001first place, but hustling busy now, huh? Two or three days. D water. It's like a girl. I know. I looked at that. Super behind. All right, being at 6 o'clock, let's kick it right off. Uh, anybody for public forum? I didn't see anything. All right, we've established a quorum. Roll call. Everybody's here. All present. Pledge of allegiance, please. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right. Moving into the consent agenda. Approval of the minutes of the total compensation and relations committee on Wednesday, June 11th. John, I'll I'll make a motion that we adopt the whole consent agenda. All right. Do we have a second? I'll second that motion. All right. All
002in favor? I. Moving on. Calendar. Scott. Thank you. Uh board members, uh the July calendar page nine is there for reference. Obviously, we're here this evening for our regular meeting. Uh if you'll notice on the 23rd there was to be determined because we had some preliminary discussion of potentially not meeting on that day. Uh I would suggest and recommend uh just from our following of our recent committee facilities committee meeting that the board does meet on the 23rd at 6 p.m. uh to carry out potential business uh with an agenda slate of recommendations from our facilities committee that would come forward. Additionally, um, with the state budget, uh, now complete and some of our annual budgeting cycles complete as of June 30th, there will be a couple items that would be good discussion for the
003board to engage in there. So, with no uh disruption, we would meet on the 23rd uh into August again, then looking at we'll have five weeks in July. All right? So we'll get an extra week um of uh not meeting within but our August meeting would be on the 13th. Noted are the professional development days and as in past years all board members are invited to uh be part of different phases of that. On August 27th will be when our whole district will will gather at the high school auditorium um as we do introductions and welcome our full staff back um for our fall application. And then at the end of the month, our special board meeting is that same night as well on the 27th. Any questions? One item I would like to put
004out uh that's not listed on here is an instructional meeting, instructional committee meeting uh working with uh uh Mrs. McCarthy on the potential to bring that forward at the end of July, early August to talk about some agenda items that are carryover from when that committee met. Um, so we will be reaching out to you to set a date when when to establish that. So if you're on the instructional committee, we'll look to pull that together. Under my July report, uh, just a couple thank yous when we look at our B12 extra effort. Um, anybody that's involved with our summer school programming which has been launched, uh, we're excited to have programming as shared with the board earlier when we recognized our our strategies and classes that we would be putting out there, but specifically
005our teachers. All right, that are uh stepping up and supporting us and all support personnel and staff that carry on that opportunity for our students. Uh kids from Wisconsin looking for something to do on July 22nd. I know many of you have attended that and New London's been very blessed with having students perform a part of the kids troop over the recent years. Again, this year we are very proud uh that Jonah Stone, our graduating high school senior, is part of the kids troop as well. I would like to thank the area, the London Lions Club who sponsors the event and brings them into our community. Uh information on reserving tickets and being part of that and locations to pick that up if you are and always available to join us at the door on
006the night of the uh program. Uh annually I put in the transition uh to school years and just again just like to publicly talk about it's never too early to start about talking about next year. I saw my first back to school uh commercial and that after July 1st we start ramping up discussions of that but as well with our parents and our guardians and working with students. You know that transition that nationally happens from our newest learners into our elementary schools and our elementary schools transitioning to middle school and then again uh from middle school to high school. Those transition times are cr cr cr cr cr cr cr cr cr cr cr cr cr cr cr cr cr cr cr cr critical important and as every grade transitions to that next year and
007we encourage our parents and our guardians to continually carry on those positive conversations about what that may look like and most importantly if there are questions to reach out to our building principles or individuals that can support answering their questions as we move forward. Uh next we'd like to uh officially welcome Mrs. Sarah Johnson is our new director of special education people services and Mrs. Tamil McCartney who our director of teaching and learning. Uh they'll have an opportunity to share u some feedback here shortly but congratulations and welcome to the school district of Manila and officially we're very proud to have you join our team. Um next, um the uh student registration is scheduled to open up on July 14th. This morning we had our 18 meeting. Uh Leslie Bamon from student services supported uh
008an update as to where we are. Our target is to open that online portal on the 14th. Uh we're quite certain we should be able to do that. There's one item that uh we're waiting on finalization. Uh communication of Skyward to all families will go out again. It'll follow the similar processes of online registration for new and existing and uh and I will plug this uh to all of our uh parents and guardians in their whether you're new or u registering again to to make sure that email addresses are correct in part of that because that's one of our primary modes of communication uh with families and you know for whatever the various reasons are to communicate out is an up-to-ate email address and having that part of that process. Next is the Badger Boys,
009Girls, and State Conference, which recently took place. Very proud to uh share the the work of our high school soon to be seniors. Typically, it's the juniors that they're finishing their academic year have that opportunity. As you can see in the um in the report, several students uh attended this year's and those not familiar with Badger Boys State and girls, it's real civics and government and building the next generation of leaders to support, you know, the public entities and all those functions. much as of you uh take on that responsibility to make sure our communities are are led in the right direction and supporting uh best practices and fulfilling the goals of the community and which individuals live. Any questions for myself on any of the I have one more um just as a note
010it's not part of this and I apologize for that. Mr. Martinson and I were chatting earlier our annual resolution process uh from the board recommendations to Wisconsin Association of School Boards remembering that timeline it's uh September 15th is when they are submitted historically our board has brought forward some some uh resolutions for consideration for the WASB leadership team to process through on if it is a thing of your interest to start thinking about that we will carve out time on one of our upcoming agendas. Uh if somebody has an idea of a resolution to put forward to WASP. Any question? Any other questions? All right. Thank you. Moving on to Joe, director of business. Okay. Good evening. Just one item in the directory report this month. It is an important item to talk about a
011little bit. It's not going to be full encompassing of the budget, but um every year in July, the direct report uh has included the July 1 equalization estimate along with a little bit of information about how that impacts our school district. Uh it is an estimate. It's required by state statute that school districts receive that estimate on July 1. and it gives uh us information on what equalization aid might look like when it's certified on October 15th for our 2526 budget. Uh as I noted in the uh director report, we're projected to receive less state aid than we did last year. So what DPI does is they take all the school districts, their annual reports from the prior year and then their budget report for the year that just ended and they provide you with
012an estimate of what you receive from the appropriations that are in current law. They take that, they use the calculations and then they give school districts a number. There are times that number is really really close and then there are times it changes. between July 1st and October 15th. That's not something that the district controls or changes. It's just part of equalization aid is appropriated to public school districts in the state of Wisconsin. And there's a formula that's based upon the calculation. Uh our estimate is showing uh 2.74% less or $495,254 that we got this year. What that means is it doesn't mean we have less money in the 2526 budget to spend in the overall revenue limit formula. It just offsets t property tax payments from our local property tax orders. So if equalization
013aid goes down in your budget uh revenue limit formula, your property taxes will go up. So, it's just something that we wanted to start sharing as a variable with the state budget being approved kind of after we did this uh board packet. It was kind of it was signed into law last week uh by the weekend and we already had the packet out. I would say that the estimate is probably close to right because they did not increase equalization aid in the uh final budget. uh they increased a couple other items that are not a part of the director report. That's why Mr. Black said we'll keep hearing a lot about the budget as we go through the 2526 process to get to our our budget hearing and then ultimate approval in October. But it
014is a good note to have uh as an early discussion point. When you get less aid, property taxes are going to go up. If you get more aid, property taxes go down. on average with New London being a lower spender if you're not you get equalization based upon how much you spend. So districts that spend more via referendum or are ready on their revenue limit formula and some other factors are likely to get more because it's a whole pot. The whole public school districts take the pot of money and they're all divvied up based upon factors in their formula. So, normally I don't spend that much time talking about July 1, but it's important to share, especially when it could have an impact on property taxes for our school district. Are there any questions uh
015that I could answer right now? Joe, I've got a question. uh with the signing of the budget. Um my understanding is the pot of money that was being held up by a dispute between the governor and the legislature for act 20 implementation that would be uh grant money, not part of our regular equalization aid has now been released, but the rules aren't written for it. But that uh uh one of the things is eligible is purchasing curricula that are consistent with act 20 which unfortunately is not ARC but our new high school curriculum might you know very well it most likely will will qualify and and u the rules will go uh because it was supposed to be released in the previous time period that they will go back and reimburse districts that have already
016laid out that those funds since the time it was supposed to have gone. I spoke with Marco Lopez yesterday who is uh legislative assistant to um uh representative Kitchens, the chair of the of the committee in the assembly and he said u I I I asked him point blank do you think our district is going to qualify for any of this? And he said uh I don't know. He said u it it very well could but the rule the rules and the cut offs um for for where your district is in reading and where you are and u and what kind of funds you've spent or are intending to spend uh will all come into play. it it is a limited amount and I don't remember the amount that he said but maybe you know
017that uh do you have any further insight into this right now it seems pretty up in the air to me but it seems like there's a shot that we could get some funds out of there so yes after the budget is signed the agencies will get more specificity on how funds will be applied to all of the categories not only equalization that talking about also the category that you mentioned for those purchases. We'll whenever we find out information, we do what we can to either share or if there's a process to request reimbursement, we will do that. DPI is typically the the agency that gives us the information of uh as it relates to K12 education, but sometimes there's a couple other agencies that are part of it. We will let you know if we
018qualify for reimbursement. We always apply if we can and if it's becomes a part of a revenue from a prior year expenditure, there's a way to code for that in that process. Code means accountable. And there's two possible areas where we might qualify. One is curricula. The other one is um uh adding um teaching aids that help on reading. Uh, I'm talking about personnel para para educators that can help on meetings. Anyway, just if our staff can be ready for that to submit those so we can get get in line right away, that' be great. Thank you for bringing that up. Anything else um for July 1 estimate? Thank you. Thanks, Joe. Senator Johnson. Well, good evening. I'm um so happy to to be with all of you tonight. Um just I you know just
019I know many of you you know I've already had a chance to um be with you as a part of the interview process. But just want to let you know that I am so honored to begin my journey with the school district of New London and I appreciate the um trust that you have put in uh me to be leading the people services and special education department here. uh these early days, I'll tell you, I've been a you know, already able to um make so many connections and um hear from so many um families already and and staff and um even meet some students as well. and just a real appreciation for all of the folks that are here in the summer administrative team, but also um the people in the high school and here
020at the district office who have um just gone above and beyond to make this really a seamless um beginning for for me and um also to the community who might be listening in to let you know that um I began my career as a speech pathologist um for the um the beginning of my career and most recently was the director of student services at Civil Hop. Um I was there for the past decade and um I'm just really happy to bring all of those experiences here to to New London and to be here with you for this next piece of my journey. Thank you. All right. McCarthy McCartney McCartney. Yes. Yes. Pretend I'm related to Paul. Pretend it's not real. I did have a secretary uh once that just never got my name right. Called
021me incorrectly. Hello. I am so happy to be here and so happy to be able to stand here and to get to uh share with you a little bit about me and um share just how grateful I am to be in this position um today. Um as a parent of New London, right, I've had a will graduate this year. I've been with this school district for um over a decade now as far as a parent. So, I know how wonderful this district is and I know how much opportunity, how much support exists in this district and I can't wait to be a part of that and to keep it growing and helping our students um succeed here in London. I came from Iola where I was a teacher there for 17 years. I was a
022teacher for 10 years, taught English. So that's my JM. Um and then I moved into an instructional support position where I took on some I'm going to call it quasi admin um administrative jobs and I was a had a big hand in supporting our teachers um and the district. Uh, I'd like to echo Sarah in saying thank you to everyone who's welcomed us as we've started off seven days in is a little bit of a fire hose situation, but we have um had the opportunity to really because there's no students in the buildings right now, get into all the buildings and see all the spaces and meet with people and make connections. And that opportunity is so valuable here in July. So, I'm really grateful that we were able to um get our feet wet
023a little bit at a time and take some small gulps. Any questions? Thanks. All right, back to Joel. Vouchers for the month. Highlighting um it's not the number sign, it's M3 insurance. That's a typo on my part. They are property insurance. Uh so that is our annual expenditure for all of our buildings and contents. We are insured at $171 million of school buildings and the assets and the land and that's why the premium is that expensive. There's a lot of insurance that goes into that and as you know board members we've had to use property insurance before. Skyward that is our student and financial suite. So that is our annual expenditures for what we use for Skyward not only in the business office but also through our student size where our teachers use them and
024then our parents use it as well to log in. So that's our expenditure for Skyward and then is our H transactions uh for the calendar year of contributions to uh administrators who stay with the district, they can receive uh monies in those accounts. Uh for the receipt highlights for the month, we have our last equalization aid payment that comes at the end of June. So that is our our biggest revenue for the month and then I highlighted one with legal expenditure for pre a lot of things go on in the next month for closing up the fiscal year. We have an audit at the end of the month. So, we're really busy this time of the year closing out our expenditures and revenues and liabilities and just getting everything ready for the audit. And as
025you will hear the next, you know, several meetings on budget updates, we'll give you a picture of how the 2425 budget turns out and be able to give you some feedback on, you know, the positives of um the budget. We will have a surplus and some of that We had some staff that were bud. So just I will give all those highlights you know in a later topic but I just wanted to say that's the recap. You know as of June there's a lot of the things that we still acrew and then have as receivables throughout the next month. Any questions? All right. I see we're looking for a motion to approve expenditures. amount of 1,653,83264 as per the list July 1st, 2025. I'll make the motion who Mark was first and then Katie Batten.
026Yes. Mark Gman. Yes. Nate Pundy. Yes. Chris Martinson. Yes. Holly Schwitzer. Yes. Andy Thorp. Yes. John Heiden. Yes. Accords from the register or receipt register of July 1st, 2025 in the amount of 4,86,270.82. Any any further financial recap? No. All right. Moving on. No unfinished business, I'm assuming. And the new business, four items tonight. All right. Notice of academic standards. Scott Black. Okay. Uh board members, this is a process uh if those of you that were with us last year, it's an annual process where we acknowledge the academic standards in which our school district um fulfills through in the topic summary. It notes the Wisconsin academic standards as established. Um we need to public notice that with board recognition as well. Uh notes to point of interest that on top of as well the Wisconsin
027academic standards, the next generation Stein standards are part of that recognition as well as any local um academic standards which have made their way through policy which our board and our local entities feel are relevant to the school district of New London. having this conversation meets that mark. And as noted in the topic summary, this can be found on our web page underneath board or excuse me, yeah, board no district and then notices. And if you drill down, you will find the academic standards. It takes you to the link uh from the department of public education within that. So just notice to the board. All right, moving on to Wisconsin school leaders for excellent excellence, Chris Martinson. Uh yes. Uh you have in front of you um what the flyer called the summer hangout. U
028and uh several of us here participated in the founding of a new organization among school board members in Wisconsin uh January during the time of the WSB convention. Um several of us here around the table attended that. Um and it was their first ever annual meeting and first ever election of a board of directors and u it took a while to get things up and running because of legal things and getting things like 501c4. Um but uh the board which is composed of seven people um uh has uh you know is off and running. There is a website now and the other sheet that that you have is that website. It shows the shared values. It shows how to become a member. And um all schoolboard uh members or retired schoolboard members in Wisconsin are
029eligible to be a member. Uh administrators are eligible for associate membership. And um uh the uh this summer uh gathering is just an informal um thing for networking purposes and with several different items to be informally discussed that are that are on that flyer including act 20 um ideas. Um the uh they have a there's a truency resolution that's purported to have been put forward by the 1848 project and um there is a resolution being developed by the WSLE to um uh hopefully be entered into the WSB but also into the legislature about uh the report card streamlining the pro report card process. in um in keeping it strictly to achievement and growth and dropping the other two things. Not that they the resolution would oppose information on those things to school district, but they
030um the people that are will be uh presenting this resolution uh want to want the the DPI's state report cards to to just hone in on those two things. So, um those are the uh Oh, yeah. It's it's in Feifer Park in New London, which happened because the the board of directors, which I'm not a member of, I chose not to run for that. Uh they mapped all the members that they had um uh around the state, which is not a lot at this point because it's so brand new. in the geographical center was Waka County and they wanted to have it at uh is it Shadow Lake in downtown Waka but that that park was was already rented out so they said well can you find something in New London so so that's how
031it ended up there it's it's a free event it's mostly network network networking and discussing and talking about these things um and uh planning to try to have an impact on the legisl legislative process. So, um that is that is it. Uh it's I think it's a great organization. It's in the infancy, but I think two years from now it will and beyond it'll it'll start to have, you know, quite a bit of impact on not only the legislature, but you know, maybe even WSB to try to move it more towards the center um of where where the uh population is in Wisconsin. So that's Thank you, Chris. Thanks. All right. Board of Education, ad hoc subcommittee on student growth and achievement report. So, board members, uh, just to give an update and board members
032that have been are part of our subgroup, I encourage you to add in as well. if there's items that I don't mention. The group most recently met this past Monday um which uh continues to move forward on the topics of student growth achievement. The two target areas in which have become the the focus absenteeism and curriculum enhancement. uh proud to say that out of our group there's two other subgroups that have now formed that are bringing forth ideas and considerations for our group to um process through ultimately with as Mr. Martinson and board members are aware of presenting potential smart goals to the full board for consideration and how that may apply into our uh continuous improvement plan. We are targeting uh August 13th is the date in which the group would bring forward with
033a potential recommendation to consider and a very more detailed followup on the smart goal process and which we've been working on since sometime in May is when we first met um with this group. Uh so that's where the group stands right now. Katie or Chris, anyone else have feedback on where we're at? I have not been there the last couple because I've had too many conflicts. Yeah, I'll defer to you. I think the the the biggest positive of just not even counting the ideas um and the the potential smart goals come uh coming out of it is the cooperation between community members, staff members, board members uh and the relationships that have been developed uh that will result in improved teamwork and and cooperation on the area of achievement for years years to come if
034that if that continues. This is a short-term committee. It it's going to end its work when when we present to the board in in August, but um the relationships will remain and u uh I've been very impressed with how the members of the committee listen have really listened to one another. the staff members have listened to community members and business members concerned and vice versa. And u uh and I think uh I think that uh one of the biggest things that I've seen in this is not we don't need to come up with the you know we need to come up with smart goal but they don't have to be the smartest goals in the world. They have to be good goals and There has to be teamwork. It doesn't do any good to have
035the greatest goal in the world, but uh if if it came from um a small group of people and the rest of them didn't buy into it, it's not going to it's not going to help us and vice versa. So uh what we will come up with is not something that was voted 6040 to say you know with a lot of uh ranker and a lot of uh you know disagreement on it. It'll be goals that are pretty close to unanimous, if not unanimous, and will have been the result of looking at a lot of information, a lot of data, a lot of things that are happening in other states where they're being successful at things and looking at things where they're being unsuccessful so we can avoid those pitfalls. Uh, and that, you know,
036that's the I think the the process Even though it's a short-term committee, I think it's a long-term um result in terms of good things will continue to happen going forward. So, you're going to you're going to get at least two smart goals and two different silos of activity. One is curriculum and its and its implementation andor its implementation. and the other is in attendance and u uh cutting down on truency. But um there was a lot of other ideas and those ideas can go forward in future years and uh you know I I just uh can't say enough good about the board for doing this and the staff members that have have been a part of it. uh and supportive the principles who have been very supportive and um uh definitely the community members that
037we have on there. These people rolled up their sleeves and brought some ideas and did have a a big impact on this. So that's that's it. I don't you know you'll you'll see the specifics and hopefully you'll like them. I believe you'll believe you'll like them. Sounds sounds good. Sounds good. Moving on. Uh, act 20 reporting. So this evening we have uh two individuals that are going to support our act 20 implementation. Jody Peterson is not a new face. Uh this past year u Jody led our team of act 20 understanding implementating implementing um and part of state statute. One of the items is to report out uh recently uh Tamili submitted our report to the the DPI which ultimately um our legislative branches will look at the report and use that in their processing
038and decision making as they move forward. So our other obligation now is to share publicly uh the results with our board and school community. Uh Jody and Nikki touches our title one instructor from Sugar Bush will do that tonight. So Jody, you are on. Thank you for having us here tonight. Um so we have some um great news to share with you. Also some challenges and things that we're looking to address for this next year. So um like I said or like Scott said, uh Nikki Tut is here. She's our district reading specialist. Um she's also the main interventionist at read or at Sugarbush. um with the help of her and our title team and our elementary admin team, we've really been able to understand what this act is all asking us to do along
039with trying to implement and get the different components up and going. So very appreciative of her help along with the rest of the title team as well. So just a quick review or reminder of what act 20 is and this is just from the instructional side of what we had to look at um when it came to instruction. There's a many other components um that we also had to follow with paperwork and data and all of those pieces, but just from the instructional side, here's what we had to do. So, we really had to focus on the science of reading practices, which in the graphic um off to the side, you'll see what those different pillars are for the science of reading. Our ARC curriculum does address many of those pillars in in its um
040instruction. We also had to have evidence-based literacy instruction. So along with ARC, we also had to have our intervention or our RTI process and look at what our what does tier one, tier 2, tier three look like along with what type of data and progress monitoring were we using as we went through those pieces which brings us to a universal screening and the progress monitoring. Universal screening was um through Ames Webb Plus which was determined by DPI. That was not a choice that we had. We had to use Ames Web for the initial screening. Um from there we could have used our different diagnostics after that first um level for every student. And then we also use FastBridge for our progress monitoring once we have some reading plans up and going to monitor on a
041weekly or bi-week or every two weeks how students were progressing on their plan. We also needed to emphasis on the phonics phmic awareness, fluency, vocabulary, and comprehension. And we'll talk a little bit more about those areas um later on. And then finally, we also had to have professional development required for all K3 staff. Um, in our district, we chose to do the keys to literacy um component for training for for um teachers. We did have more than just our K3 staff take that. So, we had other teachers that volunteered. So, all of our 4K uh teachers took it. We even had some teachers up at the middle school that also took that training. Um and then of course all of our um special ed at the b at the elementaryaries and bilingual also participated in
042that training. So those are some of the pieces that we looked at and made sure that we had in place. And then the next part is then some of the data that we'll get into after our first year of implementation. And really it's kind of a half a year of implementation. So, no district was required to implement until the winter as far as the screening, the testing, the um personal reading plans. Um you could have done it in the fall, but we just weren't ready and prepared for that. So, fall was optional. So, we did have two screening times, winter and spring. This report here or this data collection here was um what is required to turn into DPI, which is what Mrs. McCartney submitted today or yesterday. Um, so these are the totals and
043the information that DPI wanted or one piece that they wanted. You'll notice the first two columns or the columns that say who had a personal reading plan and who began are the exact same numbers. That's because this is year one. Next year, those numbers will probably be different because had will be any student that had one this year for next year and then is also going to have one next year and then the number of students who began next year. So, they will look different, but since it's our first year, that's why they're the same. So, I'll go back. That's okay. You can see we had 227 students districtwide that um had a personal reading plan. And then the final column is we did have 27 students exit our reading plan from winter to spring.
044So the next piece um some of this came from I met with Bill Crossu a couple weeks ago and he compiled some of this data for us. So this was great. So I included it in the report as well. So um this is just um where we kind of sat by grade level districtwide and then we'll get into by building in a little bit but you can see towards the end districtwide we had um 46 or sorry 41.6% 6% of our students in grades 4K through third grade that fell below the 25th percentile. And then of those 41.6 or out of the 226 students currently we have 57 of them um enrolled in summer school. So one of the big pushes is that any kid that's on a personal reading plan. We offer intensive summer
045school. Um we tried to push that for parents. It's optional. Um, but at this year we had 57 of those that have attended Thunder School that we know of. I mean, it just started, so hopefully they're attended. All right, then we'll go into Lincoln. So, as you can see, Lincoln then they had um 48.6% of their students in grades kindergart or 4K through third grade that fell below the 25th percentile. And then out of 106 students, they have 15 that are attending summer school. And then what we also looked at was charting the number of students that had PRPS or personal reading plans from winter to spring. So this is what Lincoln looked like from winter to spring. You'll notice as we go through each building, each building has a different grade level. that seems
046to be um a grade level that we really need to look at and focus on. So, one of the things that we as elementary um principles kind of discovered, you know, it would have been one thing if across the district it was all first grade, then we knew that there was maybe a curriculum issue or there was, you know, some sort of other issue happening. Um but to us, this more said that it's the group of students that are in front of us and then how do we intervene or how do we support those students that are in front of us? maybe not so much a curricular issue at this time. So you'll see that second grade then is for Lincoln. Here is Park View. Then we had um 39% of our students that fell
047below the 25th percentile and then out of 88 students we had 32 of them that are currently attending or hopefully attending summer school. If you go to the next, you can see then for Park View, our grade level that we're going to be concentrating on or looking at or understanding more about would be our first grade, which would be going into second grade next. Here's Refield. We had 28.2%. So, and then 30 um students total that are below the 25th percentile and six of them are registered for summer school. and you can see their kindergarten and um you see their kindergarten maybe it would be an area that we want to look at but then we also want to know like what happened in third grade they started with 43% and went down to 13
048now remember they're a much small I shouldn't say much smaller but they're a smaller population of students so section yes same with first grade if you look at that they had 0% and they went to 7% well that might just be one student too so um just some things to keep in mind and then Sugar Bush. So then we had um 47.2 they had 42 students um below the 25th percentile and four of them attending summer school. The reason why that summer school number isn't important. We're going to want to track those kids to see what they come back um in the fall with to see how much summer school impacted that. Um how many of those students maybe came off a reading plan and won't need a reading plan in the fall. So those
049are some things we'll be looking at. And then you can see where their grade levels fell as well from students needing a PRP. So as we look at um like I said there were some really great things that um had happened this year as we looked to implement. One of the biggest accomplishments is actually in implementing all the requirements of act 20. This was a big undertaking and um lots of components that we wanted to make sure that we had in place that we were doing correctly. Um we learned a lot from our fellow districts and um lots of sharing as everybody in Wisconsin was trying to get this up and going. So um just really proud of the fact that we were able to implement and feel successful about that for this year. We
050also had all of our staff complete that high quality professional development the keys to literacy even before the year started this last year. Most have already completed that along with people who wanted to complete it. So that is a good celebration as well. And I think one of the um big things that we're finding too is the deeper discussions and problem solvings that we are starting to have about students reading abilities. listening to teachers talk and hear what they now know about their students and how reading works um and all the different components and what you need to work on first to come on next and next and next. Reading is a very complicated and intertwined um skill and strategy to learn. So, um it's really great to hear um teachers even talking with parents
051and explaining to parents what's going on and what they now know to be able to help with. So, we also found in this that some areas that we do need to strengthen. Um, some areas that we need to look at as we continue into this next year and get a full year of implementation in. We definitely need to look at our phonics and phmic awareness in grades kindergarten through 2 grade. You know, that really does lay that foundation. So, we want to really look at what we're doing and what tools we're using and resources and what routines and instruction um our teachers are doing. We also um with Ames Webb and fluency being one of the triggers for if a kid qualifies for a reading plan, we need to look at fluency a little bit
052more. In the years past, we have focused a lot on comprehension. And comprehension is the ultimate endall when it comes to reading. Like you want to be able to comprehend what you're reading. That's important. Well, fluency though is kind of the rate and the tone of what you read. And knowing that some students are slower readers but can comprehend really well, we need to kind of look at how do we help those students maybe read a little bit faster. What are some strategies or um interventions that we can do along those ends? We also know with the numbers, I mean we are not necessarily saying our numbers look great, but we are there are some things we do have to look at tier one. So, we have to look at what we're doing tier one
053and sh up some of those um high leverage routines to fidelity and making sure that all teachers are aware of some of those high leverage routines. Judy, can you explain tier one or what that means? Sure. So, tier one is your overall classroom instruction. It'd be like your whole group lesson. It's what every kid gets. Um tier two would be a maybe done by a classroom teacher but in a small group. Um somebody that needs just a little extra push. And then tier three is our most intensive. That's where they maybe are pulled out with a reading interventionist and kind of working on a separate program in the skills that they need to work on. It's called our RTI model or multi-level systems of support. And then the other thing we want to strengthen is
054our family engagement. So um engaging our families in why reading is so important, how to help at home, and all of those pieces. So, I'm gonna turn it over to Nikki. She's gonna present on our last one. So, moving into the fall this year, um in August, admin and the title team is meeting with some classroom teachers and the director team to create a strategic literacy plan with CISA 6. So, we'll look at all of our ACT 20 data and kind of similar to each building has their plan on a page. We're going to do that just for literacy um and just create those smart goals and where does our district need to go for literacy and then with that tier one kind of whole group um curriculum looking deeper into that within school pace
055which is our online platform for curriculum looking into that monthly and doing those fidelity checks teachers can meet you know every 10 days is the goal with each student we can check in on that how often are we meeting with those students? We can check that data. So, we can check in on that and see, you know, how often are we meeting with them? What things are we working on? Um, that'll be kind of a priority for title and admin. Just check in on that tier one curriculum. And then for the phonics and phmic awareness, we are implementing the resource you fly. um title and special ed has used that as a tier two or tier three intervention. We're kind of handing that over as an inner or as tier one this year for phonics.
056So, everyone will use that and then that will hopefully kind of improve our phonics. It goes through letter sounds um the diagraphs those foundational phonics skills and then we will continue professional development for all teachers in structured literacy. um title will be leading that in back to school inservice and then throughout the year um as well we can lead that with the high leverage routines through CIS6. So we'll work with classroom teachers on how can we kind of change the things they're already doing? How do we tweak them to make them better meet the needs of all students? Um kind of increase what they're already doing in the classroom. And then how do we increase family outreach? We already do literacy nights, but what else can we do to improve that with families? Um, we'll
057improve kind of the information we share about ACT 20 and the importance of reading with families. Um, we have like book swaps and things like that to get more books home with families to read. And then just sharing that importance with families too of how important the reading skills are. where we share the skill cards that come with our art curriculum. So that also shares this is where your kid is reading and here's the things to work on. So those families know that too. Any questions on our priorities and things? Yes. In education a lot of acronyms are used. Can you explain what UFly means? Yes. So UFly comes from the University of Florida Literacy Institute. So it's just the name of the organization that made it. It is a phonics curriculum that's kind of
058from the science of reading. Um and it goes through it's kind of structured literacy. So it's you start with each letter sound and it has the phmic awarenic awareness phonics um components and it's like a 30 minute lesson whole group um that you would do with like kindergarten. So, in summer school today, I did a lesson with first graders and we talked about, you know, the short a sound and it explicitly teaches this is what your mouth does to make the short a sound and we practice it and then we work on blending the sounds together to make a word. So, it's explicitly teaching, you know, here's how we make the sound, here's how we blend it, here's how we write it, and then here's how we read it. So we're hoping that kind of
059boosts the phonics and phonic awareness. It can also be used in a small group as well. So even though our third and fourth grade teachers are also receiving the book and the resource, but they would mainly be using that more in a small group setting. Kind of like we talked before at the tier 2 type of level because by third grade, you would hope they would have a lot of those skills already in that. But we know that's not ideal that every kid is going to have that. So this resource would help support in third and fourth in that manner. So is it accurate to say that the act 20 group recognized the weakness of ARC in relation to phonics in relation to where it stood and the need for something else and identified that
060as a way to supercharge uh our existing um curriculum to to become um something that that had enough phonics in it to get the job done. It's a supplement, right? Yes, it's a supplement and it was um for the the amount of the resource and the online resources and the training that's there, the cost was phenomenal. I mean, as far as it was a it was a good good price. Yes. So to supplement knowing that we have spent a lot on ARC to supplement with something that was um put out there was was great that it wasn't super expensive. And you'll hear a lot of districts are using UFly and that's where we also learned about it as well that this resource our title team has usedly as like a tier 2 or tier three
061intervention for two years. So we're familiar with it. So the title team will kind of take over the training to make sure classroom teachers can use it tier one and are comfortable with it. So then if anyone has questions on it, we can model it for them as well. And we've seen the success of it with our students in intervention as well. And special ed has used it too in the last couple of years as well. Yep. Yeah. Well, definitely uh kudos to your group for recognizing and getting trying to get us a good start for for next year. Um, can you refresh my memory of how many reading specialists we have in the district? Like I know you're at sugar bush, right? Yep. So interventionists. Yes, we have um one in each book. So
062um there's a full-time interventionist at Park View, Lincoln, and Sugarbush. We have Candy Haywish kind of is like a tutor position at Reedfield because they are a targeted school. They are not titlewide. Um, and then we have a full-time interventionist at the middle school because they are also school by title four and a half. Yeah. Any other questions? I guess we're done. Okay. Thank you, Lady Hold on. Appreciate your time and efforts to see this through. If there isn't anything else. Uh, no. It's on the agenda has been approved with uh motion to adjurnn. I'll make that motion second. All in favor. Thank you everyone. We'll work on agenda development for the 23rd to go out during our our normal time frame there. Appreciate everyone's involvement. Thanks for a productive meeting. We covered a lot
063of ground at 156.