001begin meeting [Music] with FL United States okay first thing on the agenda will be to consider the consent agenda entertain a motion to adopt the consent agenda as presented move by Terry second second by Mandy all in favor say I I those say no the consent agenda is adopted um we're mve into new business um the school accountability report card um this is sec good M um so before we get started with the Pres presentation today I just want to review that um pre service packet just to remind you again that everything that is in this report has been used either a formula or that normative belm so even with some of the points that were brought up by um Mr Cru and it's very great to have community members that are invested in looking
002at that data to that depth um keep in mind that bell curve right so they want 80% of all scores to be right near that middle so we knew the data the raw data going into this before we got that all we were waiting for in November was how our Bell looked for the state so keep that in mind because I'll kind of reference to that this is really meant to be a jumping off PL for us to understand our own students because if you ch choose to prioritize one area another area might be kind of in interpreted was there any question about some of the things that we had kind of as pre- service prior to U my presentation or should we just jump in and I want you guys to ask questions along
003the way okay wonderful so keeping in mind that um the report card is reporting on data from the 2220 preschool year and again each category has different roles so for example CTE most of those are only seniors so you can't get 670 students you can only get the seniors that graduate so looking at some of those that's why I did include um so the first overall scores um we're going to look at those categories so again in a bell curve you're looking for those 80% of your results in the state are going to be in net meets um only 10% are going to exceed um I signic company exceed and only um 8% are going to be in then exceeds so we look at that that is where we are with those categories um Mr
004Cru did point out that we lost a couple points in there keep in mind these are rated scores in each of those categories as well based on our free renews based on all those so when you go to the original raw data we'll point out those which are not manipulated but we'll go through and kind of look at how those were were changed all right um again you'll be looking at the front page of most of the things in your packets and we're just kind of looking at what information is on there there is more information than any could anybody could Pro possibly need But it includes like demographics it also includes that and the thing that really throws things off beyond the three-year average is this little Target so if we get to that
005Target where we're up there we have the different shades of blue and green in 2019 everybody had 25 25 25 and 25 but remember started doing weights so that's where even in our own District Reed field is getting more for achievement than Sugar Bush is getting for growth because it's based on the demographics so those are changing so what's happening in our district is our leadership team our guiding Coalition our teachers our parents and our students are looking at individual data to make sure that we understand what that means for our students if we go to the next page this is our report in our district we are a 66.3 we meet expectations which category was given more weight growth okay and growth is based on the students performance last year compared to this year
006regardless of the district they attended so if a student moves from a different District into our district they bring whatever score they had with them and we had to impact that so it includes that Target is that bottom 25% but it's the bottom 25% in each category on track to graduation I some great information but again it's kind of mixing a lot of different CR levels we have the third grade reading we have the eighth grade math we have our graduation we have our credit gifts ISM okay let's go to the next page I have the link if at any time you want to look at the full packet of any of our school report cards you can find them on our website you can also link to any of those on there but you
007have a subscript packet right here and i' just like to take a little bit of time to get to yours and kind of walk through these pages together similar to what Mr CR to did before the meeting on the front um a couple of things to note we were um wondering how our free reduced numbers would look compared to um when we wav those fees remember having our families who actually do have significant concerns with free reduced lung report that they have those concerns does do that that also impacts them those priority weights based on which things are coming most um our achievement if you look in there our achievements the top is showing that we outperform the state in both English and math everybody on District um we don't have this in the slideshow
008this is in the actual packet of your report yeah I didn't get that so if you want Scott you can go back one or go back go forward one Scott and click on the district right there click on the Y right there and so if you go to the bottom of the page what we are starting at is we are looking at how we did compare to the state so they are waking us all Is How We Do compared to other schools in the state but not every school or every district is set up the same way for example I am a little bit of a geek when it comes to this so I did just ca6 we have 39 districts C to six we're number 28 out of 39 overall but we're actually 19
009if you look at achievement we're actually number six for third grade or for um CTE certifications so again if you take one data point at a time you can see how we compare the state that's what this is doing so our top bars are showing that our English language arts in our mathematics outperform to the state average growth we are are are looking to impact that um one concern with that on our growth score is that we had uh really big growth the year prior and many other districts didn't see that growth um so looking at just how that worked out when we look at our Target group growth Target group I'm sorry um that again is we're not looking at those bars at anything because they can't compare us to a similar group that's
010really each one of our teams running the list of the students that were there and running them one by one so when um Miss pinch got her report she clicked on the uh chronic absenteeism list of students who were identified in that Target group and she went one by one and said that's a student that's a significant Health concern that's a student who's been on a lot of things that they've been out for it includes both excuse and not excuse absences how does that break down as a district how much of it is driven by a health issue a chronic health issue how much has actually chronic absence if we have to look at the numbers of who is identified in that Target I don't have that uh calculated because really um when we are
011looking at that Target group Terry what most of our leadership is doing is getting those names of students and looking at the bigger picture and saying is that student getting the services they need for their different activities but we're not going to recalculate that number because it's more important for that student to get the services they need I think it's still important as we' talked before if you're not here and it's because of chronic caps aism not a health issue you can't learn if you're not here oh absolutely there are still actions being had no matter what in those areas whether it's kind of whether it's health or not so as an example we had one student I was just going to interject and share that um I know a number of us as building
012leaders did take time to do a deep dive with each of our teams and actually in the Intermediate Middle School our student services team with our counselors um bread picker with our new alt ad along with our leadership did take a look at our names on The Chronic apps and T list so we all have targeted students that we are reaching out to and creating actual plans for in order to address some of the gaps that we see just from our individualized data that's obviously impacting our overall District data because I agree like chronic absenteeism if we're losing instructional time face to face it makes it more difficult for every student to find success so we're looking at okay what are the re behind that absenteeism and how can we go ahead and use what
013we know about that why to figure out what are we going to do differently to re-engage that student re-engage that family with what's being offered that's good to know thank all right and then on track to graduation again this is this group this year's group that we're looking at for those again uh the graduation students we get measured not only on our fouryear cohort but our seven-year cohort as well um but pointing back to some of the things that were discussed a little bit earlier we actually did outperform the state for third grade English and language arts so without averaging three years of data we outperformed them by is that almost or it's 11 points right so we look at that and with the eighth grade mathematics again we outperformed the average of the state
014in one year as soon as you flip the page that's where all of the formula work starts happening and they're not telling you where all that formula is so page two is giving you a summary of Where each of our buildings landed um telling you which buildings um foror what okay if we go to the um next page on achievement again this achievement is a multi-year average so as we look at page three this is where they're averaging those scores for three years this includes buildings like refi or Sugar Bush where when they have one class of 13 one kid out of 13 is 10% one kid out of a 100 students is 1% so think about that right you really have to be care careful about what happens when we average those numbers when
015we start averaging numbers over three years and we're a declining enrollment District these start to get really money so we are definitely diving into that there are a couple P areas on page three that we definitely want to keep looking at we're looking at those grade bands but again we're looking at seeing how these students actually are growing over time um on the next page this braks it down by their demographics can can we go back to that absolutely because I want to point something else so if you look at that bar bar chart over on the right hand side there as I've been going through these things that's really misleading says this District score was the same or higher than 74.7% of the districts in the state they're not looking at our individual score
016what they're saying is is we fall in that 60 to 70 bar all right if you take that bar and then the three preceding bars to it that equates to 74.4% going back to the comment that bill made about you know we had that significant drop and we were at 42 orever our number was like 59.1% if we would have moved up a half a percent we would have gone from 42 to like this number here because we would have been moved into a different group so I I don't pay a lot of attention to that that number because it's just putting us into a into a category it's not taking us specifically whether we landed at 66.9 or 60.1 or 66.9% we would still be rated at 74.7% above the the of the other
017districts and so it just it kind of helps giving some meaning to the to the numbers am I incorrect on that no you're correct so the other thing that happened is when we were on page one and we outperformed the state remember we didn't get all of our 25% yeah so then it took them away historically we are better at achievement than we are at growth but when they start doing these priorities and they start waiting one area over the next it it's not I can't tell you what the priority weight was last year right so last year's achievement was higher rate our number wouldn't have changed so again it's it's just it's like reading the credit card agreement if you try to your head will hurt right um there's a lot of stuff that's
018in here you have to pick out what's important we do see a couple areas in here that we want to focus on though and that is if we want to talk about what each building is doing they're using our local data to look at these and know if a student is in one of those yellow or orange areas what are we doing to make sure that they stay or [Applause] grow and one of the comments came from uh Mr YY at our instructional committee meeting he wasn't worried about the schooles themselves as much as he was student engagement by taking the test right yes so Mr YY followed up with a survey to students because he's saw some students in his Target group and he's like kid you're one of my highest performing kids and
019you showed up at the Target group and so how did you kind of dig into that one well in our Target groups it's based on two tests so if you're a junior it's based on the ACT test if you're a ninth or 10th grader it's based on the preac test and within our tar groups we have National hon Society kids 4.0 kids kids all over the Spectrum so we're looking at how do we have a National Society kid 4.0 kid it's based out one test so in our survey we did I asked kids how many of you take those tests seriously and we had like 178 out of our probably 550 that said sometimes or no based on that test isn't important to their postsecondary plans they may have had a bad day they're not
020going to college they're going straight to Tech or straight to work or the university they're going isn't looking at ACT scores so there's a bunch of factors and similar to what an was saying we have to look at each kid individually but just saying you're in a Target group isn't fair it's a bit of a Miss over sometimes that you have kids in Target groups who don't really struggle in that they don't really struggle in ela so you have to really address each kid individually in those Target groups but it can be misleading and you can play a lot of games and smoking mirrors with those scores if you want what so what places you in the Tarter group is it all those demographic things you were talking about or what it's the bottom 25%
021of every category from the year prior so it's whatever kid didn't do well that day or had bad so there's Target group for aism there's a Target group for graduation there's a Target group for achievement and there's a Target group for growth and so each one of those and then just think about that five different categories all measured differently all then come together and averaged so again a lot of formulas in there now I don't want us to leave this saying that it's not valuable because it is valuable it's still very important for us to know how we are compared to all of these things and where we're going as we come through this it helps us kind of have conversations and evaluate our programs and say what programs do we have to talk to
022how do we engage the student who thinks it's not important but still wants to go to a school or wants to have this opportunity or is there a problem with our students who are saying I am still able to take the acts on my own so I don't care about the state given one so we'll talk a little bit about some of those impacts as well next page on 4 through 10 talks a little bit more about some of our populations this is where I think candy and myself spend some time talking about programming talking about interventions talking about how we can impact that then we go on to um this sheet when we look at this sheet when we meet with cesa the range of scores that are actually given on this sheet so
023it's page five are between two and four no no one actually gets a six so when it shows that yes we're under the three we want to get as close to three as we want it really should be a graph of just two to four because that's how they're calculating those scores but again this is showing us that also keep in mind in this world of achievement we have to have at least 20 in a group to qualify the group but again if we look at some of these students with disabilities students without disabilities all those are are areas and proficient last year you can see in those parentheses next to it how many students we're talking about are these valuable conversations absolutely but again when we think about the fact that when we went
024to our trainings and we're looking at everybody getting between a two and a four you're talking hundreds of differences and these are rounded to tens um on the we went through the Target and then on track to graduation that is one area that I think our district is the most proud of so on page seven our district is 91.1 where the state is 82 again this is one of the ones that drives I think Mark in the um instructional committee nuts because chronic absm sounds like it should be a horrible thing but it's an inverse score so it's the percent of students who are not Cally absent right so we are really doing well with 91.1 compared to the 82 of the state third grade English I know that we felt awful when we were
025looking at some of those scores before but we are actually again really high with that multi even with the multi-year average we are at 60 67.8 compared to 56.8 for the Statewide so what's bizarre is those things that we highlighted before this page actually shows that we are outperforming the state and that we are doing better than we were it's the way that they did the weighted average before that skewed that number to make it look like we weren't and then look at that eighth grade math so not going to lie when we saw those math scores on that other page where it looked like we were losing some math momentum but then when we look at this raw data we're at 72.6 and the SE sitting there at 50 that's still a celebration for
026us our math students especially by 8th grade are still kicking a lot of BU we're doing all right with her we want to make sure we keep doing that and make sure we maintain it but when we look at these scores we are doing that the district when we look at our graduation for fourth and seventh grade year cohorts 95.5 out of 91.8 I do think that's something that we are keeping a close eye on with the parent Choice parent voice parent um opting students out playing a lot of um open enrollment with online school so we have a lot of families who say my kid doesn't want to come to school you're telling them that they're going to be considered chronically absent I'm going to pull them out to either home school or put
027them in an online school the online school that we hope they go to is RVA because then we can pick them up if they start slipping back and we were able to maintain 21 students that may have outen enrolled in the past and stay RBA with those 21 students if they're not successful or any of the other students that are online come back to us after six months from either home school or somewhere else and they come back without those credits so we have seen a little bit of an uptick in the number of students who kind of fall behind in that high school age because during covid we did have families who said I don't want to come to school either because of health reasons or personal reasons or things like that and getting
028them back into Traditional School when that is where they do learn best because they are still able to jump from open and roll this school to this school to this school to this school so we have seen a slip in a little bit of our graduation and I would say our biggest number is those students who are a little bit transient or our students who have been um suspended or expelled and are supposed to reenroll in a different District but don't so it is we are still held accountable for a student who we expel we are still held accountable for them to graduate okay I have a quick question so based on what you were just saying about the celebration part and like just looking at our district with the blue lines on page seven
029yeah um in comparison to like what we reviewed earlier um the the ass was having a CO year in there was dragging things down right and we have one more year of that that factors in next year so or is this it we year we have one year of preo testing one more year of non-co so it's just different okay and then so next year everything is since then it will probably drop down one more time because you're losing a high average year okay that's what I was ask yes but then you were saying on page 7 here that that necessarily was not the case no I'm saying when we look at actually how we achieved because comparing Apples to Apples and not doing all of that as we compare to other districts we still
030outperform those District yes okay right so I agree with what Mark was saying that stupid table on the top is just where we put people with their weights right so that this this weird bar graph on the top of every page that's because of that weird weighted thing that they decided to do so if we have more free and reduce then this category counts more instead of keeping everything 25 25 25 but if you look at the raw information we outperform the states in all categories for on track for graduation so these are nonweighted actual performance numbers correct it's multi-year average but they're not weighted by that weird pip on the front of the district all right let's get to some of the stuff that's not graded because there's no formulas and we can understand
031it so on page nine a couple things that we um are really prioritize is the fact that we want our students to be College and Career ready we respect the fact that especially with technology and the labor force that there are multiple Pathways to getting a successful post High School opportunity if we look at Advanced courses I want you guys to keep in mind Advanced courses only count AP and international baloran this District we don't have an i program so I International baloran is a different program where people have to go and get credentials we don't do that we have gone back and forth on a few courses with ap where we switched from AP to dual credit remember last year we added AP Gov this year we added AP language so if you look
032at that we've actually increased the number of adva courses we offer we have 16 16.1% as compared to 20% at the state but again part of that is because we also put you can't be both AP and dual credit and so we in the past have prioritized dual credit knowing that regardless of if you are going to a tech school getting a certification adding a certification in an industry or going to college those dual credits help you so a good example is a CNA okay a CNA license that they get gets dual credit at the tech and that student could go straight to work and do nothing else but they would have that credit with them in AP they can take the class they can score a size but depending on which school they go
033to they may or may not give the credit and they may or may not get the credit in the program that they're going into so as an example they might get a five on a biology we don't offer it biology a five on the literature and they might get three elective credits but not three English credit if they do dual credit they get the credit for the class they took and it's transportable and transferable in both the tech and the W system it is still IR responsib ility of the family and the students to find out private schools other programs how it transfers but we found that that was a more uh transferable way from there and we're at 39.6 273 of our students successfully completed at least one toal enrollment course industry recognized credentials
034this is where Department of Workforce Development and act 59 for the state publish a list of credentials that are there these are only the ones that are recognized by the state this does not include some of the ones that we also support even though the state doesn't recognize them so we have 15 uh 15.2 compared to 3.9 in the state that's amazing as I mentioned to you with some of the data nerd in cesa 6 we're number six out of the 39 districts in cesa 6 were number six for industry recognized credentials this is Microsoft Word this is CNA this is all of our youth Apprentice are credential that way um and Mr Y and his team and a CTE team are working to kind of develop a few more of those Pathways in all
035of those areas um to make sure that our students get those credentials that they can take with them that way one that would be an example that we recognize that's not included in this number and um 2017 they gave credit for OSHA and then as they moved they decided OSHA wasn't something they were going to give credit for we still include students who are doing a use a prip program or a construction or trait if they want to take the OSHA test we think it's valuable for them to take that with them um and others examples like that again work-based learning is one of those where 14 students participated in work-based learning that's recognized by the state okay so Easton's experience that he did his junior year for myON was considered a youth apprenticeship program
036it was recognized by the state his senior year he worked for first um grade first electric electric um and that was not a youth apprenti placement that wasn't recognized because he didn't do the youth partnership track we have far more yep I'll just speak up work based learning Bill I know you mentioned this number at a previous meeting we have our own work-based learning class at the high school we like our standards and our coursework better than the states so we do it in housee Becky markarts runs she runs a College and Career Readiness course it's work-based learning it has a lot of similarities to what the state does we just like it better it gives our kids more flexibility we're able to manage an in house if we wanted to tweak it and we
037wanted to limit some of the things our kids could do we could easily spend those 35 kids into State work based learning how they qualify it but we don't think that's best for our kids it doesn't work as well it doesn't give them as much flexibility with job Shadows with job placements with work experience so you know if we really wanted to manipulate that number we can switch to the state forms and follow their process but it's one of those decisions we've made where we don't think it's in the best interest of our kidss to do it that way that makes sense if it's the right kid and the right fit absolutely but we don't want a student to have to give up basketball to be part of a state recognized program if they only
038want to do 10 hours a week or if they want to do a program that's with uh a program that's not developed or if the place they're working if there's not somebody to help with the paper workor that's one of the bigger um and we've talked about that and I think it was instructional commit some of the big businesses won't do a youth apprentiship or a work release because they don't want to fill out the paperwork we have kids at the Walmarts the Walgreens the McDonald's the app Bells who Mrs markart goes through and makes them do the same stuff the state would have them do she does it on the employer side as well as the school side so those kids get the same benefit but we don't count it as a state state
039is there an appeal process where we can appeal the things that the state say say do not meet their qualifications you know if we feel it is just as valuable for the for the kids can we file an appeal to a board and say hey um this doesn't seem fair you know this placement was just as good as this other one no um it's through the gr through act 59 which is through the Workforce Development so it it mandates it goes through the Workforce Development program so that's where it comes from um it it's it's to muche it's not and it changes and um the reality is it's not graded it doesn't count for anything we just need to do a better job of our connections committee celebrating that so we don't I don't think
040hardly anyone I mean I hear this every year and I'm always like oh yeah and then I forget what it till the next year I mean like it's it's part of the local control and the autonomy and like doing what's best for your kids and I think we should Cate I think and I appreciate your question Chris but wasting time on the paperwork to get it to be appealed isn't you know they're still going through we get a little bit of a kickback if it counts for X2 or 50 59 we like that it keeps the medals program going so we don't have to charge students student fees it helps us with some of those Baseline fees that are there we like the fact that some kids who want those credentials are there I also
041think it gives us a little bit of freeway uh of leeway knowing when we have certain pockets of Interest right so if we have a group of students we have our school of Enterprise marketing any kid who wants to have a work-based learning opportunity in any program that they want to be they want to be a tattoo artist we can build a career-based opportunity for them to do that one of the bigger other um points with work based is a lot of the um trades the 18 age is where we hit a lot of blocks so we have a lot of students who want to work with heavy equipment or um you know we even work looked at wood excavation and looked at placements there and until the students's 18 their insurance just doesn't cover
042them to let those students be on site but they can hire them for summer work and that's where we lose the battle because they're really only pushing the broom and learning some of the Hidden rules of that place until they turn 18 and then they can do some of the things that would be the the credentials there so the last two pages are other ungraded area that I don't think we're really into to rocking um we don't have a dance program we have some Arts we have some music but it's not something that we're known for this is where places that like Renaissance charter schools and a few others are there that would look at that but it's just interesting for you to know that this is where next month Mr y will be presenting
043the course description guide and behind this course description guide there's a code that says what type of course is this and what pathway does it go for that's when we talked about things like show choire is show choire a dance class right or is theater part of this what are we doing with some of those codes to make sure that we meet some of those but the reality is we can't get 100% on everything right we have a fixed number of students we have a fixed number of courses we have ways for students to get what they need on their Pathways along the way so lots of information there um again if you don't know what the information is sharing it's a jumping off point for us to dig deeper into what we want to
044do so when we see some of those numbers change we're going back to our guiding Coalition and we're saying hey what do we feel is happening with this what do we think is going on with this and we're having great conversations with secondary and with that um just wanted to remind you with those notices what are we doing it's the state formula our biggest F Char duck is looking at those Target groups and saying is there somebody on there that we didn't think should be so like Brian said when he's like why is my 4.0 kid showing up on here you know why is this happening well that kid scored their highest act when they were right out of Algebra 2 which we all knew when we were in high school right the best score
045you're going to get is the closest to Algebra 2 because that's the test the math that they're going to test t on act and he had his best score and he's going to keep it and right now act allows you to do super scoring which says you keep your best score in each category of what you take and you take it with you so that means too if that student already got the score they wanted there is nothing in it for them to keep working on that now does it mean that we still have to do something for our students yes we have to talk to them about the relevance for that we have to talk about that with some of those things we also have to make sure that they're continuing to be engaged
046in what those pathways are we can't wait till your senior year to say oh yeah I wanted to go to Madison you should probably think about that before senior year so our kids are having that so you'll see some of those results in our local results as well any questions about that in the packet you then have the front page for each each of your buildings Mark you didn't have this print it off are there any specific questions on any of those because I think that's the other place where things kind of the wheels fall off the bus when you look at which scores are included which scores are not included and those weights so it should be 25 25 25 25 we have two of our elementary that only get achievement score so when
047we look at each of our Independents there you goar sugar brush 75% is achievement and we have said historically where R well achievement and that Lincoln has to report on GR right so think of that just in not making sense for the four buildings that you have in your own buildings but what questions do you have what wonderings do you have no you go first my wondering is so what's our message to the community because this is a very convoluted M process y it has been since it started one we message to the community out of this package I'm still very excited about the fact that our math score is that much higher than the state average I think that's is definitely one of our messages that we continue to talk about individual achievements so
048in my pre-service packet that I shared with you the last two slides are what I really would love this board to continue to celebrate New London is not a place that we look at averages in London is not a place where your kid is a number we look at each student every person in this audience that's part of our district right now has looked at each student they've said why is this kid not where we thought they would be if we have a 4.0 student that's not getting a good score on the ACT what are we doing differently something or not I think as well when you think about you know what is our message is that our district continues to meet expectations you know in the state guidelines which is obviously acceptable but we're
049striving for exceeding expectations and with that we now have areas of focus that will push us to exceeding expectations we look at our continuous Improvement plan and those elements and those key performance indicators that are identified within we think back to what okay attendance you can see how attendance plays into this document and how that supports better results okay outcomes in reading and Ela excuse me Ela and math specifically and achievement and growth those are two two key performance indicators that we are actively monitoring strategizing from district from board level to director admin to PLC to individual classrooms so to say that I feel confident that we know the areas in where we are performing and we know what Pathways we're striving to reach and then now it's our job to continually make that Journey
050happen with where we're at so knowing the factors is the first thing meeting expectations where we are great what are we going to do next to keep going accountability coming back into US key performance indicators uh individual building goals working driving to achieve the the question so you just stated that that we're doing great in the math part of this in in our math in our math Tes our math or compared to the state compared to the state but if anybody in the private sector got this information and read it they're going to be very hard pressed to see that we are improving now what do you tell the community when they look at this and they look at our numbers they know oh my God New England's doing horrible how do you communicate that
051to the public because most of the stuff we get related this DP as clear as MTH so I think 2019 was when I came with that template that one time that had Graphics that showed what are those things I think as a connections committee or as a school board you need to decide which things you want to continue to track and celebrate and it can't be different every year so if it is um we want to continue to to highlight how we're doing math and then I would say our third grade reading score I was surprised I actually was when that our third grade reading score EA doesn't look awesome on one of the pages but when you look at our third grade reading score we're doing pretty well we or is it that there's
052a concluded weight added in so low like overall I'm not saying I'm just yep so we that is the question that's all the question is is how are we going to continue to communicate those things out there the bigger thing is to keep in mind that the district and the the administrators are sharing this information when it's relevant we step everything when this curve comes out we need need to be better at looking at when the other data comes out so in the spring last year every spring we usually go over our predicted scores in the summer we do a data Retreat all of these things that are up here our data process we're communicating all the time on this but John I hear you if they're not parents I don't have the answer well
053I think it could be like if you were in our curriculum committee meeting I felt like okay we aren't trying to be in order name and have 40% of our kids go to Harvard or an iag school like our sweet spot I think it d tales with felt like Brian and an was just saying of um drooling down to each student and your um name and not a number I mean I guess my wondering was because I understand all that and I can appreciate that my wondering was is there anything and correct me if I'm wrong but the one thing that jumped out on you that we could maybe improve on was the growth score right the growth was a Target um Initiative for of ours because I felt like if you look at it
054it's not the same story that obviously you gave the second time but the general assessment is co did our kids no good right and we have one more year of that if we keep going through the slide so I think when we look at this so we the administrative team are even every single PLC is doing this every week they're looking at this all the time they're talking about kid talks they're talking about kidss who are disengaged they're talking about why doesn't this make sense great conversations with Ark in our second year you know one thing that Ted said is that data first of all takes time that the changes we're making with kpi isn't to see a change the next year it's to see the change in 10 years right it's it's for your
055kindergarten class to look at that those are the things that we need to kind of continue looking for absolutely growth but one of the things about growth is is measuring the effectiveness of what we're doing right so if we're putting our eggs in the basket to say the kids who are not performing at the level they should for attendance are going to be in incentives or they're going to be in checkin checkout or we're going to have a body system so that they have a note taker when they're not at school or whatever interventions we're going to put in for those kids who are not there because we know they need to be there to learn please don't provide an incentive like meeting with a friend that's fine yeah meeting with a friend so some
056of it like we used to have morning group if we know that attendance improves when kids have practiced for sports or activities right because they know if they're not to school they can't practice so looking at some of those hidden rules looking at um what does honors have so the the fans list at the high school the honors study hall where they get to sit in the Commons instead of in the regular room some of those things that say if you have less than three absences you get this you know you can do more you have some of those things that are there and prioritize what it feels like to be proud of that not perfect determent all the time right but that you have those things going there we do have to look at
057the evaluation of our programs and so that's where we're going to go next with some of these things too and then talking about that ongoing kind of evaluation on those um I did want to do a shout out um super amazing where Patrick lton Joanna Ledgerwood and Julia Martel all attended National level or state level training on assessments this summer having them come back from understanding the real assessment and really understanding what that is really acknowledge the things that we're doing we are ahead of the curve so when Gloria came back and said Danielle do you know that those things that we're doing for our um constructive response every Friday with Arc are like exactly the same model that we are supposed to be modeling with the pr prus and not because it's the test
058but because it's good teaching and so I think that's important the same thing with um with Joanna going to learn more about AP and learning more about how those things are scored right learning about those things not because we're trying to cheat or play the game but because we want to really evaluate what we're doing with instruction so just wanted to give that um shout out to them um action items so when you ask what should we be doing we want to continue to look at that Target group and figuring out who those might be um and and impacting what they are and controlling what we can and also letting go the ones we can't so one of a key indicator in our Target groups are families that are moving aot they're not choosing to
059do that either they have hardship also but can you imagine students who have been in four different districts in a year and a half that's hard intervention programming knowing what we're doing to make sure that it's reliable to them and that they're feeling like they're still getting grade level because keep this in mind when you're looking at these achievement scores which we're proud of we can't have them not know what test they're going to take so even if my child is is not at Great bubble they better what grade level looks like because that's the test they're taking um Talking Too about efficiencies and instructional strategies and having kids do that have the kids buy into the reason for taking that the relevance again not because we want it to be something to make our
060stores but there is a reason to do that there is a reason to know how you kind of get that and we'd like to see that and then also confirm or update our grade level or our our plan on a page so each one of the principles here Jody do you want to talk just a little bit about how your Elementary kind of came back from some of these scores and talked because especially with four Elementary buildings sure yeah I mean um so we now we have a couple of different committees going at the elementary level we have an AR um Elementary committee that is meeting to discuss Ela um after it looking at at with being four separate buildings with four separate cultures it's hard to always be on the same page but these
061committees now are starting to um help bridge that Gap from building to building we also now have a math group that is meeing um a couple of times too to also help continue that push in math um we also have our restorative Practice Group also that is meeting to work on some of the attendance the engagement pieces so as we looked at those scores and noting that they're all part of our plan on a page and all part of our um pdsa cycles that we're meeting with our guided Coalition on we have now targeted different areas in each of those major comp but keeping in mind most of those goals were set this summer because we had student results and we had all that data beforehand only thing that's new in November is the belt
062curve on what number we got so we had all the data beforehand districts we want to continue to encourage um participation I will be honest to tell you one of probably our most frustrating is even though there's only 21 of them RVA students don't come into test so they right now have an incentive through rbaa ter it's not earth they get to go to the water park and a pizza party if they take the ET or the forward exam comment is I think it you have to be very cautious about what you do because the real world doesn't incent you to come to right yep they just fire you y and so I would encourage the things you talked about I would really discourage anything that says gez come on in and we'll give you
063this what I do like though is many of the things that incentivized me were things like this would look great on your resume right if they're thinking about that right some level at'll change right but again there are things that are different than stuff right this gives you flexibility to be in honors this gives you the fans list this gives you this like there's some of those a reason RBA doesn't encourage them taking this test no that's they are they're giving them water park in they are but when you're thinking about and I hope it was I hope it's just a spill over from some of the just not wanting to be with people still stuff but all districts are struggling to get their students to to come back and take those tests so it'll
064be fine it doesn't throw it off but I just wanted to be on a Statewide RBA is looking for any kind of help to to get those so do they count against our system yep any parent who opts their child out if a parent chooses if Holly says I don't want my kid to take the test her kid doesn't have to take the test but they count as a zero for us and those 21 kids counted as a zero no because not all 21 opted out gotta but the ones who chose not to take it it's a big negative I mean anybody who who promotes not having the kids take this yes they're hurting the district and then they have no they can't complain about what these scores look like which is Miss some because
065it's it is parents race right it is it is but um it doesn't do any have we surveyed those parents to understand why they don't want their children to take the test always y we have to so they have to when they're opting children out we have to have a signed thing and a reason so many of it is they don't want their kids coming in to do it they don't see value in it and there are some kids who shouldn't take test yeah I was going to bring that up you know when we John you were looking at those mope math scores I can't remember which slide it was on you got to remember that that set of scores it's um on mine it's a different number but it's it shows the percentage of
066students that are Advanced proficient basic and then below basic that's everybody who takes the test and go and going along with what Brian said there's and I'm just going off the personal experience from what I heard across the dinner table I mean there's there's kids in in special ed that have to take it and they just Unfortunately they just don't have the ability but they're they're counted in there and so that graph is not as bad as what it what it appears to be I mean it's 23.4% of our students are below basic in in math but that means that 3/4 of them are are meet or exceed the proficiency of it then if you would factor in some of those students or the ones who don't care the high school kids can play the
067games and and if you take take those Gamers out of there where they're they're like well this doesn't mean anything to me I think those that 23.4% drops drops quite a bit and that's the stuff that people don't know I speci like kids took a different time we can have so the dynamic learning map is included in that score but we can have only 1% of the population in the in our district take the dynamic learning map that is usually reserved for people who are non-verbal right um or have significant kind of health and cognitive needs at the same time um and and Brian's correct there are some students that it's not appropriate you'll also I mean Statewide look at what happens from middle school to high school you have from 3rd through 8th all
068taking the forward and then all of a sudden we go to the high school and everybody score drops because we're on a new test so that spins into just a little sidebar when we get to the bottom of this so eight act 20 I just want to reiterate at 20 which is what Chris brought up at the last board meeting about the um reading um legislation we are very much ahead of the curve because we are already treating all of our elementaries like Title One schools so even though they are not Title One schools all of them we treat them like that which means through our data and our Target identification we do interventions in Reading we do impact that which I think is a testament to where we are with some of those third
069grade reading scores I think the other piece on that also is that we are in our second year of uh American reading company which other districts are going to be having to invest um so that act itself is requiring the purchase of a new assessment a purchase of a new curriculum training all staff K through three and no funding to do any of it so just keep in mind that some of this is also helping us kind of know where we're going with that the one expense we will definitely have to pick up is going to be about $80,000 for training for our staff because we're going to have to buy the training and then pay them to take the training and so looking at some of those things this also helps us look at
070where those things are and it also helps us Pi which area we may want to look at for that um for that training to be Theory versus practice is always different is it great that we're putting efforts into improving sports for students absolutely is it great that we want students to show that they're CH changing and growing absolutely which is why I hope on the next page that we kind of move forward on what we are doing locally because again our districts are looking at that keep in mind right now we only have small data American reading companies we have three data points um I ready diagnostic we're only through window one and then the practice The Practice Act is something we've purchased outside and we only do that once so we're not getting the
071same number of that next page this is what the heck does the rainbow mean so if you want to rip that page off while you look at the other page um that is what the American reading company colors mean um and remember American reading company's assessment is helping us with skills and so as we go to the next page we don't want kids to just jump from grade level to grade level to grade level we want to make sure they have a foundation of skills so what this is showing and I'm going to ask you to just look at second grade because I think it's a good example when we look at second grade the first line is September 18th then October 31st and then November 20th we're seeing that we assessed 124 students then
072130 and then 131 so we have some new students add to that that area we got those scores in there it is showing that we are moving these students over okay we're moving them in those skills they don't move over on those skills unless they master that skill they're still getting bra level content so just because they're behind the not mean they're not getting second grade content but they're saying before you can move on you need to make sure you have the skills to have some ofic awareness to sound our Blended letters okay at some point we're going to looking at these four because these four haven't moved much so who you think they're talking about at their student teams and what are they doing on that look at third grade if this student right
073here isn't in a program they should be if I don't see that they're not coming to school or not in a program I'm definitely looking at why that kid isn't moving where they're that far behind their PE this is also showing us that from the beginning of the school year to now we've moved 36 we had 38% of students that were in the emergency area of meeting intervention down to 27 so we're seeing how we're moving each kid that certainly helping our teachers know which kids need what it's also helping the student know why and the same thing is true for the students who are above grade level we also want them to so you would asked how do we impact that growth we don't want a kid to sit idle either we don't want
074a kid to say I've been bored for two years in school because nobody's challenging you need okay so that's what that looks like I broke it into two pages because of the amount of data that's on that you have the Elementary on one page and then we have Middle School on the second any questions about that and again next two pages are just a jumping off point for the I ready same kind of practice we're looking at where they are and where they're going now we spent a lot of time talking about District but where does the school report card start taking data not until third grade if we don't use things like the two things that I just shared with you to look at how our kindergarten our first and our second graders are
075doing and we wait until the state tells us how the third graders are doing we would be remissed to be able to respond to how they're doing as well so again it takes that effort into those things um and again we're seeing some of that we want to focus in what's going on with that red bar e grade right is that disengagement is that something that we need to talk about what are we looking at that it's a jumping off point and then the last one is the results again I gave you averages but look at that it's pretty cool that our ninth grade students because the first year we did the releas I think our average was a nine so we look at this our students definitely are understanding the value in that and
076our students are getting an individual report that says what do you need to do to continue to grow your score Danielle those students are taking the V Act V act at that level okay the same same test that the junior would be taking as a freshman and sophomore so skills and knowledge that they would be learning ninth and 10th grade prior to that 12 that 11th grade assessment they're taking at 9th and 10th and performing at at the level so all right continuous Improvement as a journey we went definitely over the time I apologize for that but I think it's really important for us to focus on student achievement and looking at how this is happening I really um would like to give some recognition to the work that goes into our plc's the work
077that's going on with our administrative and our guiding Coalition and then also the the collaboration that's been happen at our instructional committee our instructional committee has really turned the corner into really having some Dynamic conversations about what instruction and what Student Success is I really appreciate those candid conversations that are um when you have more time there was that one sheet that says what are your ws and what are your celebrations I would like to hear back from you what are some celebrations that you got that you'd like to because I think our connections committee could use some of those things to push back out on what are the messages and what should we be hearing out and when should we because I don't know that it's necessarily right now with the fall accountability I
078think it's more when we have the student achievement data and some of the other celebrations you know end of the year how many kids have the Dual creditor how many kids have the um you know how you impacted in engagement how many more students would have for clubs and activities you know what are those things that you really want to celebrate the college in crew I don't think it's the this or that it's both St report cards are coming out now if we don't craft a message around what we see then somebody else will I think there's an opportunity for two messages to be sent out I agree with you Terry but I also agree with down at the end of the year as a as a review you know get a Graduation yeah you
079know and um and again if somebody is thinking about switching schools they take that message at the end of the school year they're dissatisfied with their their school that they're at I agree it might have some it might have some impact and and it's you know I I spent hours going through this and preparing for tonight and I tell you what our our curriculum meetings we should meet in the afternoon so we go for drinks afterward just to get our head straight trying to figure this stuff out drink but I tell you it's so easy to get misconstrued and the media are experts at it I mean if if there was a message that I would send out from my communications group right now would said don't don't listen to the stuff on on the
080radio or on TV or what you me the newspaper because they don't dig into this stuff like this they they just pull the the hot stuff off the top you know who's doing really well and who's doing really bad and they don't have any understanding of how those these numbers get get arrived at um is it's just it's just crazy how they come up with these weighted averages and stuff like that don't you think our biggest messages I mean we did this for a couple years in connections was like your kid is a name here I just think that's the main take away like they to be I think that absolutely is but you also have to you know talk to the test itself and how you perform I think things that I saw in
081here are you know how do we how did we uh perform as a district in terms of meeting or exceeding expectations I don't like to pit schools against each other but you know here's what they did I think the other things are the areas of how many students we have participating in Workforce or in uh our different programs so page seven n and 10 to me and page five were really important it's not lengthy it's pretty straightforward you know if you want to participate in in a a work study program we haven't and we have we exceed the state in we're exceeding the averages in many of those areas so um it's about creating an opportunity for every child regardless of whether they want to go into a foure school or go into the workforce
082I think that's important so that's where I see it it's not the lengthy message but it's a you know something we can put out there and uh you we've been talking about what what do we do uh in the connections committee as regarding promotion of the of the school but also promotion the community I think anybody who's been on the new 15 figures out we really got really close to Apple in a very safe driving method I mean you're there in 20 minutes you're at the airport 25 you're at the mall if the lights are red so that's something we need to take up and promote I know because everyone's Landing in the Greenville and morville and I got to the Cara in Greenville in like 12 minutes it's like but they stopped at Greenville
083I'd like you to just also look at the next steps and there is something on there about um I think everyone would all benefit we do need as a district to look at who's doing the data work the amount of synthesis of data as well as compliance with data as well as even just setting up glass rosters we need to think about our model because there are districts that have a a director of data and they have a whole department on data do you know I mean so just looking at that I I would be remiss not to to point that out but that is something that's come up from multiple different venues to say every minute that's that anyone in this room is spending time looking at data is time they're not with kids
084so there's got to be some analysis of that sometimes too you don't want your intervention spending all the time running numbers you want your intervention person working with kids so I think there's there's some some areas for us to grow on that too did you have a question so before we conclude I this want to thank Danielle and you can see the the work and effort not only Danielle but the admin team that put in preparing and bringing forward you know where we are where that snapshot is from our testing results of this last year Andel does a a tremendous job of of ly sharing the directions that we're going and bringing forward the topics and the areas that we need to be honing in on to support continuous Improvement and tonight was just another
085example of getting into that finite or into the weeds as to how that what we are as a district so thank you for that and our ad team as well and our teaching staff that uh address this on a daily basis to best Improvement for our students thanks are we ready to move the agenda folks so um Library Plan update and um so just want to introduce it's in the topic summary um the state again is evolving how they're collecting up and they are asking for us to solicit a website similar to what we did with our um opening schools during Co remember how every six months we just had to make sure that that page was out there to say we still make kids wash their hands they shouldn't pick their nose um so
086we need to make sure that we have a website that's dedicated so that is out there we just wanted to make sure that you know the process that this is something that happens all the time behind but because we had to solicit that to the State saying now it's on our website we needed that to be kind of reviewed for you and then also since it's been a while since theyve recorded So Mary and Katie are going to both help you kind of go through this they meet multiple times um a year with a a larger group and then they also do a ton of work to make sure that we meet all of our requirements um for C School funds and a lot of the other areas so thank you so much for being
087here wonderful yeah thank you for the chance to present tonight and we'll hopefully keep it a little bit shorter see how it goes um if you want to go to the next slide um we are gonna just do a brief introduction of our library team including those who can be with us tonight U Mary will dive into the rationale behind the library plan and I will chat about the objectives and goals and then we'll finish up with some highlights of what's been happening in our libraries um so I am Katie kovaleski I have been the Middle School instructional resource coach and certified media specialist here in New London since 2015 um in 2021 I took over as our K8 um certified media specialist um with me is Mary dick she has been in the district
088since 2013 um and in 2017 took over for the high school as the certified media specialist um and our other team members who couldn't be here this evening include our wonderful Library AIDS so we have an aid um at every building which we are very fortunate to have Melissa Shannon Max and Beth are our elementary AIDS I have Lisa in the middle school and Mary has Carol at high school so the library plan rationale so when we look at this um some of the important matters here this follows along with the the reason why we have a library plan this follows along with the Wisconsin administrative code for Public Instruction um and some of the highlights here library media services this is written in here is basically that we have aage plan so we have
089something guiding us um we also are required to have licens library media Specialists all right Katie and I both have that certification um and Masters in that field um we also have lovely facilities at all of our libraries and see some cool pictures of those and you've all been in them um to look at the spaces and then also we also provide services in those libraries so obviously we have the books and resources technology um but also do instruction with staff Etc So the plan basically aligns with components of the sdl continuous Improvement plan that you all have drafted so we take our plan and we follow that as well so we shadow that we want to enhance and help the district achieve those goals as well so we build our plan off of that
090um So the plan for us this helps us around our strategies and what we do what we need to do to improve and to bring up the staff and student achievement um we also as we are kind of the stewards of the common School fund which is we are blessed and Wisconsin to have access to that all right that gives us funding um that is specifically for Library resources um for students and staff that help give them access to materials that can enhance and R the curriculum and uh the plan also helps us reinforce the value of what we do as Librarians so we work hand inand with staff as I said we we sit in PLC meetings we work on technology so we're not just the book buyers we do a lot um kind
091of behind the scenes that I don't think people necessarily realize and then these are going to be our objectives and major goals within that plan so what was kind of shared already what alluded to is that this is not a new plan this plan has been in place and a version of it right has always been there um but we have now made it um more visible being on our district website um the objectives pertain to making sure that we are line with future being a future ready Library so that graphic on the right up there just um shows you all the kind of wedges that go into making sure that what we're doing um align with what the state um suggests um and at the center of that of course is always the learner
092and our students um so the objective when we looked at the state's objective was they wanted to make sure that they saw more meaningful integrated District Library plans in place um so the way that they're doing that right is saying hey every District you need to put your plan on the website um so we're helping them achieve their objectives um our objectives we looked at each of those kind of wedges and we wanted make sure we were hitting on all of them um so we have um in place things like um inspiring and supporting the reading lives of our students so obviously getting our students to to become lifelong readers is a vital part of what we try to do um curating those resources and tools um empowering students as creators um building instructional Partnerships
093facilitating professional learning leading beyond the line Library again like Mary said we're not just the book buyers that is a important part of our job but we get to do so much more than that um cultivating Community Partnerships um designing collaborative spaces which we've both had the opportunity to help with which is always exciting um and then advocating for student privacy as well with their reading choices so again those were just kind of our objectives um but when it came down to actual goal setting like Mary said we wanted to make sure that we align with the district um so looking at the Strategic plan priority of learning and achievement um that's where we kind of started with our first goal um so in that goal when we look think back to the wedges of
094the Future Ready model we of course want to keep the learner Center there and then we also um are focusing this goal on our budget and our resources um which all has to do with the common School fund which Mary um chatted a little about a bit about as well um so this particular goal is about continuing purchasing and maintaining a wide variety of reading materials including print books ebooks audiobooks magazines newspapers um database subscriptions our Digital Library Consortium subscription to reflect the diversity of our students their families and the local and Global communities um so kind of mouthful but basically what we want to try and do is spend that common School fund wisely make sure that it um reflects our students and our Community um it provides resources to our students to help
095them um become successful it aligns with um The Continuous Improvement plan like I said the learning and achievement and also our technology goal of providing onetoone Chromebooks and Technology to students so that's our first goal um the second goal um aligns with our strategic plan priority priority of being engaged and connected um so this one we for the future ready model we focus on the professional learning so personalizing that for our stu um not students but our staff all we our students so um for our staff um so providing staff with meaningful high quality relevant professional learning centered around um each of them individually like we do with our students right um we have brand new teachers to the profession brand new to New London um and we also have veteran teachers um so we
096work really hard to make sure that all of them have um kind of what they need to be able to provide high quality engaging lessons to their students um again this connects specifically um to the kpi the key performance indicator in our continuous plan as far as the staff survey engagement um where they give us feedback or the district feedback we look at that to make sure that they're saying that they're getting um the professional development Lane need and however we can step in and help with that that's where we want to see that connection and again another technology goal that's align there is the onetoone devices for staff so just like how we do it with for students staff also have on toone Chromebooks so that they can um be able to personalize their
097learning as well um so like I said not a new plan those goals have been in place um and reviewed um so these are uh the next few slides are just going to be highlights of things that we've done and are doing um to kind of make sure we're work get we've been very blessed to update our libraries and make them inviting um and it's really nice to see the student staff enjoy the spaces and that's been a very nice pie it was fun putting that side together just to see those six different spaces um um and so just very color coordinated I feel like so um elementary high school and middle school are represented there um this one again we kind of just try to find some examples of that learner Center focus you
098know we try to make the libraries an inviting space um for students we want them to come in K through six they come in weekly with their classes for checkout seven and eight is by weekly um so they're coming in often and we want them to make sure that they're kind of finding that community and finding that safe space where they can have that choice they can find things that interest them that push their learning um again aligning to things like growth right we want to make sure we have all um appropriate levels of reading materials for students um because we have so many different different students in our build clubs and so that all the books I mean even today we have meeting battle the books team and so at the high school we
099have a lot of readers coming in with Ela classes but with all the classes entirely but we have more a flex schedule at high school so they get to come in and enjoy this is focusing on that um budget and resources feature so again the physical spaces which we have been lucky with the district to be able to to purchase and provide that um but then also just um through the kind of school fund we can strategically purchase technology so things like the v goles in the lower um kind of left corner you can see some girls implementing that so in everything we do we want to connect with the curriculum um so that's a really fun way that and at the high school we have a lot of collaborative areas so staff can bring
100in their students and it's really neat to see them at the collaborative tables you know doing their presentations we have a lot of moving so the new line boards we got some more of those on the Wheeling carts and they're able to use the space it's flexible it can move so it's nice to see these spaces breathe I mean it's you know we've got modular furniture that can be moved around so it you know can really become anything and everything we even have the dance team M I love Li I was like okay there we go so he in the library this morning so we had all our sixth graders screen so yes it looked different but it was a way to use to sleep I thought those were new Masters they were looking at
101at first um this last slide again just points to that um personalized professional learning so this is a little bit more images of some of the resources we provide um districtwide we have student castifi we have Camy we have newal tools which is a great resource we will classroom so those again are things that we we constantly are are ping staff on um FL is something we were able to add this year which is an exciting streaming service for for staff to implement into their instruction um Mary has her tech withy tech with Mary D I send that off monthly with a tech tip you know or tool for staff um and they can stop and get the support they need or can always a reference back to um so those are things that you
102know we kind of create those plcs or those open environments for staff to come down get comfortable with things and then we have those bigger District programs that we really make sure that you know they are comfortable with and can get the support they need whenever so again we kind of wear multiple hats in the building with technology with literacy and we really try to invite ourselves whever we can to help in those goals thank you very much thank you are you still doing the school Facebook update yes yes yes I am so we no just a a quick question is are um can parents come down into the library at any time and have access to see what see what's in it that their kids might be interested in to see yeah they to
103just follow the procedures to enter the building and get visors pass let us know they have access to everything online too you can look up everything we have on there and we are more than welcome you know to entertain calls and people want to come do yeah and just like in other areas parents have have the right and the the choice if there are certain things that they don't want their students to have access to out of the library it's a simple conversation and we're able to to put that note in for that particular student and accommodate and those two pages were added last year are avilable and that right next to the thank you thank you for presing let me know if you want the new Masters you're not going to give it up
104Disney World for [Music] years ready to move toew of school perception surveys executive summaries thank you Chris board members within your materials there is a ton of information and the goal and objective tonight is not to cover it all but it was to share our executive summary with the board and report back on our engaged and connected uh key performance cender specifically when we were addressing surveys that were sent out to our parent Guardians our students and our staff noting that our staff this was the second year of data which was going to be compiled and for our parent Guardians and students it would be the first year so the goal here is to is to Simply give a brief overview from the executive summary and then highlight a couple slides specifically that was that
105are part of your content and materials specifically in food service and then as well the top five and the bottom five and then talk about what's next with the information that we provided so I'll do my best just to put the information up on the top for our audience and then board members if they want to watch or follow along in the program if you will or up behind so the executive summary which we've shared is similar in nature so when we go through how this it broke down it's the same for all three um except for data that may not be present because no that it's the first time I'm scoring so across the top we had 362 parent Guardians that took the assess the survey approximately 19% um for our fall survey knowing
106that okay this fall survey will be followed with a April survey as well where we look at that comparative data which will be our first data point when we come forward in the spring the response scale that we're looking at range from a one of strongly disagreed to five to strongly agree so when you see the the scores and the percentages and how that's based in it's on a one to five scale when we look forward within that and as well when it was scored out individuals that did not give an answer or does not apply or they didn't have a response those answers aren't factored into the scoring it's just individuals that gave that data and feedback to the district on the various topics that we move through so within the parent U survey
107it's broken down into five different indexes all right and when we look at what we want to know from our parent Guardians we want to know our parents informed are they included all right educational excellence and we're talking about our um district report card the atmosphere what do the look and feel when we're in and then the overall experience okay so those are the areas in which this survey was threaded around with um questions that break down even further within but the purpose of this is to to give you that overall current score out of that one through five and where we rank now to go across and just refresh memories on what this means okay is it is it one through or Z five in other words can you score what is the Y
108one would strongly disagree okay so the current score i' say example for being informed I'm come up today with my child's progress and what's happening at school we scored a 3.9 8 all right what that comparison means over on the right hand side so with school perceptions they survey thousands of students thousands of parents and Guardians and uh staff members all throughout the country and what they do is they take our demographics who we are as a district of approximately you know 2200 students with similar demographics and they they they create a a percent cortile for us to reflect on now just a quick summary on the CTI ranking one to 24 would be the first quartile 25 all right 49 Second quartile 50 to 743d and then 75 to 100 to Fourth the goal
109is always to be in the third and fourth quart that's where you are striving and you're getting better results better opinion better outcomes of what you're looking to achieve so that same comparison so when we look at that through the top five bottom five in our strength and opportunities you'll see where that falls into place so just to clarify the quartile and the percentages we we're not being compared to all school districts in Wisconsin uh we're only being compared to other school districts that throughout the country that school percept that use School perceptions of our right demographics so it has to be similar Dem similar demographics of we are to say we compared to Milwaukee would probably be inaccurate you know but uh compared to this you know a SE if they chose to do
110that might be similar in nature so like organizations as we are with the district so so this isn't State this is National this is all through this is their they work with this is this is this is giving a perspective from all all so there could be plus Delta in that as well but it shows our state and as well others that use this service as well so you know a parent or a student from a parent from Wisconsin or a parent from another state as well so there's a lot of factors that play into it but overall it gives that comparison data for us to looking at so basically on that perform that 398 in that 52nd percentile the third quartile U is where we landed on that being included all right a 4.02
111out of five which is the the 7 71st or the third Cortel educational Excellence that's 398 67th and then that is in that third qut tile the atmosphere 410 all right um out of five again and then you see we rank 72nd out of the the third qu tole and then experience all right that 409 and where we fall in the 65th in that third Carl Tower as well so you can see that you know uh when you think of a 4.10 it's a pretty good score out of five when we're looking at that you can also see how other districts and the parent um survey results reflect on that topic of atmosphere okay we're we're 72nd in theory out of 100 in that cortile development that's that's pretty good it's not perfect but it's
112it's definitely above average in comparing to the the like demographics of districts like ours so the individual analysis took that comparison all right and identified the the three highest strengths that were identified and then the three areas of improvement all right and when you look at U the strengths and Improvement um you can't really that comparison ranking is is what pushes that into um either a strength or an area of improvement from within so from our parents I'm satisfied with our school's efforts in addressing buling okay for that particular question that was 92nd you know out of 100 so in the fourth quartile excellent all right looking at comparative other environments that are answering that question our score of 373 ranks quite high on that topic overall satisfied with how my child is learned has
113learned this year all right 411 all right in the 85th all right the school provides opportunities for parent involvement 4.01 in the 85th as well so those were our three highest ranking strengths that were identified from our parents we know that there's many more comparisons in that survey within but it just highlights what they are so looking at the areas of improvement three areas that presented the the lowest comparison and then the lowest percentile when addressing uh School Board doing what it takes to to make our district great okay 3.60 all right that was in the 36 36 or the second qu I'm updated on how my child is doing at school a 382 in 34th in that second Court time and that as well I have at least one school staff member I feel
114comfortable contacting when I have an idea or concern okay a score of 4.02 pretty high score all right but in comparison of like districts like ours 26 are just barely into that second quart so when we look at areas of opportunities when we talk about our engaged and connected in where we want to focus our efforts these are three generalized areas in the eyes of the parent that we can choose to now hone in on and what are our strategies to address items that would hopefully move that needle forward within and again we don't have that previous score to compare so this is that first stem I thought we weren't trying to do that you're over a year we will we have the staff data this is the first this is the first and I'll
115do that one so when we look at that over sa overall satisfaction or the the question of on a scale 1 to 10 How likely are you to recommend our school to a friend or family member the district average score and again remember now this assessment or this survey was given out to parents all parents in our district uh regardless of where their child is at so we scored a 7.51 on that on that scale and when we look at the comparison percentile it's was 50th so it's just in the third Court to so that's that's definitely what that's telling us is that like districts of our demographics and who we are as parents there's there's there's room for improvement there there's better thought on the satisfaction piece from others um by no means is
116it the worst but we we that's an opportunity as well and that's is we talk about the communication and the striving and why do the why do people want to come to our district this is probably one of the biggest indicators that we can use to bring families and students into our district with a score as always trending as high as possible we only have a net promoter of 10 there so we have 37% of them are Advocates contractors the question is really the same question but it's really a net promoter score to measure the strength of the brand you want anything about five no nine and T are your advocat those are the people actually will go out and say something the others are neutral seven and eight are neutral and then six and
117zeros are people will go out and say something but it won't be nice yeah and so it's not bad but it needs to improve absolutely so when we look at the uh the scores in comparison when we look at individual buildings we have the ability to break that down and and build that current score for individual buildings um noted accordingly um from the district score which we had showed to trigar Bush to the Intermediate Middle School to the high school Redfield Parkview and Lincoln and again we always have to remember this is the the parent parents perspective all right when we get into students and um our staff that's their perspective that they're bringing into the picture as well this one vitally important within where we are within that any questions specifically on the executive
118summary otherwise I'd like to go to uh four slides within the uh the PowerPoint that I think are important to show okay all right we're going to go to slide 18 right here page 83 all right so one of the one of the items that were in our materials we looking together some information service Mr Mark has talked to that just a little bit um in our prepping for our RFP process that's going out and and you know as you're going through your materials that the percentage of agree instruction agree were combined in all the assessments and the questions when they come forward and so that's you can see how that puts in so the question satisfied Food Service program breakfast lunch okay 77% average score 3.59 so that's good information for us as we
119prepare um to move forward within that food service program menu options have improved over the past year for those that can answer that question 63% um supported that yes it has average score of 3.29 when we look at why your child does not use the Food Service program and what are those primary reasons you know select all that apply it wasn't pick V1 um so they somebody could identify with all of these if they felt that was relevant Within First Choice Child prefers home lunch okay 38% second one is a pick eater doesn't like food choices 34% all right so on and so forth as you looked out from the quality of the food through their opinion um L lunch lines take long so on and so forth as we move forward this is Paul
120gives us good feedback for us to process through when we get into the discussions of what our parents are telling and how this plays in to potential future decisions that we move forward any questions on the parent feedback Food Service it was funny when I was going through this and I was looking at what the parents had to say and what the students had to say I'm on board of a long-term care facility I was on the board for another long-term care facility about 10 years ago sure the survey is there of the the people living there about the food it's almost identical to what I was reading what anytime you're trying to feed a bunch of people yeah a decent meal at a relatively reasonable cost you cannot satisfy everybody it's just it was
121just that was that was chuckling again this yeah this this will give us good good talking points when we get into discussion from hey this is what our parents are telling us all right this is the reason in rationale let's put it on our our vendors as they choose to come forward with what might be next within that we're going to move to slide 28 and 29 there it'll show the the top the top five and so when we look at if we bring back to the executive summary all right these were our top five scores so what do we want to promote you know we talked about that earlier with our um discussion about the school report card these are items that are talking points because they they score high on our parents uh
122perspective and what they are our school facilities are clean and well-kept 99% strongly agree um or agree within that 4.34 my child feel safe at school how often do we talk about creating safe environments and 96% of families feel that I feel welcome at my child's School how important is that knowing that they can go into a learning environment and there's individuals to greet and support them with it um School staff treat my child with dignity and respect okay within that classroom setting 94% the school has has high expectations for my child 93% feel that yes we are setting the bar for student achievement and the expectations that we set for for our students on the flip side of that we look at the bottom five scores so again when we look at opportunities of
123where we can drive our focus and efforts um again again U I'm satisfied with our school's efforts to address bulling so 78% okay agree or strongly agree that we are they're satisfied with that all right but that does show an average score of 373 and potentially an area for us to continue to look at The District's heading in the right direction 78% to 3.67 the school board is doing what it takes to make things uh to make our district successful so this is the one that uh we shared earlier okay 76% of our community agree and strongly agree that our board is doing that the score of 3.60 when you think of that comparison to the quartile percentage that's where you know where we may have scored a little bit lower where other communities may
124have a higher cortile rank within that so that shows the the feedback that we received uh Ser uh satisfied service for Food Service program again we went through that one specifically at 77 and then the same thing to follow up with food service program many option ches at 63% I have a question yeah L on okay so the bottom five score the first one said I'm satisfied with our school's efforts to address bullying so that shows up on the bottom but on page 73 of our packet our number one strength was I'm satisfied with our school's efforts to address bu it's our packet 73 it was the number one strength in the Cent survey there's three listed three strengths three areas for improvement I think how is it improv I think it's it's the cortile
125yeah yeah so that that cortile yeah rank within that okay so we the cortile we rank 92nd but it bottom five scores so we're looking at the scores okay so the 373 was the fifth lowest score for that topic but when we compare that to the comparison 9 we're well ahead of the that means there's a bunch of other schools that way less than that our score of 373 R very high on the I guess the satisfaction piece but it is the fifth lowest score overall in our survey okay so let's go back to um any more questions on the on the parent right we'll take it to the student survey within this the student survey 1,130 students took that again that's our students primarily in grades 5 through eight okay approximately 89% knowing that
126not all students were present uh for whatever the circumstances or Reason were here um the response scale follows the same scale from one through five and then into the indexes rating again all right looking at connection with students learning environment and then the experience so they break the student survey down into four areas of scor ability so current score of connections I belong as belong in a school because I have healthy relationships with other students and adults actively involved School related activities 4.43 the 81st or the fourth core to learning I learn at school because the classes are challenging interesting and I can get help when I need it again grades five through eight respond or 5 through 12 responding that 4.03 the 71st or the third cartel uh the en the environment I like
127being at school because it's the place it's safe warm and fun again questions designed and ideas that Encompass that opinion of all students in grades 5 through 12 4377 through the fourth Court to experience I'm accepted respected have support and I need to be successful in the school setting 4.01 four out of five at number 80th or that fourth quartile so overall we're looking at all results three out of four coming from that fourth quartile recognition amongst our like districts one in the third so looking at the individual um strengths and weaknesses of the bottom three and the top three we're looking at the three strengths first the teachers treat me with respect 4.64 96 that is an absolute compliment in my opinion to our staff and everyone that's involved in our district and every
128role capacity from support to admin and to the board and everyone in between you know sitting at number at 96 there's only four that come better than us and that's from our students perspective so when you ask the question or our students feel good about the people that're around all right that answer is yes that's definitely a positive and a strength that we look at um I have friends to sit with that lunch or hang out with that school peer group and that analysis of how they associate with one another is as vitally important as our classroom and instruction and all those items are that Collective piece of of of friendship and peer groups is as equally important in that maturity and growth point 4 point excuse me yeah 4.79 92 and the final one
129you know homework and projects I'm assigned help me learn and are more than just busy with so 3.61 we know when we think about every assignment every task every opportunity that we put in front of students to respond to learn and to grow I don't that it doesn't come with the same intensity of Buy in from all students and our staff work really hard to bridge that Gap to find those interest levels you can see a score of 3.61 out of five you think we like that better but in comparison 92nd or that fourth quartile when we look at how that rates we're doing quite well within that area so the items that our students are engaged to is relevant they are seeing the purpose they are seeing the reason as to why they're engaged
130within areas Improvement um within again we're looking at current scores of all in the the four plus okay so that that kind of sets you know out of five but this is this is where they ranked in in that comparison percentile go online use the device at school when I need it 63rd third quti just question on y all of our students have TRS they do that one to me smacks more of I can't use my phone very J right so again remember a student's perspective right a student kind of disc that whole question considering our access to Chromebooks within our school district y he couldn't check his fantasy football score right now yeah yeah there there's a lot of different thoughts that we're going I need it right uh parents Guardian help me uh
131with school as much as they can if I ask okay 4.45 51st you know just into that third quartel ranking within you know our students feel like yes their parents are there to support them overwhelmingly um it appears you know there is some opportunity there to look at that I like to learn new things 4.18 in the 42nd or in that second quartile ranking within so what do the students tell us as a student summary on their overall satisfaction okay students perspective all right that District average was a 6.31 all right over from grades five through 12 that responded back within that and where did that come in on the 61st U 61st or that third quartile again again there's areas of opportunity there to bring that forward Jerry do you have the net promoter
132analysis on that one unfortunately it's a negative 27 27 okay we did that okay um as a district there uh district schools from the students again we don't have previous data you can see and again we were just looking here's our district data at 631 High School is at 649 okay which was 79th in that fourth quartile and then Intermediate Middle School was 610 in the third quti then cat Academy which we had enough students to pull a a number to support comparison within was was at five six7 and that was in our second qu number there any initial feedback or thoughts from the executive summary and again I have uh three slides that I'd like to share from the students perspective and the the next assessment I think the sort of answer is just
133typical of most students when you ask them a question you like this sort yeah he% sort of you know that's our job though and that's our job to to work with them to to understand and to listen and learn and and make it better if we can you know within our but it does give us that pulse for us to lot of happy teenagers are there a lot of happy teenagers not my house hey we go all right so food service again similar questions that uh were presented again all students had the opportunity to respond so am I satisfied with food service program breakfast lunch okay so that that show 80% agree strongly agree all right an average score of 3.77 no there's not a comparison percentile because I asked specifically to have this part
134of the survey we had an opportunity feedback so um that this wasn't a question that Norm we asked part of school perception right with um a year from now we could have that comparison data if we chose to bring that forward again uh Food Service program any options have improved over the past year 69% 355 within is the agree strongly agree with our students there within that they SC higher than parents were 77 on the the service program and our students are 80 and then parents were 63 on has it improved and for 69 so good good notice Terry so the top five scores will be look at our students okay have friends sit down that was obviously one of ours that we went through all right teacher teach me with or treat me with
135respect I have friends that help me when I need help all right I try my best at school 95% strongly agree agree that they they do give best efforts reluctant of of how they may talk to to us or others or their peers or family average four five4 and I like helping other people when I can 93% hey if we have other if we have people that come from that M of wanting to help others we're doing our job and that's a great life skill and a life process that we're promoting for our students to have on the bottom side looking at that again the score average our lowest uh if I were bullied I'd feel comfortable talking to someone about it 75% feel that they would okay 3.84 I relate to what I'm learning
136at school about three qus of our our students that can relate with been that 370 U I feel safe answering questions in class when I'm not sure you know what I may not have that right answer 72 you know that's also as well as creating environments where you know we're equals and and you can't be afraid to fail or fail more than we succeed so looking at ways to promote how to create environments whether it be in a classroom or than a building or a school Community where it it's okay to fail in the sense that you feel that you're doing it to grow and and bounce yourself forward most kids at school follow the rules 73% 360 and then I talk to people outside of school what what I'm learning 62% you know we
137think about you know the all those other avenues and and those successes from the Dual credits and what's going on in the isms and clubs and activities again those are opportunities for us to sell it for our students to understand and know what they're actually part of with everyone else a grandpa grandpa friend neighbor Community member to show all the great things with that any questions on students guys are doing an awesome job great questions one more to go I found one particular slide in that student one I was intered was one that asked about where they found difficulties in like studying difficulty difficulty yeah my learning any of the things on the list below make learning hard for you I think that goes that's a huge slide for us what number what page pack
138all right thanks it's towards the end of the the section like survey section on the top I can bring that up I can bring that let me bring it up computer is froze it's not cooperating what one were you um think just think it gives a lot of insight into the students is you know if there're these are the challenges they have to learning how to we address the MH and I like the fact that it was broken down by two different age groups yeah oh there you for whatever reason it's not allowing me to I think has it yeah maybe I can now I'll get out it this way okay so yeah as Terry mentioned do any of these things that was make learning hard for you 20% of can't see the board I
139guess you know being a self Advocate to understand and know that that's yeah that would be it see yeah so yes and just note that the yes is grades 5 through eight if not 4 through eight as well in that assessment does it's grades 5 through eight so the the tan colored is it right here where it says 4 through eight it's 5 through eight the program and how they La it out showed four initially it was assess the code cre for so just good feedback you know within is uh the building Principle as a classroom teacher when we talk about uh sharing the results of this with our guiding Coalition of establishing quality learning environments wow this is like almost a self check okay for all of us you know within the classroom to
140say um you know where am I with student pace and homework are students keeping up with that am I asking the question you know are getting the feedback from our students to support the pace you know within reason to make sure we're staying on our scope and sequence but as well um understanding and knowing that our students do have a pace that they're trying to stay with as well and if they if they choose not to do it there's a lost opportunity where when we look for you know desired outcome comes if a child chooses not to do it we won't know so then we need to strategize in how we create I I wasn't surprised with the top two I think stress related to testing and such has always been a challenge for a
141lot of students the one that that uh I don't know how or what to study was like 40 50 40% I think that it's a huge piece how do you do that right or you know I'm not organized I don't manage my time not surprising among younger kids right I'm guessing in in the middle school that one that says worry about people posting about me online that line is so much bigger than the high school line and that's that's that age group right it is that age group and typic where they do have access to cell phones for the first time and I mean you're giving a young very impressionable you know child moving into young adulthood a Lamborghini to drive on unless all of those parental controls are out there and you know it's
142it's really hard when you think about that mental health piece too is you know we've all been there sometimes where we're overthinking things or we might have an idea what somebody else might be thinking about us and then thinking about that from you know someone who's not there yet and doesn't have an adult brain yet to even rationalize what might be said you know it could be something as simple as my friend looked at me in a funny way and I wasn't quite sure why they were looking at me in that funny way and they've internalized things in a very different way than maybe what that friend was even looking at and why they had that look on their face so um not surprising developmentally where they are but it is a huge factor and
143does impact a number of students yeah I would doubt it what would we think if we were parents in saw I was thinking that same thing I mean it's something that we can certainly share oh and the is not identifying any you said the first two that's age old right yeah I mean test T taking has almost been a stressful situation and that that stays right up through as far as you go education it's all challenge that's a good point to to interject on where this data will now go so we will process through and find a place on our web page for this data our parents took this data our staff took this data and as well as our students so putting it back out so people can reflect and see all right I'd
144like to know how the responses are so we'll be communicating out the data for individuals and that want to know the outc Scott were the things my was that people wrote those in or were those those were choices those were those were suggestions that came forward School perceptions on the you know the the the distracting students or distracting behaviors in my classes seems seems very high something that definitely something that brings forward or have conversations with you know what that means to a student perspective absolutely I mean it's hard to tell exactly what you're yeah because it's every child's perception okay we'll swi gear to the staff survey and again we're looking at the same uh look and feel from the other two executive summaries other than that we do have some previous score data
145and percent change that we can reflect on so we had 205 individuals or 72% of our Workforce take the survey during the fall and then when we do compare we're comparing last year at the same and similar time so scoring response scale one to five the acade excuse me the indexes broken down into the five areas of academic engagement support student experience and staff experience so looking at academics our current score of three 3. 69 previous score 351 percent increase of 5.13% again in that third cour of overall so our staff's perception of academics are we effectively teaching and supporting our students there was a growth factor built into that from last year to this year engagement I like working at the school because I'm valued heard and I can contribute 398 this year last
146year 377 again a little over 5 and a half% increase looking at that 79th quartile when we look at that in ranking of the fourth quartile that's outstanding we're we're we're moving in the the right direction there and that's coming from our engaged employees of our district at all levels support I have the support I need to help educate students and work as a team 4.01 this year last year was 378 a little over a 6% increase again just touching that fourth quartile rank in comparison of like District districts and size student experiences uh students are accepted respected and supported at school a slight increase to from 383 to 394 287 per increase in that third quartile ranking then our staff experience staff are accepted respect and supported at school all right 4.02 is the
147current score for from last year at 3.81 um 5 a half% increase again a fourth quartile ranking with our staff uh staff experience so when you look at three of the five are in that fourth cortile ranking which is terrific okay um and then the remainder two are in the third by no means perfect but definitely strong scores recognizing the indexes within uh looking at the three top strengths in which we identified from our staff and again this is with that comparison um number and then how that relates into the Cel I feel safe at work last year we had 441 this year 450 Z percent change 2% change 96 percenti excuse 96 four quartile percentage within that our our schools discipline practices policies are effective again 36 last year's 3 3 58 uh 2.79%
148increase 93rd that's a fourth qule ranking I have access to technology and support that I need to do their job last year is at 4.30 increased to 4.45 nearly three and a half% increase 91st in that fourth gr count so we look at our areas of opportunity Improvement when we uh directly again with our staff our school supports equal opportunities different cultural backgrounds 387 last year we were at 376 we did see growth in that area U but just touching into that second quartile ranking within our school supports equal opportunities different racial backgrounds 390 increase last year we had 376 nearly a 3 and 3/4% increase 26 again just touching that second quartile rank ing within and then the last one school board's doing what it takes to make our district successful within had a
14910% increase in overall U from last year okay and you'll notice we have a 292 this year last year score is 343 the school the the pool of individuals that we had more people take the test or take the survey last year within so if you remember last year that was a one now we're at nine so we saw a 10% increase so action the board is moving on and taking efforts too uh to improve that that showed growth within from the organization as a whole now the overall satisfaction when we look at our staff again and this is How likely are you to recommend the district as a place of employment okay uh this year's District average from the fall assessment was 736 we scroll down to the bottom you'll see that last year's
150previous score was at 6.81 so we had a positive increased change of um little over 8% and 65th at that second quartel all right and then the following breakdown the individual staff at individual schools particularly all right now that we have some data to to look back at from our high school at 818 this year 73 last year 10 little over almost 11% increase 89th fourth quti Sugar Bush Elementary last year 667 up to 754 3% increase just a little bit shy of that fourth quti 72nd um Intermediate Middle School increased again 668 last year to 707 this year almost a 6% increase that second quartile Lincoln Elementary from 648 to 740 was almost it's 8.64% increase from last year third third quartile Park Elementary last year 645 this year 653 percentage in a quarter
151in the second quartile and then down at ref field 585 588 increased to six 2% increase in that second quartile as well so when you look at the growth factor there with um last year to this year it's moving in the the right direction as well to support that uh the staff perspective Terry what is our Net promotive score three three okay sorry not turning the lights on too bright okay but they're coming up so on our on the P that uh page that you just went through that we got electronically there's no previous scores for Sugar Bush through through Elementary yeah so what I the reason why there wasn't on years is because the data pool size was less than the number for them to report out so I said hey I need scores
152for this so that's why I shared this so regardless of the sample pool this is what the sample pool reported at the at the so thanks for playing that out make that change all right we're going to go to the final uh couple slides from our staff make sure I have it there this one here sorry slide 22 and again we're looking at the the top five and the bottom five all right so the top five scor are the average again looking at it feel safe at work which we shared access to technology and support I need to carry out job expectation healthy working environment relationship with co-workers 96% our staff does a good job educating our students 98% and I have the technology I need to do my job about 96% so those were
153our top five scores which our staff are exemplary and proud of and where they are the bottom five scores when we look at um that our staff handles student discipline and a consistent manager 72% agree strongly agreed 358 U social emotional needs of all students are being met 72% agree strongly agree same score 358 uh the district seeks input from a broad group of Staff members excuse me 72% 356 nearly three quarters District PID practices are fair within 59% agreed and strongly agree at 317 the school board is doing it mix doing it takes to make our district successful so just a little under 50% of our staff agree and strong ly agree that the board is doing just that and our score was at 292 within there so any feedback comments on the staff
154comparison that we wanted to have tonight uh maybe St St just to what's next are on any of the other topics so what's next up all right with this our admin team will take the results of this and if you look back and how this is enti tied to our key performance indicators this was one of the areas in our engag and connected where we did not have a score all right so part of earning a score was to administer the survey all right now what we do with the survey will be the key Next Step so our goal now was to identify the three areas in which we really want to look at what are some strategies to try to improve that that score all right when we take it in the spring and
155if we can do that and move the needle we'll find ourselves moving up that engaged connected key performance indicator so if we're able to move three items you know all the way through I think that's succeeding all right if I'm not mistaken if it's moving two or one well then it's just below that as well so our work has kind of been laid out for us now to say these are the areas and where we need to focus in on and um demonstrate some strategies that change the opinion or the action of the individuals that are taking I'd like to find out from perceptions if the comparison is being done with the identical group from last year or if it's a if it's a different makeup oh sure far as the mov pretty significant shift
156in staff one thing but but a comparison to other yeah is it is it the same districts or is a different is it a different set of I can ask I that up I'm guessing it's probably continually changing because you're well percentage of it is is is the same you have to have all the same people sign up yeah right and I know that's not always the case getting for sure right right okay well I appreciate your time and attention on that survey because this is this is really good information that U will help us guide where we go in we've met our expectations of of fulfilling that with that okay Chris okay um on to the budget update Mr marake up a littleit oh come on really I you had all all right there
157is no surprising news to share with the budget at this time 30 way through the year there was nothing that stood out I did share and you can actually see it in the charts later on we have expended more purchase services at this time of year than we had in PRI if that makes sense because we're pay more for our projects that we did at the middle schoolar this year if the budget Ended as the day that I printed this off we would have had a $48,000 surplus obviously two3 of the school year year so but it's always good to do a budget update um just as a reminder um looking into the future years um we are looking the $1,000 per people was huge in this year for the budget stability and then the
158325 next year significant that helps our budget that's shared really the biggest topic that will come forward in the next few months is more discussion around es spending as noted in there we need to expend or obligate funds by 30th of next year so there some items that we've been sharing with our teams what we were hoping to bring forward for additional items for the board to consider we put January on there but maybe there's a topic or two that comes forward in December been meeting with our principal teams over the last few weeks asking some questions about furniture so that was one example that we've shared in July we've got some more information from our about what are some other items as a one time purchase that help your earning environments in your schools
159is there anything that you as board members would like us to look at as we come forward with future updates or I I there is um so in the budget cycle this year um the over the optimistic budget projections that we were given didn't turn out to be anywhere as close to reality um student numbers were were far off Insurance renewals were off the charts um I don't want to place future boards in the position where we're doing that again and being caught upside down and I think something we should look at and have to go through policy committee but I would propose changing our date to make a decision on on on the CPI or pay decisions I would propose putting that as a no sooner than November 1 deadline because by then we'll
160have those numbers we won't be making those decisions based on a maybe we'll have the student count numbers we'll have the insurance reable numbers and we can budget with real numbers not a pig and a poke and a guess and I I that's that's my proposal um i' be curious to hear what anybody else thinks about it what what's your assessment of like our neighbors to the north and their issues at least when I read the paper like how did they get there and how do we prevent that I mean I I know the answer I guess but I'm just saying maybe that's a logical explanation is you don't spend them you know what you have the only concern I have is you're asking people to sign up contracts without knowing what their wage would
161be and we we pushed that delay past their signing contracts we ended up losing quite a few experienced teachers this year and as I read the survey that's one of the concerns the community has is holding a solid experien staff that would be my one concern conern John it'd be like me saying well I'm going to tell you sign up in May and I'll tell you in November what you're going to get for pay that it's realistic the other way to prevent that is what many districts did this year is they passed pretty low number and said anything more than this we're going to have to wait and see well we don't know what happened to their staff either there was a significant movement of Staff across the state this year to districts that were
162providing increases in pay or better benefits so I think our benefits are great I think you'd have to find you'd have to search long and hard to find a district that paid better or or provided better benefits than what we did in this District I can give you examples of teachers who left for thousands of dollars more the same amount of service so I mean it's just that would be my concern we're asking employees to make a decision that we're not going to tell tell you what we pay you until you've signed your contract and then 3 months down the line we'll give you an idea what you get I don't think that's particularly good way to do business I compensation at the policy level compensation that's a compensation compensation compation level I would agree
163yeah would be compensation John said policy that's why policy but if it's comp compensation measure that doesn't put us in the same place that we're headed for right now Mark you said something similar last meeting I think like could we have a better indication in the spring of like what the insurance could potentially be I mean you WR that up right I asked I asked that of the consultant that we had and and yeah she said we could have a ballpark idea um and we um and but it wouldn't be it wouldn't be like spoton if it's within if it's within 10% for 15% I think that's a that's a reasonable number to work off of now we knew we knew this year what the maximum increase of our insurance was going to be because
164correctly if I'm wrong we have a two-year contract that had a ceiling on it so um we didn't go into that budgeting not knowing what our what our potential we didn't know what our use usage was going to be or what that usage was going to cause the next cycle to be which is what we're looking at now right but that's that's why I asked the question so next spring when we pose that question to her whoever we're working with they're going to have the data of what our usage was and remember me asking about that question how can they have that data because we weren't provided that this year but but the usage didn't have any impact on our on our cost of insurance for this year because we it sure has an impact
165on our future planning for for next year yeah but that is the information we needed she was already working for the district if that information was available it sure as hell should have been shared I think I think we're um I think we we all understand that the insurance thing is going to affect us big down the line it didn't affect us this year because because of those things but it has a future impact on us the uh um I think the thing that uh uh hit us the most was that we thought at least I did and I maybe I didn't ask enough questions but I thought the the raising of the revenue limit was going to allow um factor of inflation that would allow us to not only meet the the U uh
166the 8% pay increases but would give us um additional revenue for other inflationary costs and it turned out that that wasn't the case the the additional U there were negatives that meant that we couldn't cash in the whole uh, increase that the revenue limit came to and we didn't know that until it was too late to put that into the decision for what the wage increase should be um it isn't that we in ter we did we actually did decide something well ahead of time in time for the contracts we we set an amount that we knew that we knew we could meet we felt pretty certain we could meet at 5% so it wasn't that our staff didn't know that they were you know whether they were going to get an increase they knew
167that they would get at least that you are correct Chris that but there was also a copy on that we would revisit and a later day when we Mo our budget I'm just going to say we're probably a bit off task here right now yeah so I know is is your opinion that this should be looked at by policy committee or that policy well it would be if we adopted it as a policy asking me yeah so I don't know we have a policy on that do we it's something that affects compensation if if it was a policy it would be something that would affect the future uh so maybe it should start at compensation if there's some discussion that people want to make a policy that says this is what we're going to do
168every year go from there I want to inter a little bit um I don't need to push back at some of the convers here but there was no I don't feel like you know the comment of caught upside down is accurate when we talked about the 5% this spring the compensation committee it was built upon the 5% increase with the revenue liit so going from 10,000 to 10,500 that was the best information that we had at that time to try to make a decision about compensation and as Market Terry just mentioned there was discussion here at the board and a motion to say we will revisit compensation again once we knew what the re the second piece that if I could question this part of it was student numbers and those didn't come close but
169the student numbers had nothing to do with a revenue Li we don't ever get one point so the $1,000 you don't get in the one year your student because of the exemptions that work that has been the case forever I share that all the time that in your formula your exemptions always balance out with the FTE and did we have less students then projected yes but it had nothing to do with our final revenues actually we get more with less students because they they they brace out your loss at Revenue per student so actually if we would have had um more students than we projected we would have got even less Revenue so that has nothing to do with being upside down the budget the the number of students but less revenue on the share
170in in the future it had nothing to do with this year's so let's say we would have had 10 more students than estimated at our September budget here we would have had less Revenue to spend when you certify the budget for October the second thing insurance we get updates every quarter the first three months of utilization was 3% increase the next three months was 5% increase it exploded after that so there was nothing that we knew in budget development that said are utilization was going to be that high it goes back to high cost claims that happened during the summer of of unique situations so the board was protected by having a 12% rate cap and the budget has been 8% of that forever we had a person here at the meeting that questioned why
171do you always budget 8% you never hit that Target anyway you're always below it well this was example of why using 8% is a perfect number to keep in there because it it sets good planning numbers to be able to respond I also believe setting the compensation first is what staff wants to know as they exit the summer and Le and decide if you want to return the next year it also Insurance renewals as of January 1 give you a really big variable to adjust if you certify the budget in October and you find out something drastically changed this year you knew that the insurance was going to be higher and you made the change and it has not not going to be a negative impact on the budget so I I I don't mean
172to push that John but really we were not caught upside down and anything that was something that we could control if we wait until November 1st sure you're going to have the best data that you can at that time however what are you going to do with staff when you pay them the first few months are you going to go back and retal pay if you decide to give them more money with insurance it's going to be the same that it is either there I feel like the boards you want to protect the future boards I feel like everybody that has sat in this room for a decade has really put together good policies good procedures to make sure that we're prepared the, increase was huge for our budget this year and Chris when you
173asked about will we have future money to spend because of that we will we are spending the excess dollars this year to pay for Sugar Bush and middle school project in excess of the 1.3 million so that helped us not borrow the funds to do that now future budgets definitely can't support that same expenditure but that's okay that's a a one-time expense at both of those schools that can support our operations of budget when you consider the roof roof bids in December it is the same thing those the budget really is set up to be successful I apologize if I do a crafty job explaining how it works on a monthly basis it is our job to share updates like we're doing tonight that would say hey a surprise is coming I apologize that the
174insurance came in at the 58% loss ratio I said the same thing that you did to the consultant like where the hell did this come from well she said it's usage there's nothing that we could have done to share this update before the bid process went out because it's the same process we've had for years we send it out and we start having our discussions in July I don't even tell them what budget because I don't want them to know hey they have 8% budget come back with an 8% renewal the lottery we don't even tell them that we say go up Market use our data use our utilization bring back a number for the committee to consider then we can bring it to the board for a and that's what they did and that's
175when we talked about it in August because all the insurance carriers we marketed even know that we we were like to state with ra we wanted to get some deers of where we would be at she said if maret this fully you're never going to get B with the rates that that you're at so we get the utilization data it just it's it's tough timing of where it happens as we talked we kind of like Katy said the last me how come they drop you i' drop you because they lost over a million dollars in um Revenue this year well they need to keep us too uh that's what you heard Jamie say because they need our premium dollars to hope offet all of their expenditures that we have I wouldn't be surprised if next
176year even if the utilization is high they try to give a number that the board considers because their CFO and CEO are looking like you guys lost a million dollars in we got to get it back so I feel like the the nuts and bu of this to get back on topic is we have good processes in place that have worked but if you decide as a board to say you don't want to do wage increases or Insurance increases until you finalize the budget that's that's okay we will work within whatever you approve I just don't know if there's a reason to do that yet because we have not been caught upside down and I'm not GNA use the other analogy that you shared but it's we we've been doing okay if we came and
177said now we have a $250,000 shortfall in this year's budget and we got to fix it I get it we we then it's a mistake on our end to say we didn't do well if we if we were standing here tonight when I shared about the 325 next year and said we're projecting a budget deficit next year and I haven't shared that with you yet that's wrong we should be sharing that so I feel like right now with all the actions that you've approved not only in this fiscal year but prior fiscal years we're working and if you want to change it that's great so I I I apologize I definitely back a little bit but I felt like if I just left it it is then it makes it true and I feel like
178it's not think like decades down the road great John like suain I'm just looking at the future future budgets we're looking at and a couple years down the road makes me very uncomfortable as every school district is very scared they're dealing with compation pressures and we'll we'll make it through that I I don't look at this guy as falling we know that if enrollment continues to go down and we don't get the 325 bump each year we're going to struggle but then we'll share that information and we'll find a path through we have to be sustainable for our kids know year from now we're going to be looking at we'll be talking about the banian budget again and wrapping up discussions of what we see what we hear and what we you know legislators are
179are are talking and thinking about that'll help guide us as well as to what that prediction might be as we move forward fortunately it does flow in a two-year cycle where we we know for two years once it's established so I can respect your idea John about setting up you know down the road having self practices absolutely um we should be thinking like that but outside of the next twoyear banian budget when we truly know what our funding levels are um it it is a process of just taking care of what we have right here and then interpreting what comes down the road I think uh what I was trying to get at and I think maybe partly where John is coming from on this is that uh when I heard a, increase in Equalization
180Aid did the math by 2200 I figured our budget's going to grow that yeah if we spend 1.4 million for salaries we still have the ability to deal with the other inflationary pressures on our budget um but then after the after we settled the salary and it became clear to me that the 1.4 million that we got was the total amount of Equalization paid that that went up I said to myself what are we going to do next year I mean how are we going to match even how are we going to even be able to match the rate of inflation on on salaries and did we did we speak too rapidly when we U jumped on that on that U change in the revenue limit and said okay well let's let's uh match CPI
181that was second thoughts there's a lot I don't know about it so I'm not gonna I'm not you know I'm not going to say that uh there aren't other factors that are unknown to us that that you may know about but the district is in a much much better position than everybody else in my opinion because $1,000 was not available to every school district across the state because they were already spending closer to 11,000 that's why after Senator BWI was here when she asked for email comments I said I emailed her whether she looked it or not I have no idea I said make sure you cost the true cost of at least 8% so that would have took us to 10,800 because many school districts are just like us in the revenue limit form
182with those exceptions you don't truly get the 800 times your pupil count because you're mopping off your declining Ro base that you have each year and the second part of that Chris was when we look at the forecast into the future this board did not approve significant operational expenditures as that many other districts did this this paperwork here you see forecast by is at the bottom I had a person come to me me to just talk to me about a couple of the modules that they have just to see how we're comparing to others and he said make sure you enter your ongoing Esser expenditures into the model so you can show how that's going to gr defic yeah I can only think of that one after September 30 School social work M what else
183nothing you are in a way better position than everybody else because many districts put in ongoing items that are going to keep costing for you come yeah future so there are districts that are definitely in perel it is good to be proactive as John wants to be and that's all of you as board members want but you've made some really good decisions don't second guess them moving forward until you really need to because you you you chos it we don't want to have an ongoing fesser expenditures we don't want to promise something we can't sustain we want to pay our staff fairly and we want to pay for project so I think everything's been okay we we'll continue this in compensation if folks are ready can we move to the next item okay the next
184item to as well no it doesn't approval of snow removal services yes so we just tonight we have recommendations to approve sag services with the in town sites and overstate land landscape and nursery for the out of town site we sent we talked about this at facilities in October and then also this morning it was posted in the paper also on social media uh a few different times to try to solicit ad bids it's not a popular um entity for everybody as John said this morning at facilities to filler for a lot of companies to try and keep work during the winter time our partner that we've had for a long time for the in town schools next Comm meting is no longer doing St M services so we going to have a new person
185anyway but we feel tonight what's recommended is um going to work for us um I'm going to recommend we start uh with a motion and then open for discussion on this one I'll make that motion move by JN second seconded by Mark and that would approve saor Services as the in town um contractor overstep landscape as the Sugar Bush and as the re field contractor uh discussion I'm do a CLE call vote Mark R yes John yes holer yes Terry wner yes Mandy Wills yes Katie mat yes Chris Martinson yes so next thing is review uh is the annual District administrator evaluation timeline um we last year we started a little bit later than that but we had to Crunch time to to get it done time so uh I um I had um Jill
186put in our packets the uh format that we used last year so you could look at it um my first question is are you comfortable continuing with the same tool as we did last year yes okay um uh if we do that um then what should the timeline be uh last year we did Scots evaluation I believe in the um in the special meeting in January um that was a little bit cutting it close because uh because of the uh contract needing to be in place by the 31st of January but this year there is no contract he's he'll be in the middle of a two-year country um but however it's it's probably a good thing to get on a cycle of having uh having the um administrator evaluation done by the middle of January
187or so's what are your thoughts I'm not sure it isn't related to policy or job description I believe isn't uh it's just uh on your contract renewal years it is but yeah so just an annual evaluation the timeline from Chris is accurate the sense of that end of January notification is a state statute notification dayline there so I guess I would recommend if if it's similar to last year in the sense of December January well within those expectations yeah I mean last year we did the evaluation in the January special we could in the same uh we should decide which meeting we're going to do the evaluation and work backwards from that as to the timeline to distribute the U survey questions does it really matter we're talking about a couple well you need to
188be done we should be done before the end of January because if you're looking to non renew we need to give notice by the end of that month before the contract renews on its own so then do it the first that would be that would be the recommendation have it done you know have the conversation janary regular meeting this is not a contract R year com up but just to be on that cycle so uh we'll do it in the January regular meeting so uh time period I was going to pick Jill's brain about that and I forgot she doesn't come to these these meetings as to what kind of time frame just pick one and send it to us right yeah we're going to do it you want to have it done so that
189you can start tabulating it right that Ty thing is uh how long do you want to have it in front of you before the deadline I would say we get it December 15 because it's done before the holidays and if you don't if we don't get it done then it's going to go into they could do by the first of year something yeah you got 10 days to do order so goes out on the 15th or it's done on the 15 it's that's in two weeks yeah that's fine okay that time to get everything done well we've got the if we're going to use the same to we already got it right do we need a motion on that or should I just take that as a consensus and we'll get de I think you
190just have to announce that action to the board and we have to react to it do have that date what day week is the 15th Friday Friday Friday yeah less completed by the 50 completed by the 50 think we got what're electr yeah she doesn't have to do tabulation she just the system if it really if it really is a pin then move it up move that date out like maybe three days it's it's do that following Monday or so that also would give the board a chance to review the evaluation before you Scott absolutely well it's just I don't see the reason why we couldn't do the 15 it's just [Music] delay by 15 all right so the next thing is um review and potential approval of processing committee uh committee minutes we had
191we had a discussion about this prior and um uh in our um in our uh attendance at the regional um region 7 meeting the topic came up I can't remember how it came up Mark you I asked you I couldn't remember whether it was asked by our district or another District and um the attorney said that it is definitely uh I don't know if he went so far to say it would be illegal not to do it I don't think he said that but he said it's very good practice to have minutes published and posted for every committee meeting um and um uh my recommendation is is we just do that um don't need to make the minutes extremely worthy for it um the uh I do the minutes for the compensation committee and the
192last one I did I did a short form of it where we had who's attending uh both members attended uh attending um staff attending other guests attending uh what time does the meeting start what were the reports given just the title of the report and who gave it um and the LA the other thing is recommendations made those are the decisions that the committee makes for instance you know U the compensation committee had one recommendation out of the last meeting and that was to um go with the modified health insurance plan so that was the only thing we had on there and then the time that the meeting ends and there's a you know Jill can have that all in a form for us so that the note taker can just do that turn it
193in right after the meeting he also said that the note takers notes are not a public record after a summary which you just described of of the notes has been published so even if you don't have a document like today you had that doc that had all the items we were to talk about if if I'm just taking notes and then I either give them to jail or she gives me a document to fill out that says okay we talked about this we decided this and that and that gets published those are the official notes and then my chicken scratching can can be tossed because there was a conversation about that so you saying that would be the minutes you're saying that would be the minutes is what we do right now yeah the the
194format that we have right now is really conducive to doing what we need to do so you've got the agenda you got the public input time we start and notes on all the agenda topics for the committee to discuss if there is a recommendation all right what would potentially come forward to the board and then Jill will process through just as she does the minutes here and come up with that summary to I guess the question and Chris and I were talking about as to the approval of those men set you know with the board see uh you know our current consent agenda we approved minutes from the previous meetings all right so if we brought forward the committee meeting minutes to this venue through consent agenda where those committees are approving those minutes via
195consent agenda in the session here then they would be approved or you could wait till the next time that committee meets again to approve the I you almost have to do that would you but then it's so delete it is I didn't recall him talking about that because Scott Scott was saying um well when when you first few minutes they're not official till they're approved right and so who approves them then committee that was there people that should approve them but typically those committee members are going to be at a board meeting so if it was consent right improve I didn't set they could be set separate I'm still wondering why we just don't tape them we what we just tape them minutes are are minutes videotape is is a separate thing I mean it's
196a public open meeting the Public's entitled to hear the discussion that is the essence I there's the minutes are a stronger a stronger um there isn't a requirement to video there is a requirement to have documentation it we could we could we could video it if we if we wanted to but that would be a separate decision so do we need a motion on this or is it find in its current form the way we're doing it um the way we're currently doing it meeting all of our re no motion so then we just process those minutes through when they're complet so keep on keep it on what we were okay the next item is um our resolution um we passed a resolution on to the WB uh back in our August special meeting it
197was considered by the um resolutions committee but it was not accepted by the resolutions committee uh this A letter was sent back um informing us of that and also informing us of the procedure for placing that uh that resolution onto the floor of the Convention as as one that wasn't recommended by the committee um what that means is the the resolutions I believe there were 12 resolutions presented this year don't hold me to to the numbers I think that's what um Dan Ross Miller was telling me 10 of them were passed by the committee on the the full uh delegate convention two of them were not one was from Milwaukee and and uh the other one was from from us and U uh so the procedure for getting that is if our board decides to
198bring a floor of motion for the resolution um it can be considered but it'll be last it'll be after all the the other ones that were approved by the committee is is considered and it and it would be a motion would be made by our delegate and it has to be seconded I had about 10 districts call me and beg us to do it so they can second it so we won't have trouble with the second um then that Mo that's a motion to consider the resolution not to pass it but simply to consider um that motion has to pass by 2third of the delegates present um if it passes by 2third then it is put into debate just like every motion that the resolutions committee um had approved and then it only needs 50%
199plus one to pass uh it it is 23 is a high bar to pass um there were two reasons stated in the letter that the resolutions committee did not um consider it one was that the WB has a policy on um transgender athletes W AA not the WB WIA has has a policy and in the past um w B has been supportive of wi's uh policies the second one was uh I will take the blame for that because it said um they said it was we don't like to see ones that are specific about one bill or one time period And so when I wrote it I made it about AB 377 in a particular um uh legis cycle um we can correct we can correct the second one okay we can make it a
200more General uh generic deal uh and I talked to uh Chris kulo today and he said the way to do that was is first our our board would have to make a motion to put the resolution as it was submitted onto the floor but then we can we can once uh if it does get through that and get to the floor we can make an amendment to correct uh and that can be part of the packet the proposed amendment can be part of the packet for the do so that's the procedure and um I'm open to a motion to um uh I don't know how to phrase it to um put our resolution in uh as a floor as a floor resolution I'll make the motion Kati has made the motion as your second I'll
201second it I'll second it uh open for discussion on it I know we' debated yeah we don't need to beat to dead horse I'm I'm never going to miss a chance to stand up for our girls and you guys know where I stand so so on that note we got from Chris um Co he um he stated that in 2018 the WB um passed a resolution 398 which affirms the autonomy of the W while considering the input of of its member schools the resolution States the following and so so there is actually a resolution that um You' be working against because it's because the WB the WB recognizes the WIA as an as an autonomous uh entity and and and controlling and this this doesn't take our resolution doesn't take away their autonomy that's that's
202somebody's on that committee's interpretation um I would assume on the floor then like this would be part of the discussion what you're saying and then it gets voted on or whatever I'm saying anybody Read's sh terms oh times I mean there's no way anybody's going to participate without a significant really significant one to two years of effort to to do that yeah but what we're talking about here is not W protocols but state law modifying state law to a law that a similar law you're actually proposing that WB supports modifying LA because WP can't make a stay just did you make a motion to okay I call a question okay calling the question does anybody want to dispute calling the question we can vote on calling the question if not we'll just go right call
203John yes Terry wager no Mandy Wills yes Kati Bon on yes Chris Martinson yes Mark hman oh I'm sorry all right thank you folks I I know it's controversial and I know you know glad we could get through that um then uh the other thing on here is a review and potential approval of proposed WSB by law um and uh this was one that John originally proposed but then couldn't be here for the meeting where we discussed it so we uh we tabled it until he could be here and we didn't get it into the last agenda but so I'm gonna turn it over to John to uh explain this wouldn't fall as a regular motion or regular um item down there because of because of it being a bylaw change which falls in a
204different in a different level um I'm actually going to pull this my support for doing this at this time because that would actually pull time from the previous potentially from the previous item that we'd be representing there so I'm actually nixing this for this year because of because of the previous item um flooding it with with more in one in one sitting is just adding to the likelihood that they'll not even get issues so I'd like to bring it up again next year I I still I still think it's a very we don't need a t because there's I mean in my opinion still very still a very unfair system where some people sitting in that room get up to three vots versus other people only get one it it doesn't seem like a very
205Democratic process whatsoever but we'll that up another year and I actually just um I wasn't sure John was G to push this to action tonight or not when I talked to the folks from BB they did explain Chris K did explain that there's two different categories of people that get to vote other than delegates from school boards and that's uh W ASB board members and officers and the other one is cesa uh representatives from cesa board it's really two separate questions in the interest of time can we put discussion this off to let's move to have one small item on the on the closed agenda uh pursuant to section 19851 Fons statute Board of Education will session for the purpose of considering personal information concerning Financial medical social or personal histories or disciplinary data of
206specific persons except where ites of uh if discussed in public would likely to have a substantial aous effect upon the reputation of person referred in such is motion to CL session by second by H johnman yes public yes yes yes yes yes CH yes should be yeah