001Call this meeting to order. Monday, November 17th at 6 p.m. Cross would do roll call, please. >> Jason >> here. >> Mike >> here. >> Jake >> here. >> Jim >> here. >> Eric >> here. >> Caroline >> here. >> This is an open meeting and has been hosted. Please join for the pledge of allegiance. To the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Right up first we have a recognition employee of the month Big Bend Elementary School. [applause] If above and beyond had a name, it would be Wendy Fleck. As our school nurse, when Wendy is a steadfast advocate for student health and safety, balancing compassion, professionalism, and remarkable composure in one of the busiest
002health rooms in the district, often seeing up to 80 students a day. From administering medication and managing phone calls home to comforting students through illness or injury, Wendy handles every situation with calm care and an unfailing sense of humor. Wendy's dedication extends far beyond routine care. She ensures students, every student, every child feels safe, supported, and valued. often going out of her way to meet individual needs. Whether that means finding a snack for a hungry student or lending a listening ear, her kindness and steady presence have made her health room a trusted, welcoming space for students, many of whom stopped by just to say hello or share a drawing. Over her 20 years of service, including navigating the challenges of CO, Wendy has exemplified what it means to be a true professional and a compassionate
003caregiver. She provides sound advice and resources to staff and families alike, always maintaining confidentiality and putting students first. Simply put, Wendy holds it all together for us, and our school is a better, safer, and kinder place because of her. [applause] Congratulations. Good job, Wendy. [applause] [laughter] >> I love working with all of them. >> Very love. [applause] We don't have any citizens comments. So, we are going to move on to the student report. >> Come on up. >> Come up. >> Right here. >> So, when you're talking, you can grab the mic and just put it right by your mouth so we can hear you. >> Then you can just pass it along to one another. >> Parents, you can come up here and take pictures if you want to. >> Don't be shy. If
004you want to grab the mic like this, you can grab it and hold it down, too. So, you're not like >> It' be easier if you grab it. I think >> welcome. >> Awesome. You guys can start anytime you're ready. Okay. >> Hello. We are the Big Ben Student Council Executive Board. >> Hi, I'm Nora. >> I'm Raina. >> I'm Addison. >> And I'm Tegan. And here are some highlights from our school. >> Bulldog vote fundraiser. Every year we have a bulldog vote fundraiser. And this year we raised $61,521 for our school. At the beginning of the bulldog bolt bash, they top a cool confetti copper and we start doing our laps. Every lap you do, you get one bracelet. And since we reached our money goal, we got to turn our principal into a
005pancake breakfast. >> No purpose. Not [laughter] During the Halloween party, we celebrate in the most fun ways. We celebrate with our fun games to earn candy, our candy toss, concession stand, bouncy house, and our fun soda game where you earn a whole familyized bottle of soda. At the end, the staff will always rate our Halloween costumes. You earn a big prize basket if you win. Kindergarten students did a fun project this month. They decorated pumpkins like their favorite characters and then brought them to school to show off. Here's some student examples. In math recently, the first graders mastered skip counting and recognizing patterns. They use hands-on activities to deepen and strengthen their number sense. Second and third grade highlights. Second graders are researching animals and writing a paragraph with a topic sentence, four details, and
006a topic sentence. This will lead into a book about an animal they will create later in the year. Third grade is has gotten into a great routine with our pilot resources, CKLA, which stands for core knowledge language arts. Fourth and fifth grade highlights. Fourth grade just finished group research on six different natural disasters and is excited to start a narrative unit this month. The fifth grade highlights. Fifth grade students are enjoying their whole class novel restart. They have been having some really good discussions about whether or not the main character has changed his bullying ways and whether or not he deserves a second chance to make things right with the people he has bullied in the past. In sixth grade ELA students are wrapping up their what makes people extraordinary unit. Students create they read
007a who was book and then created paragraphs and slideshows to show why their chosen person person is extraordinary. Here are some student examples. We have character traits of Clara Barton. We have a timeline of King Tut. We have character traits of Martin Luther King. A timeline of Amelia Heheart and an impact of Jonah Bark. Fifth and sixth grade orchestra are working on how to count hard rhythms. For the winter concert, they are playing March the Metronome, Goofy Little Hippo, and the orchestra's favorite, Dragon Hunter. This year there were two new bass players that added an amazing blow tone to the orchestra. And this is a video of a bass lesson. >> [music] [music] >> Express. [music] >> [music] >> Y whatever. artwork is where all the students participate in making amazing artwork to be put
008all around the school. Each grade level has a different piece of artwork they work on. So all around the school there are cool artwork pieces made by art talented students. Also staff blind judge one piece of artwork from each grade level and that artwork gets chosen to hung up in the wall of fame. Here are some examples. [clears throat] Math Olympia is a challenge test that some students in fifth and sixth grade take. The tests are once a month from November through March and each child is ranked based on their performance. Our school's also ranked against other competing schools and we work on various problem solving skills to prepare us for the monthly tests. We're excited to start the real test. Adopt the family fundraiser. We are doing a collectivo fundraiser this year. We will
009be selling coffee, tea, and hot chocolate to raise money to buy gifts for families that are in need for this holiday season. All members of student council were given a chance to draw a picture to be the label on the coffee we sell. Our hope is that it will draw people's attention into buying more coffee. Student council and staff voted on their top three designs in order to decide which one of these we would use for our labels. The selling started on November 7th, and those are our four top labels. Spelling be. The top three spellers from each class in fifth and sixth grade will compete in the schoolwide spelling be. >> The spelling bee at big band will take place on December 4th. The winners of the spelling be will get to move on
010to the regional competition. We're excited to see who will get to compete. You can continue. >> Um, okay. Thank you for your time. [laughter] >> This shows how great Big Ben is doing. That was fun. [applause] >> Anybody have any questions or comments? >> Great job today. >> Nice job. up next. Big Ben Elementary School, >> right? >> Okay. >> Great job, ladies. >> How's that sound? Okay, so let's talk a little bit about how things are going and uh how things have has been going over the last couple years here at Big Ben. Uh as always, this is it's a great team and I'm I'm just here as the spokesperson. Uh they are uh it's that staff who are doing all the work. So we start off with the mission and vision. The uh
011our Big Ben mission statement, why do we exist? High level learning for all students. really pushing whatever it takes. I say a lot of times we're 100 for 100. 100% of our staff are 100% of the students. We really want to make sure that it's it, you know, it's this whole community of all of us. In the uh vision statement, a compelling future gives us what must we become? We're striving to become a highly collaborative culture with strong relationships to ensure learning again for all. So, we take this mission and vision. Again, I'm not I don't have to read our district key performance indicators, but this is something that I go back to regularly as part of our mission and vision. What you know, we're one part of of a whole district. So, we have
012our key performance indicators and then that leads into our next slide is our school goals. So, our first goal is the ELA goal. We're doing things a little bit different this year. Previously we used something like our fastbridge data or summitive data and we just had some you know like 85% of our students would be proficient. Looking at a lot of our data we wanted to focus more on growth. So our ELA goal for English language arts at least 60% of our fourth fifth and sixth grade students will improve their percentile rank on the forward exam and ELA from the preceding year. We have again related key performance indicators and what we're looking at is about 5% more in growth. So at least 60% of our fourth, fifth and sixth graders this year. Our rationale
013for that was because we were at about 54.2.25% last year. So we have that for ELA. Our math goal is built the same way. 55% of our fourth, fifth, and sixth grade students improving their percentile rank and board exam. Again, using our key indicators as our what we're shooting for and our rationale of 49.3% [laughter] of those students last year growth. So just some of the things that we are are really focused on at Big Ben. We have PLT or grade level meetings where we're meeting before our first staff meeting of the month reviewing data, discussing needs as a team, taking that information to the staff meeting where we'll split up into vertical teams. We are splitting up into vertical teams. So we have like kindergarten through sixth grade working together discussing what strategies are
014working specific students uh different interventions different ways to meet the needs of the students. We use this data from our grade level or PLT meetings to create flexible groups based on the student needs if it's uh a little bit more than what's just happening in the general education classroom if they're working with an interventionist or if they're working with a different staff member. And then uh the learning walks with Tyson, my instructional coach, uh we we set that up. Um we do about uh probably anywhere from 3 to six. Uh we try to, you know, hit every grade level as as often as we can focus on specific times of the day focused on different areas and then we have different looks that we're we're you know trying to see when we go into those
015classrooms. So again, just a few things that we're doing. So has it been working? Here's our report card a couple years ago at a 81.1 and then last year we were at 82.4 and then this year we are lucky enough through all this hard work to be at an 88. Um so the trick now [applause] the trick now is to keep that right. Uh so it actually I always say this is now it's more pressure uh because we're we're working hard. We know that things are working but we can't you know can't take our foot off the gas. Uh it really is about uh continuing the the good work that we're doing but always better to go that way. Uh for fastbridge data just from fall to fall uh this year this fall we are
016at 83.8% 8% of our students were at college pathway low risk compared to last fall 81.9 in reading or ELA and uh for math 88.7 this fall compared to 84.6. So again good trend so far keeps me up at night uh you know to [clears throat] to keep moving that way. That's what I've got for you so far. Questions? So those that don't know, the Ford exam will be in it's usually April, right? >> We start we'll start right before spring break. >> Oh >> yes. >> So then that data we don't receive we get that over the summer at some point but then that'll be the presentation for next year. But uh >> if it worked Yes. >> Woohoo. [laughter] >> I have like um some of my my staff members are are going
017to be out during that time. So, we're already preparing because of good things because babies and things like that, but we're already preparing what schedules look like and things like that for the board. >> Well done. That was really good. >> Yeah, great job. [clears throat] >> I'm a big bender from way back. So, uh you representative Well, thank you. >> You said it was lucky that your score went up and I just want to say there's no luck there. That's that's all hard work. You and your team and second highest in the district. You should be proud. >> Thank you. [applause] >> Thank you. [clears throat] >> Right. Moving on to DPI accountability report cards. Mr. >> Casau. >> Hi Ben. >> Good evening. >> Thank you guys. I thought everybody was here to
018listen to the data. [laughter] >> Ben, you made everybody leave. >> Devon and men are hanging in. >> Wouldn't be the first time. It won't be the last. And I'm okay with that. That's all right. Um and honestly, congratulations, Big Ben. I'll share a little bit about that. Um he stole a little bit of my thunder on that actually as back there. So that's okay. Um, and those students, I I think I have to start watching out for my own presentation skills here because they're going to be after our jobs really soon. Um, so over the last month and a half, we've had uh the release, the public release of our assessment data and the DPI accountability report cards. So, as usual, this time of year, I come in and I share some information with
019you, some of the highlights of our data, and there are a lot of highlights to share with you. So, lots of great things. So, we can go to the next slide, please. Uh, let's just start with an overview of our state assessment results. I want to start here first because that lays the groundwork for everything [clears throat] else that we do. I'm going to start at the high school level with our ACT. And this is probably maybe our our our best data point to talk about. So, I'm going to leave with this one. And how thrilled we are to be able to see that our high school composite average score has increased to 21.9. That's up a half a point over the year before. Uh many of you are aware that we had some some
020less than desirable results on that assessment not too many years ago. And so to see that shift uh is is really outstanding. That is the second highest performance on the ACT composite that we've had in the statewide administration era. So going back probably 15 20 years. Um the only time we've we've been higher is 2018 where we got a 22.2 and that is definitely in sight right now. So, congratulations to our high school team, Stephanie, her admin team, and of course all of the teachers and the students who took that assessment, took it seriously. Um, that is an outstanding performance there. Also at the high school, and this is for grades 9 and 10, is the preACT secure. That's part of the statewide administration. Um, that is in the ACT sequence, but it's kind of
021the the test that leads up to the ACT. Um, I'm happy to report that we saw improvement on both the ELA and the math side of things there as well. You see on the ELA side of things that we uh made about a three and a half point gain in terms of students reaching proficiency and on the math side of things we saw an almost six point gain which is really really fantastic there. Uh, I would I would point out that we have a little bit of work left to do to get where we really want to be on preac secure, but to see that trajectory um that's really a a point of pride with our building at the high school. Um, representative of the work that we've done there and I would also say
022representative of the work that's taken place at Parkview um getting those kids ready for the transition over to the high school and then obviously the work that you see done at that elementary level also. So, some great work at that high school. Um, it's going to it's going to show up on that report card score that I'm going to show you in just a minute. Then forward exam and and Caroline, I think you asked when that is. That's this that's this spring. Um, and uh we got the the public release of that data. Forward exam is taken by all of our students in grades three through eight. So basically all of our elementary buildings, the middle school, uh, ELA on the English language arts side of things, you see that we made about a 2
023and a half point gain there, which is outstanding. Uh, one specific data point that I've I've pointed out to you in the past is our third grade ELA. Uh that's an important data point to us uh because we know that if kids are reading proficiently by the end of third grade that there is a very high likelihood that they're going to be reading proficiently throughout their academic career. The data is overwhelmingly u in support of that. It's a state indicator as well. It counts extra on the school report cards. So it has been an area of focus and you can see uh we had great performance last year. We upped that. We're we're pushing 80% of our kids proficient at third grade, which is outstanding. Uh and that's really just a credit to the work
024that our our student learning team, our principles, our teachers, uh instructional coaches, interventionists, everybody. We have put so much emphasis on early literacy over the last decade. And it's really really thrilling to see that uh that that work has continued to pay off uh and and really a great data point. Just in general, Big Bend, Clarendon section, and Park View all saw improvements on their forward exam English language arts performance over the last year as well. Flipping over to math, uh I would qualify that as probably flat data. We went down three ten of a point. What I would point out there is that we had a resource adoption in math last year. Uh it's a K5 resource adoption, but it really impacted those students in grades three through five. uh think of it as
025installing a new playbook if you are making the sports analogy and there's always something or often something that we call implementation dip. It's a real thing. Teachers are learning a new resource the first year that they implement it with kids. It is not unusual for us to see a little bit of a decline. We are confident we have the right resource. It is rigorous. I know Angela and Michelle have talked to you about it over the last couple of years. We really do credit a lot of that uh that that flatness or that 3/10en of a point decrease the fact that our teachers are learning a really complicated new resource and that we've seen a lot of other uh really encouraging factors there that I think will show up in forward exam this year. On
026the math side of things, section and park view both saw improvement. I'd like to highlight that section and Parkview were the only two schools there that saw improvement on both sides of things. Um, and really I want to highlight both those buildings because there's there's some really great work going on in all of our buildings, but particularly there to to see that improvement there. >> Questions on state data results there. >> What would you say to the Debbie Downers of the world on social media that are saying our grades are only going up because of the lower standards from the state? So, if you're looking at it through the context of the report cards and the proficiency standards, clearly DPI made some decisions to to readjust those a couple of years ago. Um, we can't
027we can't set the rules that we play by with that. We have to live with what DPI sets for us with that. So, we will make comparisons based on the norms that DPI gives us. We will look comparatively with other districts in Wakaawa County and I think by those metrics, we are performing well. So, it's not the only reason we saw an improvement. I think there's some really hard work going on. The ACT, for example, I'll point that one out. DPI's norm changes had nothing to do with the average composite score. That is a like forlike comparison to previous years. Um, and so, yeah, I I think if you look at the state as a whole, you could certainly make that that argument. I think we look at that through the lens of what are
028the pieces that we can control and how can we make this data still relevant for our staff or our administrative teams um to be able to to do some long range planning but it's a great question >> and I agree with the HD scores >> it's a fantastic piece right we go to the next slide so we'll jump in and talk a little bit about the report cards and just as a reminder these are required by state statute uh for each publicly funded school and district in the state. So, public schools, charter schools, choice schools, if they receive public dollars, uh they should receive a report card. And these report cards consist of multiple data points that stretch out over several years. Uh and really there there's a focus around achievement, attendance, and graduation rates.
029Uh we we put a lot of stock in these report cards, not just because the public looks at them because uh they're public basic documents and they're representative of how we're doing. But really those four priority areas that you see there are things that are important to us. Achievement, how well students are, you know, performing in school. Growth, you talk, you heard uh Greg talk about growth. We want our kids not just to achieve at high levels, but we want them growing farther and higher with each passing year. Target group outcomes. That's a mini report card of how our lowest performing students are are growing and achieving year-over-year. That's an important thing to us. We want our lowest performing students to close gaps. And then on track to graduation, which is things like attendance, graduation
030rates, third grade ELA, which I talked about the importance there, and eighth grade math, which is also important because that shows readiness for college level math. So, you know, the statute and DPI has created a system where those priority areas are important. They're relevant to us and so we do take them seriously. All of that gets distilled down into a rating uh based on a score which we'll talk about. Um couple of other highlights. We'll go to the next slide. So, uh Dan, you mentioned that the norms were changed a couple of years ago and that upset the whole apple cart. um to accommodate that change. You might remember last year I came to you and said that we were going to see new changes this year. They they needed to make changes because the
031report cards really were not representative of how schools and districts were really performing based on the new norms. So the Department of Public Instruction this past summer facilitated what they call standard setting process. So they looked again at the data, they looked at the scores, uh and the first thing they did is they redefined those performance levels. And so one category that we pay special attention to is that significantly exceeds expectations category. They raised that threshold from 83 to 84 points. So they made it a little bit harder to achieve. I'm not going to talk too much about those other two bullet points because we really should not be living down in those areas, but you can see those changes there. Uh the other changes that were made this year are also important to note.
032Typically on these report cards they look at three years of achievement data but because that third year if you go back three years was under an old system of how they calculated things. They dropped that for this year. Next year they will go back to three years of achievement data when they have three consistent years sort of apples to apples data to compare. So this year was two years of achievement which um which is positive for us because we've seen some great data over the last two years. Uh, and you may remember I talked about a formula adjustment they made last year, a mathematical adjustment. They got rid of that for this year that was supposed to equalize out the scores to accommodate that norming change that we talked about. They got rid of that
033this year because they've made some other changes, but they did something that they what they describe as norming this to growth as opposed to achievement. I am not I mean I would clear all of you out if I got into the nitty-gritty of that. I mean, there would be nobody left here at that point. But the bottom line, what you need to look at is what they're trying to do is equalize this in Norman. And there was still some mathematical adjustments made sort of under the hood, if you will. Um, it it's still too early to tell what this will look like in the long term. You know, this is a new report card this year. So, I want you to be I want to be fully transparent with what I've seen in those pieces.
034And and the bottom line in all of this is that these report cards are really not comparable to previous report cards. You have to look at them. They're they're they're similar. Um they're like comparing oranges to tangerines. They're both citrus fruit. They're kind of in that same vein. They are not apples to apples. So, want to make that clear. Anything you've learned from past report cards, have to tweak that knowledge a little bit moving forward. So, with that in mind, here's how we perform. You want to look at the next slide. Uh you can see at the district level, we scored 83.7. So that scale score change to get us to 84 for that top category did did come into play for us. We came 3/10en of a point short, but we did see a
035six point a little over a sixpoint improvement there and we fell in that second category from the top. Uh Greg pointed out Big Ben, they grew a category. They're into that top category now with an 88 score. Uh Clarendon remained in the exceeds expectations category with an 80.4. Uh then the rest of our elementary schools fell in that top category. Significantly exceeds expectations. Want to particularly highlight Rolling Hills there. Um Rolling Hills in the memo that I attached there, you you might have noticed out of uh the 879 kind of comparable public elementary schools in the state. Uh they tie for six numeral six. They are almost a top five school um in in this in the state there. So really want to applaud Roman Hills for that work because that is simply phenomenal achievement
036there. As we continue down there section, you saw some nice growth there, an improvement um and based on some nice work which I'll talk about in a minute. Park View, I really want to point out Park View. Park View for the first time in their school history reached that top category of significantly exceeds expectations and that is a situation where they have put an incredible amount of work in over the years. Um I I think that is a welldeserved recognition for that building and I am so thrilled that they made that category. And then Mcuanico High School also jumped a category. Last year they were meets expectations. You can see that they made the greatest point gain. So that ACT improvement really you can you can see the evidence of it right there. Um and
037they landed in that exceeds expectations. So Greg have the key performance indicators up there. Before I just remind you, our idea is that we want all of our districts, schools, and the district to be in those top two categories. And so, we're there. And now the goal is to to get everybody up to that top category, which I think is very doable. Uh let's get into a little bit more detail here, and I'll quickly go through this, but you can see our rankings there. Um, you know that each year I try to compare our district against the other 367 kindergarten through 12th grade districts around Wisconsin. So I drop out the K8 feeder schools like Waterford graded and some in the Arrowhead area. I drop the 912 buildings like Arrowhead and Waterford Union. Their their
038report cards are calculated a little bit differently than ours as a K12 system. So you're left with this. Uh you can see improvement in every area except for on track for graduation where we we dropped one ranking point essentially with one school passed us up. Um let there be no doubt we are a high achieving school. Uh top 20 in overall achievement, 21st in ELA, 22nd in math. Student growth has been a point of emphasis. You heard Greg talk about it in the Big Ben presentation. Um a number of other schools. You may have heard it in their presentations as we've gone on. Um 74 schools districts we essentially passed up top 131. Now still not where we want to land. We want to get higher than that but going the right direction. Target group
039I talked about the the bottom um our lowest performing students that bottom 25%. We picked up 50 slots this past year. Uh so again trending a great direction there. Uh, and I really want to lock in on the third grade ELA achievement. Um, top 11 in the state on that one. So, that is an outstanding performance. I'd highlight section two, by the way. Section tied for the top elementary score in that third grade ELA out of all schools in the state. So, some incredible performance amongst our schools that we should be really quite proud about. Um, I'll go to the next slide, please. Um, but we have work left to do. And so our goal, yes, we want every district school and and our district report card to be in those top two categories, but
040uh uh Dr. Cook and I have talked about we really want to be a top 10 district. Um we're competitive lot. We want to be amongst the best and we feel like we can be amongst the best. We have we have the raw materials. We have great students and community support. We have outstanding teachers. Um and so you can see where we fall. We're closing that gap. Our score is not that far off the top 10. Um, you can see where we have work to do. Growth, we talked about it. We need to work on that growth element and we need to continue to make improvements on what we're doing around our target outcomes group as well. Uh, you want to go to the next slide, please? I think we're talk a little bit about
041elementary growth. I had a slide in here like this last year, and I just wanted to update you. Last year, you saw a lot of red ink. That would be lower scores from the preceding year. This year, a little bit of red ink, but some green ink, which means we're going the right direction here. uh particularly want to highlight Rolling Hills. They just have some phenomenal growth in that school. And one other sub area I want to highlight is section. Section's math growth. Um section as a very high achieving school has struggled with growth over the years and they've done some very very targeted work uh to improve that student growth in math and it is starting to pay off. And so I you know when we it's nice when we can see an improvement
042here and we know what caused it. Um and so not lucky, it's good, right? It's good work. And then I want to focus on the high school. Um yep, there we go. These are the top 10. I wish we were on this list. I think we all wish we were on this list. Um this is this is our aspiration. This is where we are headed. This is where we will get and I think it will be in the notsodistant future. Um but you can see the the overall ranks of those high schools. These are the ones that are in Waua County and adjacent to us. So, East Troy, Pomemyra, um, Waterford Union will be on the next slide as well. Um, but you can see those rankings and then you see where we've fell. Um,
043I'm pleased to be able to say that we did pass two schools. We passed Walkshaw North and Okanowok. Um, but you can see we're we've got some room to grow and, uh, I think if we continue the trajectory that we're on with our high school assessment data, you'll see us climb this list even farther going into next year. questions. [clears throat] Any questions for Ben? The DPI Ben. Um, Joe, I Where do you go? Where do you go with that? That the the public knows that they're they're >> Yeah. Yeah, I mean the DPI they they needed to update what they were doing for a number of years. What they did and how they did it, I think is is kind of the biggest point of contention for all of us. Dale, you said, you
044know, for the people who were negative about on Facebook saying that the only reason was the score change. There's 421 public school districts in the state of Wisconsin. This formula applied to all 421. Ben and all of his comparables uses the K12s, 367 school districts. This data applies to all 300. This formula applies to all 367. As a result of that, you know, some districts went up. We went up. We went up six points as an entire school district at number 26 in the state. It's a very good position for us to be in. When you think about what the DPI did, they did it to everybody. They didn't just pick to do it to so you know, when we when we start to talk about like what did the state agency do? Um I've
045been in education long enough now to remember when uh Wiscon the WKCE was put in place as a result of No Child Left Behind. I was in you know administration when we went from the WKC to the Badger exam and then for one year we had the test and that's 15 12 13 years ago >> 12 years >> something like that and then we we went from the Badger to the forward and then we had relatively consistent data for a number of years and the DPI reorked it. Each one of those points along the way we always said the same things. the DPI is doing this to us. We don't understand the formulas. It doesn't make sense. Why are the feds jumping in? Why is the state jumping in? I think what we need to
046focus on as a school district and the community is we are on a path of slow and steady growth. And in some instances, that slow part doesn't even apply. We've made some big leaps. Um and it's something for us to be proud of. >> Absolutely. Just the timing couldn't be worse. is that when we work as hard as anybody and we we've proved it and then the DPI comes out and makes everybody look like a bunch of schmucks. >> Yeah. I mean, it's tough being.3, you know, 310 of a point away from being that significantly exceeds category. That being said, it's still our highest school report card score in our district's history. Correct. >> It's the highest in history, but it's pretty close. Yeah. >> We're we're knocking on that door. And you know, part
047of the reason I go through the depth of this that I do is to help us understand this and to build trust back in this or at least action from it. Um, and and again, I I will maintain and I say this to our teachers all the time, these report cards still the inputs are things that really matter. It's the stuff that matters. Are our kids performing well on the state assessments? Are they growing? Are they coming to school? Are they graduating on time? Are they performing in the way that we need to? Those pieces haven't changed ultimately. And those are those are what we're choosing to focus in on at this point. Um, you know, and and again, as Joe said, you know, a lot of great things to celebrate there in terms of
048what we're doing with this district. So, it's it's thrilling. >> I mean, our our teachers, our students, um, our leaders, our principles, I mean, it is a very focused effort to get the results that we're getting and that has now been sustained for three years. And that is great to see. The seeds that were planted just prior to my arrival with professional learning and the curriculum work, the stuff that you guys have worked on for a decade at the elementary school around literacy, that is all paying dividends for us right now. And we need to remember that that this isn't this isn't the fluke data point for us. This is a byproduct of a lot of long hard work. >> Yeah. Anecdotally, I'll just tell you this and then and I can be done, but
049I I sat with Parkview and MHS teachers all day Tuesday, all day Wednesday last week. We did work around as Joe talked about professional learning communities. We brought in uh somebody to facilitate some work with those teams and the quality of the conversations that I heard without exception in every single one of those teams. The depth of it, the focus on student learning, the focus on student growth um was incredible and something that I I think it's safe to say that in, you know, my 13 years in this district, I don't think I've seen before. And so um you know, we've we've seen some some initial gains. I I think we're on the pathway to continue to see those gains moving forward because the work the work taking place and the results come with the
050work. So, it's there's some good stuff. >> You have a question? >> I would just add real quickly the uh curriculum develop meeting that I was at I don't know two weeks ago as the board member uh representative included uh parents who were prior teachers, the teachers who were working on the curriculum and after a meeting I was talking with a bunch of them and they are hands like There's no They are very excited about the changes that have been made. They said it's so much of a better process right now over the last few years. They're very excited about it. So that that was comforting to hear them talking like that. I know Angela's not here to speak to that, but I do think we have we have as a system really tried to
051improve the transparency that we have across the board. Um, you know, because it's it's not my school district, it's our school district, you know, and I think we all we all believe that. Um, and that's important. parents need to be engaged in part of that process. >> I'm sorry, 20 more seconds. The other thing that I was really curious, they work really hard when they bring in a new curriculum and they test it and they do all this stuff. And I was like, so what do you do if you find that it's really not working and they were matter of fact, we get rid of it. We try to fix it. If we can't, we start over. And they're okay with that. That was a refreshing, too. Like they're not just locked down. Well, we
052have to make this thing work, right? Any other questions or comments? Ben, I just want to disagree with you. You would have gotten down to the nitty-gritty of the numbers. Jake would be the last man here [laughter] >> and we'd have a great conversation. Craig would hang out too. [laughter] >> Maybe not. Okay. All right. Thank you. >> Thanks, Ben. >> Moving on to consent agenda. Looking for the approval of the committee of the whole meeting minutes of November 10th, and approval of the vouchers and receipts. Any questions or comments? Hearing none. That is approved by consent. Moving on to policy policy update volume 34 and number two. >> Yep. So, uh just a continuation of what we had on uh last uh week. Um like I said, we'd be bringing this back for approval
053sometime in December. But if there's any additional questions, um, feel free to ask those questions tonight or you can send me an email along the way. >> January. >> I just have one quick question on the consent agenda. Uh, one 0161. Um, did I miss this before, but the very last point was decisions of expulsion panel? >> Yep. So a an expulsion panel uh will make a decision, a determination um and that will get forwarded to the whole board. The the board by consent can support the decision of the panel or the board can have the decision pulled to executive session and when we have an expulsion happen over the course of a month, it would then go in and be agendaized under uh executive session as well. And if the board wanted information on
054it or modify the decision to the panel. They could do so in exact session and then we would come back into into open session to approve that decision. >> Okay. So, how would information be passed prior? Say say the panel decides yes, the student needs to be expelled. Is any information given to board members who are not on the panel prior or they're just supposed to consent with the recommendation without any real knowledge of what happened? So it the board can without knowledge support the decision of the panel. If the whole board wants to review it and hear it, then we would pull that item from consent and we would entertain it in exact session. >> Okay. But that would be the process. Okay. >> Yep. You would have to you'd have to request that
055it be withdrawn from consent. >> Okay. Thank you. >> Any other questions, comments? All right. Thank you. went on to student government. >> So, uh we did some homework uh on the student government policy. Um had a chance to meet with all of our student government adviserss uh over the month uh we did that in September, I'm sorry, in October. Um and uh just wanted to provide the board some background. The nice thing about that committee was we've got folks that I would say relatively new to our district, 10 years or fewer. Uh but we also have some folks on that uh that I met with that uh not only have been adviserss uh and staff members in the district for 20 plus years but also were students here uh in the 1980s and the
0561990s. So we had some perspective that went back almost 40 years just on how student government has has run in the district. So each each school has a a group called student government. uh during the 25 uh 2425 year school year there was some discussion on the nature of these groups. Upon investigation, only one MASD school utilize the voting process to select government members. The remaining seven used an uh application interview process to select their leadership. Uh the MASD schools also allow for addition additional student participation and the student government participation ranges from 30 students on the low end to 150 on the high. So when we had this conversation and I'll get into it a little bit with uh talked to the teachers about it. Um we really one of the things that we
057discussed actually was are do we have student governments or do we have like a student services a student service club where the function of the club is to do activities for the school but from the actual civics experience are kids gaining that that uh campaign the the establish your platform? We'll talk about that in a little bit, but that was something that did come up. So, activities, I wrote these down by what does each uh student government uh club do. Um, looking starting at MHS, you can see uh the range of activities from blood drives and food drives uh to acting as ambassadors for visitors and speakers and and providing feedback to the administration. Um, the Park View uh student government um conducts the spirit days. Uh they do some charity work. Um they do
058awards. They do school climate uh like the dude be nice program. Um they also really contribute to the teacher appreciation uh and the eighth grade celebration. Elementary I took the time just to list everything that I got from them were bucketed appropriately. Um managing PBIS stores, organizing the lost and found, um mascot costumes and and school spirit type activities, assisting with family game nights and family outreach. Um, Eagle Mill had a really, I think, cool, more broad thing. They they fundraised for their sister school in Guatemala. Uh, and some schools used uh their student government members uh to assist with peer mediation and and try to, you know, resolve conflicts before the adults need to be needed to be engaged. Um leadership activities uh plan and set agendas for meetings, meet with administration on behalf
059of the student body, attend leadership workshops and conferences, uh provide class and great level leadership for the student body and engage in the activities listed in the previous slide. So when when we looked at what their leadership activities were, um these are general uh they do vary a little bit by school and by level. Um for instance, at the high school level, there was engagement with the administration. uh didn't hear a lot of that uh at the middle level and heard of that at some of the elementary schools. So again, not consistent with just the activities that they um that they they participated in. When talking to the staff and looking at what are the pros of the current model, there is a high level of student participation. Um the the 150 student uh number
060was from uh Parkview, which is probably one of the school engages in student government one way, shape or form. Um the the events and the reach has a positive impact on our schools. Uh the students who are there uh want to be there. Um follow through has increased uh at the elementary and the middle level since they've gone to an application process and the application interview process has resulted in students again who are committed to being on the student government versus students who just want a title. And this was a common theme and it actually came up as one of a you know potential con if we were to um uh make a shift. But uh there's there's a fear that if we went to an election model, we would be direct, you know, going
061down the road of a popularity contest. And that was something that came from the adviserss given the number of activities that are in place um and what some of the historical experience was. um they they would get kids who wanted to run for a position, but when it came time to come for meetings, do organiz organizing activities in the school, um be there for the dances or whatever it might be, the kids weren't showing up. Um and that the the breadth of the activities was too much for individual students. So, something for us to be mindful of. The cons of the current model, it really isn't democratic. The students are selected by staff or the current governing board, not by the whole student body. And the students experience of creating a campaign, campaigning for a
062position and electing representatives. And again, I mentioned before some of the concerns, past experience showed that student engagement was lower, students were not able to handle the full workload with fewer members, the reduced number of school community events, uh student campaigns not being driven by students, but by parents. We did hear this particularly at the elementary level that if the parent was supporting the students position, that the posters were really nice and the speeches were very well written. um they didn't necessarily reflect the fourth grader or the fifth grader who was there that there was a lot of adult assistance in what was coming forward. Uh MHS to the recollection of the staff and I mentioned this before going back to the 1980s never had an election process um that this would be a substantial
063change from past practice again concern brought forward from some of the adviserss and then with elected students removal from office process would require consideration. So we have to if a student was not if a student was elected by the student body and that student wasn't following through on their responsibilities, how do we then go about removing that? You know, similarly as schoolboard members, you're elected by the community to represent the community. But the next level of recourse is the next election, right? And and that was something that that again the the staff >> recall >> re recall recall. Yes, >> recall. So um did talk to the staff about possible steps going forward. Obviously, there's the option to remain status quo. Uh we could go to an election format for all student government positions. We
064could create a hybrid approach which would maintain the current application process and then of the students who have submitted an application shown interest uh those that could be elected um uh by the student government uh or by the whole student body. We could run the current student government under a different name. Like I mentioned before, this really isn't government. This is more like a a service organization that would exist in our schools. Um that is not operating under an election format. Um and then we could create an elected student government to serve as a representative voice of the student body and manners that need to be addressed with school and district administration. So within that hybrid approach um you know we could we could have a group for instance that would reach out and meet
065with me um we could have that group meet with their building administration and then maintain that current structure. So um just some things to consider because what those considerations and what this discussion would look like then would drive how we would want to generate policy for the school system. >> Any questions or comments? I comment u I like the idea of the hybrid approach and also I think in my mind it's really important for the the students to cast a vote and to elect someone but not necessarily at the elementary and middle school level but I would really like to see that for the high school level at a middle >> agreed and I was just going to add on about the participation part where that's real life. A lot of people get involved but
066only a very few are willing to step up to the plate and you're worried about or you know some of the staff are worried about participation as a whole. I think that's where if you do hold an election that's where the board wants to go. I think that's where maybe the elected students could let create committees. So something to think about how we want to address this. >> In the 80s in Chicago, we elected only at the high school level that I remember. And it was kind of cool voting for someone. And then I couldn't wait when I graduated to go out and vote for a real candidate only to find out I had to be 18 and I was still 17 and missed the November election. But it it it was exciting to to
067vote for a candidate. And it's so weird because we just had our 40-year reunion not too long ago and our school president Barb Superman was still there with her original speech and she was also like the valadictorian. But everyone remembered her and it was cool that we were like, "Oh yeah, you were the school president and all that." So it's I think the high school it's way more important and I I wouldn't be opposed to leaving below high school status quo. I do think it would be important to have >> the microphone please. >> I think it would be important to have class officers for every class, not just the senior class, but you would have your freshman class president, your sophomore class president and so forth. And you can get more kids involved, >>
068but they also have to step up and then you run for treasurer, you run for vice president or you run for president. And I think that's a great way to kind of dip your toe in learning about civics >> then having the advisors there. I think we can come a long way in teaching kids like civil discourse as well too because you know social media especially and kids going rampant I think can be a good way to rain that that type behavior as well. Again I just point the board pull up the student government policy and when you look at that policy one of the reasons why we're bringing this forward having it under a polic discussion um is that this is very vague um and it doesn't mention some of the key features I
069think that that have been articulated as important both from the staff end of things but then also from the board in the questions and discussion we've had. So just to bring back why we're having this conversation under policy our policy is is is missing some of those features. >> You have any questions or comments? >> Okay, thank you. Thanks for presentation on it. >> Yes, moving on to policy 5530.01. >> So, um we had talked about this over a couple month period of time. Um and uh just again not to take action on it tonight, but just to bring us back uh to the discussion. Uh we have done presentation on uh random drug testing for high school participants. Uh we talked about uh the the process associated with that, how it's a random draw,
070how we use our health clinic to do it. Uh we've talked about who is uh subject to it, athletes, activities. Um there were some questions that came in. Could it be expanded to either a higher number of students? Um it could be could it be expanded to all of the clubs uh instead of just the select ones that have been identified? And then we did have the policy 5530.01 01. Uh this was the one that would be get us into full compliance with how to do this. Um you can see the red line in there. Um again, no action tonight. Uh but just wanted to bring us back to this. We will come back in December uh then to to take action or to request action on this policy. Uh Joe, the uh this policy
071is not does not pertain to the the drug sniffing dog policy at all. Is that a policy? >> No. Drug sniffing dogs are just a tool that we use to keep our schools drug free. >> So we just had one. >> We had a search. Yep. >> How did that go? >> Uh we had five hits, but nothing was discovered. So usually when a dog hits, we did it in the parking lots. Uh when a dog hits that means that there was uh substance in the vehicle um at some point but that was not there when the hit happened. >> Hit is a bad word maybe but okay. >> Just saying >> I'm I'm thinking of a different word. A dog alerted on a vehicle. [clears throat] >> Thank you. Thank you. >> Any other
072questions or comments on that? So, if a dog gets alerted on a vehicle, does that person who owns the vehicle then get tested? >> Um, it doesn't automatically trigger a test. Uh, it just signifies that that that vehicle at one time had um had something in it. Um, you it depends on the type of dog, too. It's important to note it depends on the type of dog. Dog [clears throat] is is trained in drugs, but also bombs. And we just had a, for instance, somebody who was at the range hunting. I had this happen in my prior district or at the range shooting. um and the dog hits on it because it can smell powder doesn't necessarily mean that that person is using drugs. So that's why we don't automatically throw them in the pool
073if tested. Um that person could be, you know, somebody who goes to the range regularly and has got gunpowder in their vehicle. I'm sure, you know, on my own truck, I'm sure a dog would have hit on my own truck because of all the hunting and shooting that I did and, you know, leaving ammunition and guns in the backseat of that, you know, I was to and from the range. So, depends on the day. I did have that happen in my prior district. Person had their car hit on them. staff member. Um, the only thing they could think of was that they were at the range the day before shooting. So, um, a lot depends on the dog and the vehicle and what that vehicle's been used for. >> What does the the powder poodle?
074>> That'd be a fun call. Dale, the dog was hit on a car. >> So, what does happen if there is an alert [clears throat] or a hit on a car, but there's no substance found? Is there still a phone call? There's a phone call to the parents alerting the parents in the vehicle that there was a vehicle. >> I mean because it could have been the parents too. >> It could have. It could have. We do run into some disciplinary situations where we find that the parents is fully participating in the same thing the kids doing that makes that much more challenging. >> Other questions, comments? All right. Thank you. Move on to personnel topics. >> Hi everyone. I just have my director's report. So last uh week I presented on changes to the
075professional and sports staff handbook and am looking to take action on those tonight. And then I presented on the calendar which I'm also hoping to take some reaction on tonight. Sorry about that. >> No problem. Any questions, comments? All right. Thank you. Uh, student service topics. >> Apologize. >> Okay. None for Tom. >> Um, we do have the director's report from Tom. Um, just investment returns. He presented on our investment returns. Uh, tax levy aortionment. Uh, he went through the tax levy. Uh, he did do a presentation on the 2526 enrollment by school. Um and then he presented on uh the budget and where we stand within the school budget this year. >> Okay. Anybody have any questions on that comments? Okay. Thank you. Moving on to action items. MHS new course proposals. >> We
076have two courses uh that Angela has presented on advanced placement pre-calculus. Uh we want to offer that AP course and then we want to revise the advanced sports and entertainment marketing class. um to be a year-long course in support of the dacttronics curriculum uh that was associated with the new school board. >> Make a motion that we move forward with approving AP pre-TEL and the sports marketing. >> Second. We have a motion and second to approve the new course proposals. Any questions or comments? Hear none. All those in favor say I. >> I. Those opposed say no. Motion carries. We're on to staff handbook revisions. >> So, I am looking for approval to implement the changes to the staff handbook um aligned to the sick leave and what employees can request for sick leave uh
077to be in compliance with our insurance providers. >> Make a motion that we approve the changes to the professional staff handbook >> and the support staff handbook. >> Second. We have a motion and a second. Any questions or comments? Hearing none. All those in favor say I. >> I. >> Those opposed say no. >> Motion carries. We're up to number three to 25 26 4K planning. >> Yep. So we are looking to um add increase our full day 4K uh sections up to 10 sections in the district placed according to family interest and enrollment uh at five uh five of our traditional elementary locations. two sections possibly at McBend, two at Clarin, two or three sections at uh Prairie View, one section at section, and one to two sections at >> Why only one section?
078Is it is it room? >> It's space driven at this. >> I'll make a motion to approve providing administration ability to create up to 10 sections of full day 4K for 2026 27 school year. >> Second. >> We have a motion and a second. Any questions or comments? Hearing none. All those in favor say I. >> I. All those opposed say no. >> Motion carries. Moving on to number four. Resolution to approve the one-time voluntary early retirement window and other postemployment benefit changes. >> All right. So, we are looking for the board to uh adopt this resolution. And so in order to do so, we do need to have that resolution read out loud. >> Carolyn [clears throat] did such a great job. Um but beforehand, if you have any questions, there was one change
079between um last week and this week, and that is that we did um we're looking at the OPED benefit and then the um 403b contribution change taking effect in 2020, end of 2026 instead of this year. So Rachel, the the uh >> we have to wait for a motion to ask questions. >> Sorry. >> I'll make a motion. >> You have to read it. >> Read it. >> I'm not going to make the motion. He withdraws. Withdraw. >> The board can make the motion and if they request administration to read the um >> I'd like to I'd like to make the motion the administration um confirm the motion. Good reading. [laughter] >> The resolution to approve one-time voluntary early retirement window and other post-employment benefit changes. Whereas the Mcano area school board the board desires
080my microphone. Oh, thanks. This was my out to not have to read it. [laughter] Uh, desires to offer a one-time voluntary early retirement incentive program to eligible teachers to freeze certain other post-employment benefit program benefits. And whereas the parameters for the program and fiscal analysis have been recommended by administrative staff and reviewed by legal counsel. Now therefore, be it resolved that the board, upon recommendation of administrative staff, does hereby create a one-time voluntary early retirement incentive program to eligible teachers on the terms described below. To be eligible for all benefits under the program, a teacher in the district must be an active full-time teacher in the district between the date of this resolution and the retirement consistent with this program and be expected to attain age 55 and complete 10 years of full-time teaching service
081with the district on or before September 1st, 2026 and provide the district's assistant superintendent and chief human resource officer with a written notice of intent to retire on or before February 13, 2026 and retire from the district no later than June 11th, 2026. An individual who satisfies the proceeding requirements for this one-time early retirement window will receive a 403b payout of unused sick days up to a maximum of 80 days at a daily rate of 130 per day to be paid on or before September 1st, 2026 and one additional year of access for the retiree and eligible dependent to the MASD health clinic from September 1st, 2026 through August 31st. 1st, 2027, and a minimum daily rate of $225 per day if hired as a substitute teacher in the district in the future. A teacher
082in the district who is not expected to attain age 55 and complete 20 years of full-time teaching service with the district on or before September 1st, 2026 will be eligible for a PR-rated OPAP benefit calculated under the terms of the current employee handbook for professional staff where the proration is determined by dividing the individual year individual's years of full-time service as a teacher in the district by 20. For example, a retiree with 17 years of full-time teaching service in the district would receive 17 out of 20 at the PR-rated FOB benefit. And be it further resolved that the board upon recommendation of administrative staff does hereby adopt the following prospective changes to certain benefits set forth in the employee handbook for professional staff effective as of July 2026. All health plan-based benefit at retirement oped
083benefits for all the benefit tiers will be frozen effective June 30th, 2026 without any credit or contribution for service after that date. And the district will increase the matching contribution made under the pre-retirement benefit OPED benefit for tier 5, tier 6, and tier 7, which includes a 403b plan contribution from a maximum of $500 per year to a maximum of 750 per year, beginning with service and deferrals on or after July 1st, 2026. And be it further resolved that the district superintendent or his design acting alone or together be and hereby is authorized and directed to communicate and administer the early retirement window as outlined above. And be it further resolved that the district's superintendent or his design acting alone or together be and hereby is authorized and directed to revise the employee handbook for
084professional staff to reflect the preceding OPED provision changes. And be it further resolved that any and all of the acts of doings of the district's administrative officers, whether here to hereto for or hereafter, taken or done, which were or are intended to be in conformity with the purposes and intent of these resolutions shall be in all respects ratified, approved, and confirmed. >> Well done. >> Any questions or comments? Could we go over that one more time? [laughter] >> Any questions? >> I I do. >> Uh ju just legally to be uh distinctive with um the first now therefore it be resolved to be eligible for all benefits the second open circle. Does it matter if or do you need to put in to attain a minimum age of 55 and complete a minimum of 10
085years? And if that's just assumed, that's fine with me, but legal ease, it just seems like you have to put a minimum in there or something. >> So, we did have we worked with our district attorneys to draft this. And so, I you're talking about the second page, that first bullet, >> first. Sorry, >> first page. Oh, thank you. Um, and can you say what you said again? I'm sorry. >> Okay. So, at um now therefore it be resolved go down to the second uh open circle. >> Yep. >> Be expected to attain a minimum age of 55 and complete a minimum of 10 years is what I'm thinking. But if that's not a big deal, I'm fine with it. >> Yeah, I I think we're comfortable with this. Again, we did have our attorneys
086look at this language and so I do I think we're okay with that. Um, they have to attain age 55 and they have to have completed 10 years of experience. >> Fine by me. Thanks. Just bring it up. >> Thank you. Junior assistant lawyer Mike Cuch. [clears throat] Any other questions or comments? >> All those in favor say I. >> All those that are not say no. Motion carries. Moving on to the 2627 revised district calendar. >> Thank you, Joe. Do you mind um putting the calendar up? >> So, um this was a fun day for Rachel. Um the calendar went out and the next morning I get a phone call from one of our lovely principles and he said, "Hey, is there a reason we're not aligned to all of Waka County?" And I
087I said, "Huh, tell me more." And um said, "We are aligned to Waca County." And then I had it was literally probably a 30 minute I ran to Ben's office. I'm like, "Ben, did we do this on purpose to allow for maximum time for the construction company to work?" And Ben kind of looked at me and maybe this is all way too much information, but I'm just going to share with him anyway. And um I said, "I feel like I remember that discussion." And then I looked at some of the other Waka County calendars and I'm like, "Huh, that's not right." And then um I went to our the document that we all share as a as a district or I'm sorry, as a county group and realized, "Well, That was a that's a botch
088on my part. So, the plus is that we fixed it relatively quickly. Um the other plus is that teachers I think are going to be really excited because they only have to return back for one day after students leave and not two days. Um but we did feel the need to to remedy the error and align with all of Waka County schools. did confirm with um Cullen that it was not construction related, that they could still finish the new construction on the middle school. So that the plan is still that um teachers and students would move in um the day that they return on that March 30th. And so that 29th still is um a professional learning day for staff because we do still want the teachers to be able to prepare um what they
089need to. >> And my apologies, >> Rachel. Graduation is on June what? >> Graduation would be on June I'm sorry on May 30th. So, we're looking for a motion to approve the revised district calendar. >> I'll make a motion to approve the revised district calendar for [clears throat] second. We have a motion and second. Any questions or comments? Rachel, do you want to just let everybody know why it's important to align with the rest of >> Yeah, we have um a couple of things. We have a lot of teachers who have kids in other districts. We have um from an event standpoint, um the same week off allows for teams, athletic events, things like that. Um for us to kind of be aligned and so just again an alignment allows everybody to just really be
090in sync around those things. It it does create a burden I would say for again staff and kids. When my kids go to a different district and I I I can't take off that same week from a daycare perspective that's a burden. Um like I said there's also after school activities that when we're not aligned creates an additional burden. >> Rachel would you go back to the calendar real quick? >> Joel. Sorry Joel. May please. >> Okay. Graduation on 30. >> So we have tentatively penciled in that date. We understand that that's Memorial Day weekend. And so I again we'll have to talk with >> Exactly. Yeah. Yeah. I think that um we have not we don't typically solidify when we approve this things like conference dates. So I think Stephanie and her team will
091have to talk to her parent advisory. Um Stephanie has a parent advisory. I know she's meeting with them tonight. Um I don't know that you'd want to We have historically allowed seniors that week prior off. Um that would put them at the 21st ending on the 21st and then graduation on the 22nd. I I think that's a conversation that the high school needs to have hopefully. [snorts] I mean, we're a year and a half out. >> I don't have a problem with it, but I will be gone. So, so be it. >> Any other questions or comments? All right, we have a motion and a second. All those in favor say I. >> I. Those opposed say no. >> Motion carries. Moving on to unfinished business, superintendent report. >> Yeah. So, just I mean, a
092lot to celebrate right now. Um We had a great fall. Um Andy Tradel will be to talk about fall sports uh in December. Um but this past weekend, uh was, you know, swimming state. Um we had a lot of great performances. We just did very very good athletically. I'll let Andy kind of take the torch with that in December. Um the progress at Parkview, um I would invite you guys in if you've got a day. Uh we can get you on site and walking around. It looks like one thing from the road. It's another thing to be out there walking around uh the construction site. um just they have made a lot of progress. The next two weeks are going to be very busy. Frost walls will be going in. Um they will be building
093that site up. So as you look at it, it is going to be built up four feet. So if you can imagine just from like where the first floor is going to start, it's going to be 4t higher than what that ground currently is right now. Um they did move 15,000 yards of ground off that property. There's a stack at the high school. There's a big mound behind parking right now. Um they are this week putting pylons in right next to the old park view. So if you've got middle schoolers and they're saying it's a little bit loud at school, uh they're going to be filling concrete pylons in uh to the ground. Um so just a lot of work happening all at once. Underground utilities will be finished up soon. The the sewer will
094be rerouted around the property. Um so just a lot of good work there. I want to take a minute to thank the students, the staff, um the families, uh for our academic results. Um has been remarkable to watch not only the work on the inside, but just to see those that annual marker. Um, you know, we're not satisfied with where we're at, but we have come a long way. Um, and that's, you know, kudos to all of those people dayto day, uh, that are involved in that. The focus of our students and our teachers, hard work that's going in is remarkable. Um, I do want to take a minute to thank Rachel. As you can see, the building is going up. Um, but right now Rachel and the Park View leadership team are working to
095get what does the school look like come September 27th, September 1st, 2027. So they're navigating and you'll see recommendations and formal updates starting after the first of the year, but they're working through what does the building schedule need to look like? What course offerings do we have? What do the bell schedule look like? What do we need to do from a staffing perspective? what are things that need to be redeveloped and relaunched at the school knowing that we're going to be adding essentially twothirds of the school is going to be new when that building opens up. The sixth and seventh graders will never really have been there before. So, um all really important things for us to do. Um the building is going to be the physical representation of that, but Rachel and the team
096are putting together the operational component of that and that's a lot of work and we really appreciate it. Um, I do want to wish everybody a great year this year for those of you who are participating and happy. That's all I got. >> Thank you. Birds has a sign for a free clean fill. So, you need some of those yards of dirt move. >> Thank you for offering your backyard. [clears throat] >> We'll send a few flat action skill in the backyard. Dirt or deer, brown is down. >> Um, I want to thank all the school board members. Um, this is what we go through all this for. It's the results of our kids and seeing those results. Um, we should all take a little credit for that as well. And I want to thank
097the some of the current board members here, Carolyn and Craig, and past schoolboard members that chose Dr. Cook to lead this um, lead the team here, the district. and just reaffirms that we made the right choice. So, thank you. All right, I think we're done then. I think we're looking for a motion to close. >> Make a motion close. >> Second motion to second. Crossby. Roll call, please. >> Jason, >> yes. >> Mike, >> yes. >> Dig. >> Yes. >> Tim, >> yes. Yes.