the sixth grade having that day and I know the high school has been doing that >> that freshman just kind of come in get a get a a day where you just kind of get a feel what what's going on in this building and kind of just feel comfortable. I just I think it's so wonderful for the kids but also for the parents. So that's >> I
166have a question about that specifically actually. So when you separate things for the, you know, have a separate night for the sixth graders versus the seventh and eighth graders, how much extra work is that for staff or is it just kind of spreading it out differently? >> It is. That's a great question. It's not that difficult for staff. The people that it affects most are related arts teachers. >> Yes. So, we this year kind of let them choose which night they wanted to attend. A lot of them chose the sixth grade night because they already know a lot of the seventh and eighth grade families. And then, you know, then it's two nights for, >> you know, people who are involved in all three grade levels, the student services and admin. Other than that, it
167was actually quite lovely because those nights are so chaotic [clears throat] >> with all the people coming and we intentionally had the we originally had them all they were all on the same night and then the sixth grade went a little rogue for this with this idea which I think was great and we've gone back and forth and trying to figure out should we have them all on the same night should we not and it's been working out really well and we've gotten good feedback because even though most of them are on the same night other than the sixth grade we staggered the times So people were able to make it to each of them and it doesn't then take a few nights out of your week if you have students in multiple schools. >>
168Yep. That's great. >> Yeah, I think we've really got it. You know, they put together a plan that is >> not to be changed. It's the best case scenario. >> Agree. >> It really has through trial and error and I will say because Jamie wouldn't say this but it adds a lot of work for administrators. Yeah, that's >> because when you have that separate night like Jamie and Brett are not, you know, like, oh, I'll just come in at noon these days because I'm working late tonight. So, they are there with the staff that are there that morning and then, >> you know, kind of pulling an all nighter, right, >> like some of us are doing right now, >> but it's also frontloaded. And I think in the end, it's going to save you
169time >> doing that. And that's the thing. I mean that it's just a probably chaos as it's going on, but it it just makes in some ways the year just run smoother. >> And the hope is that you know in middle school they are using Infinite Campus in Canvas and in high school they're using Canvas as well. So our hope is that we're building that foundation so that in seventh, 8th, 9th, 10th and beyond we're not learning a new program >> as a ninth or tth grade family. >> Well said. That's >> and that was the best magnet ever made. That was awesome. >> Molly Sanders, sixth grade teacher, and then Kylie Ogado designed it. >> Yes. Yes. And thank you to the Ganon. I wish I wish we could broadcast just this part of
170the meeting like ride around in a car with a speaker through McFarland because I think families don't understand exactly how much intentionality there's happening with >> each communication and change that's being made. So, thank you for that. >> All right, moving on. >> Okay. >> Oh, sorry. >> No, go ahead. >> Exceptional staff. We uh they're so exceptional. We have two objectives for them. First is to provide an inclusive work environment that fosters open communication, collaboration, growth, and support to promote high levels of well-being. Followed by actively recruiting and retaining a diverse staff representative of a global society. And our key performance indicators here are really focused on our school perceptions survey um which is a staff check-in survey that they complete annually, the engagement index and the staff experience index. engagement, meaning you like
171working at school because you feel valued, heard, and can contribute. Those scores um [clears throat] went down slightly um 1% uh one percentage point um but still uh 3.87 is high in growth over time. The staff experience index uh focuses on staff feeling accepted, respected, and supported at school. Again, a slight decrease, but also very high at a 3.89. So looking to get those up over the 4.0 average. We also look at our staff retention rate. We've been focusing on certified um staff and I'll talk about what we're doing to expand that and that has been at 94% the last couple years was 95% the year before and that includes retirees as well. So that 6% includes some retirees. our line district work uh really looking at uh this really came from our staff uh
172wanting to talk a little bit about healthy conflict. So learning how to have constructive disagreements together so we talk about issues and when we see things differently we don't just you know say oh no it's fine and then go talk about it later. Uh we talk about it in the moment learn together because that's how you grow. So that's a focus that you'll hear. Um, we're also looking at our staff retention plan by um, looking at it differently by different categories of staff because some some jobs are inherently a little bit more transient. There are more life circumstances at that point than than others, but also what can we what matters to those staff at that in that role? What is most important to them? It is different u across staff uh, categories. And then
173finally, um, you've heard about the collaborative classroom visits. That's also a way to build that collaborative culture across staff that we talked about earlier. So Jamie's going to get us started. >> All right. Exceptional staff. As we all know, it is not an easy job to be a teacher. and we are working really hard to create the conditions for success for our teachers to be able to be successful at their job every day. So, one thing that we have done at Indian Mound this year, going off of what Aaron said is working on our um our healthy conflict. We're really uh we we're working on um the quote we use is clear as kind. If anybody has read Dare to Lead by Bnee Brown, it's an amazing book and myself and Brett Jondle have both
174recently read it. Mine was for the second or third time, I don't know for sure. Uh and also the art of coaching team. So those two resources are really helping us. So this year, Indian Mound, we made a commitment that so all of our teams have community agreements, how we do business with each other. And we've made a commitment that we are going to have a community agreement around our healthy conflict and leaning into discomfort and having those difficult conversations with each other when they come up so that we can you know we can really get into um the solutions instead of getting stuck on on the problems. We are also as a um as an a council and for our building leadership team we are all assessing our team effectiveness and we're setting goals
175around that. So we're really measuring like how are we doing as a team? How are each of our teams so not just BLT but also the grade level teams everybody is taking a look at are we successful as a team how are meeting our community agreements and fulfilling our agendas. One other thing that we're doing at Indie Mountain and all schools, but Indie Mount, we've had we have a few new staff this year. And so we're doing something called triads with our new staff. So it's a meeting with myself and the a new staff member, their mentor, and then our district mentor. And we're talking with our new staff members. I believe it's twice a year. We just got through most of the fall ones. And talking about how are things going for our new
176staff. This is different and above and beyond with the educator effectiveness process and it's really specifically giving our new staff an opportunity to have sitdown time with their administrator and their mentor to talk about how things are going and really look at the goals that they have for themselves. And finally, we're focused on our staff well-being. We are one of the goals that we have from our um survey, our perception survey is really increasing and continue to increase our healthy life work balance. And we are looking specifically at staff productivity and email in particular. And Erin's probably tired of me saying this, but I'm really excited about we it's just a little things. We added the little emoji response to our emails and I'm so excited about it because many times you get an email
177and somebody will write back like all this, you know, stuff that you don't have to actually respond to. It's just like I got it or you know, a little emoji to it. And so we're giving our staff I'm giving the staff permission to not have to respond to everything and just like let's let's be efficient in our productivity so that we can have a balance where we're not feeling like we need to respond to every single email. We just know we got it and and making those connections, spending that time making connections with each other and with our students. >> Thank you Jamie. at [clears throat] the high school. Um, one of our school goals heading into this year after analyzing our school perceptions staff check-in survey was to increase our agreement percentage on our
178lowest three questions from the 2425 survey. So, we just looked at the staff responses, what of our our three kind of worst areas and hoping to see an increase in those three this next school year. Um the next bullet point there is just that we are having some full staff climate and culture check-ins throughout the year. We realize we only give that one school perception survey one time uh throughout the year. So now we are intentionally asking those three lowest questions from the prior year a couple more times throughout the year just to so we can have a pulse on that and not get you know one data point in April or whenever that we actually receive the data from that. Um, and we're we're hoping that that might give us a look into, you
179know, what time of year might we need to really be up in our auntie and this this that or the other thing because we realize there's some es and flows there as well. We're just trying to see if there's any sort of trends in, you know, how staff would be responding to that. Um, another thing we're doing is a couple or Jamie at least had mentioned the the work with their teams and the different teams that are meeting throughout their building and we are doing the same thing at the high school. Um, we had and still do have quite a few different teams that meet and we spent some time in the fall really making sure that we were, you know, aligning our purpose, making sure that everyone knew what this group's purpose or what
180this team's purpose was. What goals do we have for these groups? Why are we meeting? Why are we meeting in this this routinely or when are we meeting? And just making sure that we didn't have any of the the frivolous uh time being spent just because Jamie, like Jamie also said, you know, staff are pulled in 75 different directions. So, if we're going to be asking them to commit their time to this meeting, let's make sure that it's for for something that we all can agree on and all agree that it adds value to the school. So, that's the high school. Do you want to see some of the I mean it's so cute when you watch >> our staff intro video for the >> some of the Oh, now it doesn't want to do
181it anymore. >> Well, I can send it to you. >> Oh yeah, this is just some So, I got to pick how they were introduced. They're all appropriate, so I wouldn't show this to the public without that. >> How you know when science? >> Okay. Anyway, you get the >> You got to get through science. >> No, but I'm going to cutting them off. I'm leaving them hanging. >> You'll sign it to us. >> I love the music. >> Yeah. >> Happy to. >> All right. I have a little a little joke. um when we were when we [laughter] were having our I I will be quick. when we were having our August building leadership team meetings um and looking at our all of our survey data and our data from the last year and
182talking about school improvement and brainstorming. We were talking about the exceptional staff pillar and um I I I said some comments about people were brainstorming and I went into a transition and I was going to say okay that's exceptional staff and the whole group was very pleased with themselves because they thought I was complimenting them as exceptional staff and I was like [laughter] well you are we're talking about the exceptional staff pillar. We're exceptional staff at NPS though don't let me don't let me get you any other way about it. So, we work a lot, we learn a lot, we have um we collaborate together a lot, but one thing I'm going to highlight. Um so, don't forget all of what I just said is we realize we're going to have fun together this year,
183too. When it comes to job satisfaction, there's a lot that goes into it, and sometimes you just need something to look forward to. Um we also have a goal as a building leadership team of having fun together as a team, too. So, um, not that we're all just miserable sitting there when we get together, but we realize we need to put more intention into it. So, this year, our building leadership team is going to plan, um, at least four. We've committed to different types of staff joy. So, different staff joy events because there's some people who um, if you put on a painting event with quiet music, people will flock to it, but they might not flock to the um, karaoke in the gym. So, we're going to try to meet a lot of different
184participation and engagement and preference styles, too. Um, so we we it's just a small taste of the work we're doing when it comes to exceptional staff, but it stands out because, yeah, we do it every year, but this year we're putting intention into it. Um, because we realized we do a lot. Why not put a little bit of effort into just making sure we're having fun with each other while we do all the hard work? >> Makes a big difference. >> All right. at Wabisa. Uh no jokes from me tonight. Um but uh really kind of focusing on three areas um here with the exceptional staff, collaboration, feedback, and well-being. Um collaboration, we talked earlier about um some of the ways that we want uh staff what we want them to do, but really it
185comes down to like making sure that we find protected time for them to do those things. So, one of the things that we're really making sure we prioritize um is their their Thursday morning PLC time. And that looks a little different at our school just because of the way our schedule works out to really get all of the same content teachers per grade level. We have um we have the students start with a um a deer time which is drop everything and read. Um so really prioritizing that because oftentimes there can be some things that can get in the way um that could you know over override that. So protecting that time. Um and then um sta the CCVS were mentioned a little bit earlier, the collaborative classroom visits. So that's feedback and really kind
186of just like opening up that I think if you come and visit our school, our staff are really pretty open to visitors in their um in the classroom. Um and our staff were saying within their uh within the surveys too, like wanting feedback from us as administrators. Um so feedback doesn't always have to be evaluative. it's constructive and it's about getting better. And so Leah and I are working on finding through both the formal evaluation processes um and then um also just when we do those quick dropins so we can just send a quick note or just have that um you know quick conversation because it doesn't need to be elaborate and in depth. Um and then um also thinking about um and you often hear this um during the season of staff appreciation time.
187Our staff really the thing they appreciate the most is small notes of appreciation or just like hey nice job. So we were kind we're really focusing on three different avenues. Um you know staff to staff recognizing one another um students. So this is a big um shift for us this year. we have ways that students can shout out um and recognize um their staff members. Um so we've generated through our weekly news cast that the students put on, they created these QR codes that kids can just use their iPads. Um and then we also um have embedded for our families um a quick way within our weekly communication that they can uh jump in and shout out staff members. But one quote I just wanted to share with you, this is coming from a fourth
188grader by the way, shouted out their teacher and said, "She always greets me in a friendly way in the morning. She makes me feel good." So if we think about our focus on, you know, student belonging um but you know coming from a fourth grader to to take the time to do that. So that's just an example of what our kids are doing. Yeah. >> Awesome. Excellent questions, comments about exceptional staff. >> I just want to say, you know, when I saw this the figure that we were we were down where where was I? I guess it's on the second page here. >> And I was thinking, okay, why is that? Because from my experience after I retired and then getting into this, I've only I I really I don't know how to say this.
189I'm not I'm not one who's really into data and I know that sounds crazy. It's really hard to quantify feeling good. I'm sorry and I have a hard time and there's a part of me feels the reason this is going down is I think you guys have done a terrific job and that starts with you. You've made teachers feel valued and feel supportive. And you know what? I think it makes them also feel like they're willing to probably say, "Yeah, I I wish it was a little better here and a little bit better there." Because honestly, I I think you guys are doing an amazing job. And as I said, I try to go around. I try to see all the schools. I don't pry. I don't want to go and say, "How's it going?
190What's going on?" Stuff like this. But the truth of the matter is, you can just feel it. And I think there's a there's a sense of just they're comfortable and I think they're they're not afraid to say I use as an analogy when I ran and I was a competitive runner after I ran the best race of my life. The first thing I thought is dang I could have run faster. And that that's a really silly thing to think. You go like well how can you run faster than you've ever run in your life? But I think that's part of just being successful and I think we've done that. So just thank you. I wondered too if um the drop and I can't remember if we had if we have any data that supports it,
191but I wondered if the drop was more like valued by society as opposed to valued by the district in those in the feeling. You know, that's a really good point because I know some of the feedback we got during the referendum >> was that staff didn't feel that the community and didn't necessarily have their back if they didn't pass a referendum. So, that could also >> take into consideration as well. Um but and and so speaking of the referendum, like these are really creative and intentional ways that aren't costing any additional dollars to be able to support people and feeling valued, which I think we're going to have to continue to do with our legislative situation. Um so I really commend you for that. And I love that it's really specific to each of the
192things that is needed at your schools. So, >> and just to be clear for the public that aren't looking at the numbers. So, the engagement index went from a 3.91 to a 3.87. So, I just I want to be cautious that yes, that's technically a drop. >> I think we're within the margin of error. And then the staff experience index went from a 3.92 to a 3.89 average. So, >> also great point still >> Out of five. Yes. Out of five. and and all of those have increased significantly since our baseline in 2022 23. >> Right. And Megan, your point is well taken because they can't help but feel they're not getting supported by this state, at least our legislature. >> Absolutely. >> Yeah. And so it's they agree with >> it's it's a tough
193job. >> I do want to just also just say it is the little things that make the difference. >> It's the little reach out. It's a little stop in. Um I had experiences where I'd have an administrator stop in on the last day of school to kind of check the box. I I saw you. I'm going the last day of school is about as unrepresentative as it could possibly be. And so those little tiny things and I've seen all of you out and about in the hallways and it's just so refreshing. So thanks. I think you guys have been really creative in ways to meet your staff where they are knowing that they're in this millu of uncertainty maybe and being feeling undervalued at a time when I we value them very much but sometimes
194it's not as obvious. Um so you've done really creative work on making sure that happens. Um and back to that word I think word of the night is intentional. like you're being intentional about it. I think as a leader um it's really easy to say like especially with like protected time or like it's oh we're just going to you know go over it this week or we're just going to like change it this week and we'll go back to it. That's a slippery slope and I think when you are an example of making sure you're intentional with your time and those check-ins and etc. I think that's um your staff learn from your leadership and I think that that will pay yourselves and us and our kids forward. Um and then I think the only
195other comment I think I would make is um to staff who may be watching, we use this data. So when you're asked to participate in surveys, this is really important information that we get gather that helps us make decisions on behalf of you and decisions that your administrators do as well. So, thank you for the extra time it takes to do that. It does matter. So, um, thank you. >> Excellent point >> to our exceptional staff. [laughter] >> Yes, agreed. Good point. >> And last but not least, I will um take care of resource allocation because there aren't much differences across the building. So, I will I will talk about this. This is where we're doing two things. One is creating a fiscally and environmentally responsible, operational plan that is equitable, sustainable, and adaptable to
196evolving needs and priorities while also deepening our investment in diversity, equity, inclusion efforts through community partnerships and district actions. So, um there's a fair amount of things when you think about how do we measure this? It's really about how do we allocate our resources? Do we use our funds, our time focused on the other three pillars? But in terms of our our district-wide work, there's many standard operating procedures that we you don't put those in a school improvement plan because you're not improving standard operating procedures, but they're working. But the unique things is of course with the pausing of the position of the diversity, equity, inclusion and belonging coordinator is distributing those efforts uh across to other roles and also looking we're evaluating our staff compensation system. You know how are how how is that
197model serving our staff? How is it recruiting and retaining staff? And then finally, we're conducting a a kind of a family student audit of um financial needs and barriers to to students having their their needs met. So, what are those things that we can can eliminate um that will allow them to have better access to services? So that came out of our summer work largely through the administrative team, but then our the McFarland school's equity collective is also working on on that work. So what are the things especially given these times and the financial needs of our families are only growing um in our community. So how do we meet those needs? So those are just a few of the things. So that is all we have to share for all of you. So any
198final questions, thoughts? >> Yeah, I'd like to just point out to the public that all of you in a sense had a freeze in your salary, I believe, at one point or was it was a minimal whatever. And I just I just I just I don't know how to thank [clears throat] you people. I mean we we tried to live within our means and I remember when we were putting that strategic plan together I kept on thinking in my mind we have to make it sustainable that keeps going and I think you have all done that and we I think as the board are trying to do the same as best we can. >> It's true. >> Now please go get some sleep because you guys have early mornings. [laughter] >> It is true. It's
19910:30 for that. >> Thank you all for your leadership. >> I got the same exact one. [laughter] [snorts] >> Thank you for your very much. >> Thank you too, Erin. >> My pleasure. I am going to stick around. >> Great. >> Fabulous. We're not going to let you go to bed yet, >> but really soon. Okay. Um, next moreformational item about the school safety written drill evaluation notification and review um, per our Wisconsin statute. >> Yes. So, you can see there was a hold at administrative hold at Wabisa for a student privacy uh, issue there. >> Yes. I'm It's sorry. The transition from something so big and like thoughtprovoking is always like, okay, what are we doing next? Um, and yet down to the little things that make a difference. This was it was like
200so detailed um and helpful. I just always love that they're constantly reviewing and lessons learned. >> So, that's great. >> Um, all right, Fiser, you're up with the annual K12 Stride Summit update. what you got for us? >> I don't think I have a lot and I feel bad. I've been going attending all of the the the WEA, you know, uh board meetings. Um I know this past year, um they tried to implement some new software and they said they they they had some problems and they struggle with it. I think one of the things that or what I'd really like the public to realize is and it to me it's almost frightening is they're still expecting about 10% growth year in year out. Um, >> and I I just it's it's amazing and the
201fact that Scott Brown, our former superintendent, had the foresight to say, "Let's, you know, make ourselves available for them." And we're able to hitch our our I guess our arrived to that star um which is taking off and is providing really a significant amount of revenue for our district is just wonderful. And I know they just keep on working on trying to keep kids involved and um you know trying to build on the retention. Um I know this year that they uh the number of students in the the insight school is down. Um but um otherwise the high school, the middle school, elementary, it's it's going up and uh I just think they do an amazing job. So I don't know if I can tell you a lot more details than that. That's great. >>
202Is the insights remind me again and I apologize. I should know this off the top of my head. >> Insights is >> I don't want to call it the last resort. >> It is. And they they they say that these are kids who have gone through just about everything and they they've pretty much they and their parents are like >> this is, you know, this is a last chance and it does an amazing job. >> Yeah. I think some of the numbers we've had in other meetings really speak to that. And maybe when you said it's been declined, like it kind of also makes me think if they're having that growth, maybe we're capturing them earlier. >> Yeah, that's what I was saying. >> And I think that that's really >> that's a very good
203point. >> I mean, and I don't know what data we have to support that, but it was, you know, just just thought that that's when we have good systems, >> I think we'll see them working. And that's >> Yeah. Anyway, just sorry >> decline might not be bad. It might be actually really good. Yes, happy happy decline. Anyway, happy decline. [laughter] Just go with it. >> Well, and the other thing to to consider with >> with the virtualmies is what they start the year off with is not what they finish. They continue to increase in enrollment throughout the year. >> True. >> As kids are are finding challenges and feeling unsuccessful in their brick and mortar >> is when you start to see that. So insight will see some increase but I think they're starting
204their year a little bit lower than previous years but it's a small population to start with. >> It is small it's the smallest of the schools. Um the other thing is they they have you know they have the courage to try like this new software and u I mean I guess I applaud the fact that they're willing to to try things out. I think that's that's really good and they're getting the bugs worked out and I think it's it's it's going well. It's not the same that we use. >> No. >> So, they have that changed, too. >> All right. Thank you, Bruce. You did a fine job. >> All right. Um, business and education partnership update, Chapman. >> Okay. So, we had our first business and education partnership meeting um a couple weeks ago.
205And what this is, it's a a group that comes together incorporating the McFarland Chamber of Commerce, various uh business owners as well as um uh DECA, Skills USA, a couple of teachers get involved, some administrators, and just kind of uh talk about collaborating from a business and education perspective. Kind of goes with the name. Um so the first thing we chatted about was the student employee excellence award. Last year we gave away eight of those. And typically uh we would surprise the student during lunch. They don't know they're getting the award and they are actually nominated by a business that they work for. Um so the first one will actually be held in November and what we're really trying to uh cultivate is McFarland businesses that have student employees nominating those students. So, we are
206actually going to be working uh with a student to create a QR code um for businesses to help nominate those students. So, first one's coming up in November. We don't know who it is, but it'll be fun. >> Uh we also had uh Brian Helenbrand pop in and discuss uh his he's a personal finance teacher here, and he went over his stock market challenge with those with his students. So each student actually receives $10,000 in virtual funds to uh invest and simulate real market experiences. Um and Brian did actually put out a request for some gift cards as awards for top performing students. So um it's real time. It's it's pretty cool from what I understand. I could probably learn quite a bit from that experience, but either way. So then we moved into DECA
207and Skills USA updates. We do have two new DECA officers. We have Jonathan Terrell and Eli Frankie and DECA. The membership is really increasing. So they're now at more than 150 students this year, which is an addition of anywhere between like 20 and 35 from last year. So uh Jonathan and Eli gave us a great overview. Their most recent event was CO, which is the chapter officer workshop. And McFarland's chapter won the Cow Cup for the first time. Woo! Woo! Go them. Um, and I know we talked about the fundraisers a little bit, um, but we talked about the Blackout to block out cancer raised over $1,000, which was actually the highest ever Miracle Minute total ever, which was great. And then Valley for a Cure raised $360. So total thus far um, is $4,279
208for the Carbone Cancer Center. >> So then we just talked about some upcoming events. We already chatted about the Trick or Can Food Drive that they did. And then DECA is actually going to be a Chicago going to do a Chicago Milwaukee trip uh in December and they're going to be also visiting Marquette and W Milwaukee on that trip. Um there's going to be the emerging leader conference at the Kalahari in November and then as we start looking more towards uh like the DECA competition piece, there is going to be a mini district competition on December 22nd. And so Penny Thompson uh is going to be looking for judges for that. If you've never judged a DECA competition, I highly suggest you do. It's super fun. I did it last year. I did regionals. Um
209because I was in DECA and actually Penny Thompson was my DECA teacher at Middleton High School. Yes. Small world. I know. Um so if you guys are interested in volunteering, just reach out to Penny. It's super fun and they tell you how to do everything. Um, so looking at Skills USA, uh, Anthony Keel is the student leader of that one. So he did a recap of the Firestone Challenge, what happened in May at MATC, um, which is really just hands-on automotive competitions. Um, Skills USA State will be was held at Alliant Energy Center this year. Um, unfortunately, we did not have any winners, but we did have several runner up runners up, which is pretty fantastic. And the next district competition will be in Bo. We are going to be doing or I should say
210they are going to be doing a fundraiser where they're doing a snowblower tuneup. Um we are still working on [laughter] the date and cost of that. But as soon as I have that info, I will obviously share it. And then um just from a membership capacity, Skills USA and the robotics club have actually merged. So that has taken the membership of Skills USA from eight to over 20 students. Um and the majority of those students are actually underassmen which is pretty fantastic. >> So then just some upcoming events we have reality zone uh on November 18th this year and then the next one in 2026 will be on March 17th and then looking towards uh 2026 we have advising night on February 11th. senior exit interviews May 21st and 22nd and then real world day
211on May or Real World Day sometime in May. We haven't don't have that date yet. So then just a couple of other things um we did some brainstorming uh regarding how we can support students during ACT and preACT testing. So looking at um we just realized that there's really a need for academic support for students really at the end of the semesters and then uh we discussed how to maintain school operation during those ACT preac test days because on those days only the kids taking the test are actually at school. So okay >> I'm kind of figuring out other things that we can do. Um, so some of those brainstorming ideas that for freshmen we could do walking tours of local businesses to learn about employment opportunities because they're right at the age when they
212start looking at, you know, getting after school and weekend jobs. Um, we also chatted about possibly doing a career fair for nontofront businesses. So whether we held it here or held at the municipal center, um, so that way students could actually go and chat with various businesses instead of us going to them. um sophomores trying to coordinate college visits, you know, Whitewater's really, really close. Um so that could be an area of opportunity and then seniors working on their exit interviews. So then just a couple of other things coming up. Um our next BEP meeting is going to be in February. Um and then the one after that will be in April of next year. Uh some chamber updates. Um we did scarecrows in the park obviously, so that was great to see all those
213scarecrows out there. And then winter in the village, which I know everyone is very excited about, is on December 6th. Um, so Santa, obviously, Bonfire, vendor fair, local open houses, and then apparently there's a very big surprise, but [snorts] they're not telling us what it is, hence the surprise. They wouldn't even allude to what it was. So, >> I kind of have a feeling. Oh, I know. >> Oh, okay. I'm going to ask nicely, but I'm not going to share it >> publicly. >> Um, [snorts] you said that's the sixth. That is the sixth. Yep. >> And then if anybody wants these notes, I have them saved so I can send them out. Um >> then just a couple of other things that we already talked about. The Spartan Cafe, the grand opening looked like
214it went really, really well. So that's super fun. And then a Spartan Nutrition just opened their new location right across the street. So anybody needs to go get a shake, Carly is ready and raring to go to get you your protein shake and other delicious iced tea needs. I think they just had student day or or seniors. >> They did. Yes. A high school student. >> Yeah, that's right. Did or just coming up? Yeah, they did. Yeah. So, that's >> that was incredible. >> That's a great way >> and I'm glad I didn't have to follow. [laughter] >> So, thank you, Mr. Tarniter. >> Can I just add just an interesting thought just kind of aside? I came in today because I was I read this article in the uh what's I want to say
215the th this thistle sorry >> leader leader independent >> right [clears throat] leader independent of course yes and at Cambridge high school they have set up a new school store and as I'm reading through it I'm going Lisa what is it Lisa Hart Olsen is that >> oh >> I'm trying to remember her name Sarah >> Sarah Hart sorry sorry Sarah not that you're you're here anymore but she worked with um our in the DECA program and our Yeah. And I was just it's so interesting because >> I happened to [snorts] run into Ginger Bee House at the in the copy room and I talked to her about it. She says, "Oh, yeah. We're in still in contact and to me copying what people are doing is like the in in education that is the
216ultimate compliment." >> Oh, for sure. >> When you have a great idea and here she's taking this what's that? >> Admiring. >> Yeah, exactly. [laughter] >> Admiring. >> And that's what she's done. She set up something that basically we're already doing and I think it's so cool. So I think McFarland is well that that whole department is just blowing things away. It's pretty amazing. >> McFarland is full of exceptional staff. >> That's right there. Boop boop. Um awesome. Thank you Megan. That was great. >> Yeah. Thank you. >> Any questions about that? All right, Mr. Tarnitzer, Mr. T, you're up. >> All right. So, we [laughter] are going to uh start with uh some stuff going on around the district. Can see >> those smiles. >> Yes. At the primary school, the 4K family fun
217night. So, just a fun way to bring the our youngest learners together. So, looks like it was a lot of fun. Love the smiles. Moving on to um they this class earned a a surprise or a reward. So Amanda's class earned a reward. So then they got to watch the D1 Clarkson women's hockey game >> because her niece is in it. >> A that's amazing. >> Greta, I'm sorry, is in it. So, kind of a neat thing for the class to get to do. So, kind of a fun way. And >> cheering on Clarkson with Greta Brzinski. >> That's awesome. >> Playing for them. Kind of a different thing there. This was surprised for principal's day. Surprised Greg by dressing like him. >> That's funny. >> And he didn't notice. So [laughter] >> some of
218the joy he talked about >> until they pointed it out to him >> having fun together. >> Yes. >> So funny. >> That's funny. >> Well, the author visit. I've mentioned this to you many times, but here's some pictures from that. Sounds like it went really, really well. >> Good. >> Yeah. >> Here's a little uh sixth graders um with at Camp Timberly. It's always good to see them out doing pond study. >> There's a massive turtle >> there >> at that pond. >> Yeah. >> Like the thing is huge. >> As long as not a snapper, you're okay. >> Yeah. >> And then the uh having some fun at the campfire. >> Great event getting able to spend some time say is that Addison? >> I think it is Addison. >> Second. >> Excellent.
219>> And here you have a futures class. So that's an eighth grade class or eighth graders a career development class. They're doing a little challenge uh with juggling. So little brain break and testing ourselves and learning about fixed versus growth mindsets. You can see a new uh food item, apple nachos there. Uh Mr. John there modeling those. They look so good. I'm really hungry now. Thank you. >> Right. >> Yeah. [laughter] >> The we had the um fall craft fair and I know that Megan and Bruce were able to go. A wonderful event that really brings in people from around the area and of course the community as well. Special uh thanks to Tamara who's the lead organizer and Sarah Sheen who also helps as well as the many people who are part of that.
220Just a really great event. They also do Club Unified provides a a space for kids um to come and hang out while >> they're in heaven. >> Going from vendor to vendor. >> Yeah. So many vendors. >> The club unified had there's this sticker here. They were handing out stickers about um Down syndrome awareness. >> Down syndrome, >> right? and they had they went through like the design process and then they had people um one of the students families donated the stickers but they just like were able to articulate it so well so much better than I can um as part of as part of that. So it was like so >> and then all the craft fair stuff because then there were students doing crafts like that. So >> very fun. Well done. >>
221Fun. >> Great event. >> You saw this already um and heard about this and raising over $4,000 for cancer research there. >> Yep. This was a very popular um kind of a viral social media post um with Officer Towns and the MPD given a tour to our 18 to 21 transition program of the >> the new safety center. >> Uh the Optimus Club senior of the month, Jonathan, what I think um Megan was just talking about a little bit before. I didn't want to give him a shout out during my session because I figured you would do it here. >> Yes. [laughter] So was it was nominated by Ginger um as well and very deserving of this award. He was very humbled by it. And then as you heard um a little earlier from Brett
222Jacobson that Cassidy won a new teacher of the year award from the Wisconsin Marketing Educator Association. So >> really exciting, engaging teacher, really bringing out the best uh developing strong relationships with our kids. >> So congratulations to her. >> Yes, congrats. >> And then of course you heard about the runners up the girls cross country team and an insider told me there was there was moments where they thought they were going to be first there. >> Oh, really? >> Yeah. Because at state they kind of keep you posted as you are running, right? >> So bizarre. Yeah. They all have chips. So they they run past [snorts] these spots and you just know as all the runners go by exactly what place they're in and everything else. >> What's cool about them, I will just
223say is that every one of their kids uh and it was the same for the the the boy Henry. Um they passed so many people from the first mile to the last. I mean they you can keep track of it and they were just gunning people down. It was really really very very exciting. >> Very exciting. So thanks to the coaches and for all their hard work. >> And then this was also another viral post. >> We had our three uh Wisconsin teachers of the year. >> Wow. >> From 1994 to 2017. >> It's amazing. With >> Pat Rossman, Kim Brown, and Joe Runy. Wow. It's >> a great picture. They don't age. >> Yeah. >> No, they certainly don't. >> Serious. >> Yeah, that wasn't that wasn't >> didn't just happen. >> We had
224National School Bus Safety Week. We're just so uh fortunate to have such a great company with Nelson's keeping our kids safe. They really take it seriously and uh provide a safe and enjoyable transportation to and from school. and it is National School Psychology Week. So, we're really lucky to have such a great team for amazing school psychologists that really are so talented and definitely would be other districts would love to have them. We won't let them go. >> But that's the prior prioritizing that you put into place. >> Yeah, >> it's really important. I'm grateful we made >> we also have the uh the we sent a post out about the forward results which you already mentioned earlier you know these >> and that's that for that part. So, um, other things, I've had superintendent
225listening sessions in all of the buildings. >> Great to talk to staff. Had a lot of thoughts, a lot of good questions, ideas. So, I appreciate them. We do those I try to do those three times a year. >> Um, conferences, thanks to everybody for all their work, all of the the staff for spending so much time preparing for conferences. They went very well. uh calendar committee had our first and only meeting of the year. So, I will be sending an email out to staff with a draft calendar for their feedback and then bringing it to you. The calendar uh proposed looks very similar to this year's calendar. It just worked out that way, but we'll see how it ends up. >> Uh we uh in the month of October had the highest substitute fill
226rate in the Midwest among ASS districts. So, >> Wow. >> Yep. We went from 91% last October to a 99% fill rate. >> That is awesome. >> Yep. So, really proud of that. Um, so many people do the hard work and um want to give credit of course to um Carrie Roberts for her leadership. Sam Prudin here who's our ESS um site supervisor coordinator. I don't know what her title is, but anyway. [laughter] Um, but really it honestly is about the experience from the moment our subs walk in >> and how they're greeted by the administrative assistants, the office, and how other teachers support them. That's why they say we keep coming back there because of how well we're taking care of. >> And that is so true. >> That's exactly what it is. >>
227Makes the difference. >> Um, thank you to um someone who wrote some letters to the editor about school funding, Meredith Huey. >> Yeah. don't know her. Um, yeah. [laughter] Yeah. So, thank you for doing that. I think you represented the challenges very well. >> So, appreciate that. I'm sure those are just going crazy. Everybody's >> Oh, I'm sure everyone's going to run out and find them. >> Yep. I hope Well, as long as one person does that. >> Oh, it was so beautiful. >> Succinct. >> Yes. the school uh the high school has formed a super group um of equity leaders uh the >> the I think they're called a coalition I think equity coalition uh who has representatives from our different social justice groups. So Dana Shamer's really been leading that as one of
228our high school associate principles. Their goals are to continue to offer school and community partnered events that center around equity and promoting awareness, support, advocacy, partnership, and celebration of disagregated communities, as well as bringing voice to school-based equity groups to everyday community and school concerns. So, really appreciate them >> uh for their leadership. They've had, I think, two meetings now. I was able to go to the last one. They had a lot of questions about recognition of different holidays and and events. That's really good. Um, November is Native American Heritage Month where we um recognize that Wisconsin is home to 11 federally recognized um um native nations and one federally unrecognized nation. So, let's remember the sacrifices uh that our indigenous population has made. Youth homeless awareness month as well and that was decided in
2292021. It was designated uh in November. So since then, every November, we we talk about um homelessness among our youth. Um and of course, natural national veterans and militaries families month is November uh where we, you know, recognize this the service and and honor those that have have sacrificed for all of us and our freedom. November 1st was diia de los muertos or the day of the dead which is a traditional Mexican holiday that um is expanding to other cultures actually and on that day um it is believed the souls of the dead return to visit their uh living family members. It's a positive thing. >> The m new year is also the first and the second uh where it's it to celebrate the harvest season at the end of October. Um, and it's a
230time to celebrate the harvest and rejoice in their community. Uh, I mentioned National School Psychology Week and we have WIS family teacher conferences this week. We have the um sixth grade band choir concert, orchestra concert, sixth grade band, choir, and orchestra concert I think is tomorrow night. and the fall play which was mentioned earlier, the Badger Conference Honor Band this weekend or next week, next Monday and Tuesday. Veterans Day of course is the 11th where we honor those who served our country. Then we have a village and school joint planning committee meeting on the 11th. The uh McFarland Schools Equity Collective M meets on the 12th. We have employee relations committee on the 13th. The choir cabaret at the high school is on the 15th and also on the 15th is the model UN conference
231for Madison area that's being hosted right here. >> Yes, >> we are hosting it. >> That's a great >> in our facilities and we'll be back here on the 17th. That's all I have. Uh anything else at all you have? I would just like to give a shout out to our communications director person for all of their amazing social media posts. >> Oh >> yes. >> Well, that would be Angie. >> They've been fantastic. Seriously, >> I'm sorry to put you on the spot, but >> like especially after the governance meeting where we talked about the importance of, you know, social media engagement and that sort of thing, you are doing a wonderful job. Thank you. >> You're welcome. It's >> our social media manager. >> Yes. I didn't want to say commun I didn't
232you know I don't know what your >> we we I know you don't have a title yet but we should get you a title. [laughter] >> Yeah. It's really been good and the the posts have really been getting a lot of visibility and interaction. So >> well the nice thing is is that the more people that watch them, the more people that engage. You know that algorithm does work to our advantage. >> It does. >> It's true it does. Yes >> it does. as well as putting together the community newsletter that just went out. >> Yep. Yep. Which is also aligned with the format of the school newsletters. So, it's not just across schools that were doing that. So, that's great. It is great. >> Yes. >> Um I wanted to send a gratitude to
233all my fellow schoolboard members. Bruce is not he's absent now. Um [laughter] >> do you want to wait? >> It's a long meeting. It's a long meeting. No, it's a long meeting. I don't want to wait. I'll have to tell them after. But um October was super busy and I know that one of our goals to be more engaged as a school board and more visible in the community >> is maybe not something that was included when you first signed on. And so, um but I do think it's important. So, I really appreciate the extra sacrifices that people have been making, >> Bruce included, um to be do to be at different events at different schools. It's I think it's just really I'm hearing lots of great feedback. So, um >> Oh, good. Good. >>
234Yeah. So, yeah, the people at the craft fair were really were really appreciative. Um >> and then just as part of that, a shout out that we are having >> schoolboard office hours. We're trying to do that quarterly. So, the next one is November 15th >> from 8 a.m. to 10:00 a.m. >> um at the McFarland House Cafe. They don't know that yet, but they're always very welcoming. [laughter] Um, and then Bruce, I was just thanking school board members for the extra time put in to be more visible with the community. So, um, October was especially b busy. So, um, and then one other shout out that is going to make Erin uncomfortable, but, um, it needs to be said. Um he was recognized by the Wisconsin school counselors association um as with a supervisor
235administrator award. >> Did you not know this, Angie? Oh, for heaven's sakes. See, >> I did. Yeah, I'm not going to send that to people. [laughter] >> That is why I'm doing it now. Um >> they sent it to me. >> I think it's important to be recognized when you earn an award. >> Um humble people do not make sure everyone knows. So, I'm making sure for you. Um, but also appreciate so Casey Ruland um nominated Aaron and so I think it's also really nice and important to see that colleagues and people within a district consistently nominate each other. Like this is >> not one the first time that someone has nominated a colleague and you know supervisor and I think it's just really heartwarming to see. So, thank you for being you >> and
236earning awards. [laughter] >> Thank you. It's quite an honor. Very humbling, but >> very nice. >> Our student services team is just amazing. And so, >> yeah, >> I just support them and we hired more of them. So, thank you for your willingness to do that. [laughter] >> It's good investment. That's all I have. Um, I don't know how to follow that because that's this ending on a high note, but um um kudos to um Amy Martin um in at NPS um for helping to facilitate I think this is the third maybe second third um family book club um as we talk about literacy. I think it's um really important that we have families read together and especially at that age. Um and I think the the program that I've been able to participate in
237the past couple of years is been phenomenal. Um, and it a lot of work goes into that and coordinating it and books and um, extra details and questions and um, how to read with your kid to get them to engage differently [snorts] um, are really valuable tools. So, thank you Amy and team um, for making that a possibility and a priority. Um, and they're showing the bad guys movie um, this coming weekend the 8th at 9:30 at the PAC. So, um if you're reading that book along with the family book club, please participate um in fun because reading is fun. Um and the second piece of that um not that particular item but other I guess kudos or just awareness um when Aaron mentions the um like November being um national like homeless month and
238trying to bring awareness to that. Um we do have homelessness in our student population in our district. Um so for those of um those in the community who think, oh that's a nice monthly thing to to recognize or to be more aware of, it doesn't impact us. That is not true. Um we do have students who are impacted on a daily basis with homelessness. So um as we look and make decisions as a board, we um keep all of that in mind. Um, so, um, continue supporting our students. That's all I've got. [clears throat] >> Thanks, Mar. >> All right. Anything else? We get to move on to our action items tonight. >> I've heard of those. >> I know. We almost forgot what they are. Um, okay. So the first is action on the
239MC 2025 2026 McFarland Youth Center Memorandum of Understanding. Do I have any? Um >> I can make that. I move to approve the 202526 memorandum of understanding between the McFarland School District and the McFarland Youth Center as presented. >> I can second Chapman. All right. Any discussion? Okay, hearing none. All in favor, please say I. I. >> I. >> Any opposed. All right. Motion carries. 40. Okay. On this next piece, I'm going to go a little rogue with a little opinion from Angie and Aaron. I'm wondering if we can postpone the first reading of the policies or if that will really mess up meeting schedules in the future because it's a relatively light policy set and it's so late. >> There are some implications. >> Okay. >> Um because before we can receive the next
240round of policy updates, >> we need to have approved this round of policy updates. >> Okay. And we did receive an email today saying, "Have you approved your [laughter] last policies?" Because you have to approve those, but just >> just Okay. Okay. >> All right. So, it sounds like we should just keep going. >> Okay. >> I would think. >> That's fine. >> If you keep >> No, that's fine. It's light. I just thought I'd try to get us a little more sleep tonight if it was But that's We're good. Okay. So, then I would look for a motion. Um, for the first reading, I move to approve the first reading of the following policies as recommended by administration. 5130, withdrawal, dropout from school. 5310.01, emergency nursing services. 5411, third grade promotion and retention at
241risk students. 5505 academic honesty. 5530 student use or possession of intoxicants, drugs, or paraphernalia. 7440.03 small unmanned aircraft systems drones. 7450 property inventory. 7455 Accounting System for capital assets 8120 volunteers 8420 school safety 850 school nutrition services 8510 wellness 8531 free and reduced meals 8540 vending machines 855 8550 competitive food sales 9151 use of cameras and other recording devices in locker rooms >> a second >> all right Huie >> thank you make just a comment I just want the public to realize we're not just blowing this off We kind of talked a little bit about this meeting because we knew it was going to be a long meeting and we all kind of unanimously unanimously said these are not there doesn't seem to be anything really big changes here that we had to worry about.
242So >> yeah, >> true story. >> Thank you, Bruce. >> One thing. >> Well, we well, we'll go through them like we usually do. Yeah. So, um, but yes, I second what Bruce said. So, >> agreed. >> Um, >> yeah, just a reminder to the public, a lot of these are >> are just updates based on changes in legislation and policy. >> Um, so there many of them are routine and not district initiated um or just intra. >> In fact, many of the ones in this specific packet we just reviewed in like April or June >> and so it's just >> right. >> Yeah. All right. So, >> um >> Okay, >> let's we'll just go through and see and if anyone has anything that they want to say about the policies um we'll start
243with that. Okay, so first one, policy 5130, um copy of withdrawal dropout from school. Any updates there? Okay. Policy 5310.01. Um, emergency nursing services. Anything there. >> All right. >> Where was that one? Sorry. >> 5310. >> Okay. >> 01. >> And that's a replacement policy. >> Yes. >> Okay. >> Yeah. And if I'm going too fast, let me know because I don't want to miss comments. Um, okay. Policy 5411. Um, this is the third grade promotion and retention. Reviewed it in April. >> [clears throat] >> I I didn't have any questions on this one, but one as a newer board member, one thing that um I I did ask about is sometimes you'll see the language um of like board for like parental notification and that would not necessarily be this board. Um our
244district acts on behalf of the board. Um, so the word board in some of these policies, um, comes from state statute, um, and not necessarily like us, like you wouldn't get an email from Megan or something like that, for example. So, um, something I learned as a part of reviewing policy that sometimes you see a word and you're like, why are we using that? Um, it's usually because of state statute or because we've defined it somewhere else. um >> as an action that gets delegated to administration kind of thing. >> Yeah. So, sorry, that's one when I was reading that one, I was like, why are we saying that? But anyway, >> that's a great one. The one I was going to note that in the new language >> um where it says no later
245than 15 days after reading readiness assessment is scored, the board shall provide the results of the reading readiness assessment. But it also says that it's to be provided in the parents native language. And that I think is amazing. >> Yeah. because that's I mean we're just working on I mean if you think of that if English isn't you know the parents native language and then they're supposed to help determine what this assessment means and what it means for their child like of course that's going to be harder to interpret and for harder for them to support their kiddo. So I just appreciate that >> language update there. All right. Anything else on that one? >> No. >> All right. So, um, policy 5505, academic honesty. Anything there? >> I do appreciate the addition of, uh,
246citing AI. >> Yeah, I imagine that as we continue to learn, we're going to see lots more updates to all of the policies that incorporate. AI. [laughter] All right. Um, next policy 5530, student use of possession of intoxicants, drugs, or paraphernalia. Any updates there or discussion? All right. Um, policy 7440.03, small unmanned aircrafts, aka drones. >> Anything there? I think it's really good that we have a policy regulating that. >> Yeah, because a lot of sports do use drones now. So, >> so just making sure that everything is approved and goes through the proper channels for permission. It's important. All right, next one. Um 7450 property inventory. Okay. um accounting system for capital assets after my heart accountant and I love it. It's they're just updating the years of service or years at useful life
247which probably doesn't mean much to most people. Um I had a a question on on this one just um when it talks about like the um maintaining a capital asset accounting system. Um I think I asked well what is our accounting system just so you know I can educate myself and the answer is we use Excel and um that in and of itself should speak volumes to our ability to budget and address any financial questions um that that you as a community or us as a board has um from Aaron and Jeff over the years. That's not always easy to do. Um and then learning that as we um work with our auditing firm over the years and have a really strong working relationship with them um that because we build good strong relationships with
248our partners um being able to in the future access um more of the more of an official if you will um accounting kind of system to help us do that not in Excel. So, um, >> again, paying ourselves forward by the relationships that we have >> and and you can pay a lot of money to have all of that put into a software system, >> um, and have, you know, auditors maintain that for you. And so, it would be another way that we're using in-house skills to maintain that. >> Y fiscal responsibility. >> That's right. Anything else? Okay, next one. Um 8120 volunteers. All right, halfway through in terms of pages. Um policy 8420 school safety. Um this was the updating the crime statistics. Um, and this was we actually had the first presentation on
249this policy or on that was required because of the state statute. Um, so it feels a little backwards that we're now updating the policy, but we're already >> Glad we're adhering to it. >> Exactly. We're already in. So, um, okay. Uh, 8500 school nutrition services. It's a long one as I page through my notes here. >> Um, I think the only question I had on this one, [snorts] I circled it, so I must have had a question. Um, [laughter] [snorts] and I didn't write words next to it. So, there you go. um is probably um what we mean by compliant medical documentation. Is that um only like a letter from someone's physician or what constitutes compliant medical documentation? >> Yeah, that would be some letter from a physician. >> Physician. Okay, >> that's all I
250had. I'm guessing. Okay, >> thank you. >> Yeah. Anything else? That's a good question. >> All right. Um 8510 wellness policy. Okay. I don't think I had not a um a question but I think just a comment um that as far as a staff wellness program um the district uses the real living program and so um I think one I think it's really important that we are sticking to this and and [snorts] I'm not speaking very clearly because it's after 10:00. Um being able to provide a resources for our staff that's confidential and meets needs. Um and so maybe my words are just a reminder that it exists. Um if you're staff and watching this and you need um assistance anywhere from counseling to I think it's like legal support too and maybe some um
251accounting help or financial consults. So um there's help. So, >> good reminder. >> Yeah, I think that's all I had. >> Okay. Anyone else on that one? All right. Um, policy 8531, free and reduced price meals. Again, a lot of these we just reviewed very recently. Um, okay. Um, 8540 vending machines. Um 8550 competitive food sales. Last but not least, 9151, use of cameras and other recording devices in locker rooms. Okay. Any other discussion on those before we take vote? All right. Um all those in favor of um moving forward with our motion on the first reading um please signify by saying I. >> I. Any opposed? >> None. Motion carries. So we'll have our second reading at the next meeting. Um okay. So then the last >> do we have a second reading if
252we don't make any changes to the first? >> Okay, sorry. Just >> Oh, that's a good question. >> A question. >> Change your mind. >> You know, it it could happen. I could figure out what I was going to write down and didn't. So, yeah. Thank you. >> And actually, I think I just read in the policy perspective from WASBY is that first and second readings aren't required, but they're recommended. and you know just press >> that's true. >> Yeah. So the things you learn. >> Yeah. >> Okay. So the next item is um the action recommended on WEA DCA Insight School of Wisconsin student transfers to resident districts. Um, I move to approve the Wea Destinations Career Academy and Insight School of Wisconsin recommended student transfers back to their resident districts due to lack
253of engagement. >> I can second. >> Okay, Chapman. All right. Any discussion on this? >> Super happy to see that there's only one first grader. >> Yep. And it's a relatively short list. >> Yes. Still a short list. >> One page. Yeah. So, >> another one pager. >> Yep. >> So, we have one first grader, one third grader, >> and then the rest are all five, six, seven, and upwards. >> All right. Awesome. Um, all those in favor, please signify by saying I. >> I I opposed. [snorts] Motion carries. Four zero. >> Last one. >> Move to adjourn. >> I second. >> Thank you. All those in favor, please signify by saying I. I. >> I. >> Any opposed? None. So motion carries. We are adjourned at 10:22 p.m. >> Go home.