March Board Meeting

001He um he he could be drafted. >> Good evening. >> If not that he's also touring Big 10 schools and getting the NIL money and stuff fantastic. >> We're good. >> All right. We are back from close session. Our next item is board mission statement and agreements. >> Right. Uh our mission statement is we will develop policy that is representative of our community, set goals and lead our district by collaborating. Our beliefs are stand up and own it, we are one, encourage to grow. Uh stand up and own it is really that individualization to do the best that you can possibly do to be the best version of yourself. And that means taking the initiative uh to do that day in day out and being intentional about it. We are one is that we can't

002do this alone. We need each other. And then finally, the courage to grow is really about coming in with that open mind and curiosity when we meet and come up with the best things for our kids. >> Thank you. Uh next item is approval of our consent agenda. So uh two items on our consent agenda. First is our treasures report uh which is found in our board packets and then we have the adoption of uh meeting minutes. one for our February 23rd, 2020 meeting minutes and then the second one, our special meeting on March 4th, 2026 uh meeting minutes. So, uh look for approval or excuse me, look for a motion to approve uh the consent agenda. >> So, move. >> I'll second. >> Okay, then roll call when you're ready. >> Hawk, >> yes.

003>> Gings, >> yes. >> Kerman, >> yes. >> Huffner, >> yes. >> Matthew, yes. All right. Uh, next item is where we get to share as board members a moment of pride. Um, so if anyone wants to jump in first, >> I'll start. Okay. Um, this month I attended the academic bowl that we hosted. Um, I attended about 14 15 years ago I think they told me was last hosted and was one of the proctors in the team events which I really enjoyed that. So I saw it was on the calendar. So, I stopped by and it it seemed to be done the exact same way as back then. It was a lot of fun. I followed along. I got 12 questions in each um category. I got one right in each of them which

004I pounded home seven right after competitor. And then the other thing I had a chance to get to um was visitation for Dave Cohen, our longtime employee. And you know, obviously you all know how great Dave was and what how what he meant the district meant to him and what kids um were better because of him. And that was sad and but um I wanted to mention that too. So >> thanks Steve. I guess it seems like the annual shout out to Kurt Whismer and the incubator program. He's got a couple students at the junior achievements young entrepreneur. So, it's just I think it's an outstanding program and he besides that he just contributes throughout the district. So, shout out to him annually. Last Thursday night, we held the first annual I think it's first

005annual FLC dance. So, >> a lot of fun. We had 300 kids or 300 families come. Um, I think that was more than we were anticipating, but it was a great I think a lot of these things happened because there's like a village of people that come together to make that happen. So, we had a lot of parent volunteers, some staff that volunteered um to help our parent team put that on. So, I think it was really successful. The kids had a great time. They filled the dance floor and were just all smiles. So that was our main goal with that and we made that happen. >> Dancing and a track meet at the same time. At the same I mean it was beautiful. >> How do you make that? >> Yeah. Right. Right. >>

006That's great. >> Uh well I I was going to echo what Rick had brought up with uh Mr. Whismer and all of the efforts there. It's kind of a nice to see that spotlight on some uh young entrepreneurs in our in our district. So, uh besides that, uh you know, the wrestling team I've remained pretty involved with and transitioned from high school now to middle school and we're uh winding down that. I think the last uh the conference tournament is uh Thursday, so that'll wrap up the season and uh yeah, it it goes pretty quick, but uh really nice group of kids and strong, you know, uh eighth grade class, which you know could help support filling some of the ranks in the high school uh program in the years to come. So >> awesome.

007>> Yeah. Awesome. Uh the only thing different that I had um I think just this last couple days is probably pretty challenging and to be able to walk in the building with all the snow and the parking lots to be clean doesn't happen by accident. So just to the crew that probably worked endless hours on Sunday and Monday and today um like those are the little things that make everything happen. So just appreciate them uh and all the effort they put in to get the kids back in school tomorrow which will be good. It's almost fun. All righty. Uh, up to you now. You get the spotlight. It's all yours. >> Thank you for coming in, too. Like, this is a day that you didn't have to, but we appreciate you. Thanks. >> Um, so

008good evening board members. I'm excited to show you some highlights from student council as well as updates from other clubs and activities happening at Harassment High School. So, for student council, we have we will be hosting the this is a new goodbye fundraiser. This is a simple a simple activity where students in all high school grades can purchase three Hershey kisses and write a note to a senior. In addition, student council will soon be holding elections for new class officers and representatives and you all will have the opportunity to meet new next year's club members are currently collecting hygiene items for the care cabinet which is now up and running and hallway for students to access. They will also be participating in the FLC literacy event. In addition, the kickball event now has an official

009name. It is called All Stars and planning for the event will continue throughout this month. >> Can you talk more about that? I'm just curious. >> Yes. So, for the last meeting, I did say we're the spring event at Plmore Plour Park where they will host an inclusive pitball games for students and special education from multiple schools. >> Awesome. And then for National Honor Society, the the National Honor Society will be hosting Easter readalongs from March 23rd through March 25th as part of its continued community involvement efforts. The mandatory NHS banquet will take place on April 12th from 5 to 7:00 p.m. this Sunday after prom. And for s continues to create monthly bulletin boards to recognize and celebrate important observances such as women's history month for this month. In addition, s member continue to

010mentor FLC and ELC students. Any questions? >> I don't have a question, but I don't know how we're already getting introduced to the next class. >> Feels like it just started. How often do you mentor the students down at FLC? >> Well, uh like each week. >> Each week? >> Yes. >> And what does that look like? How many minutes? And what do you >> It's um just one class. So you there's like different classes you were able to go to. Like there's like third hour, like six during lunchtime. Depends what's available for you. and you just go to the class, help out the student that that needs the help. >> And then it's majority of the times it's also in the during like the end of the day. >> Okay. >> So you have

011more free time. >> So do you help them with class? Do you help them? >> Yeah, class work. It's majority also for like bilingual people. >> Yeah. >> That are Hispanic. >> Yes. That's our main to create for them. >> Awesome. >> Thank you. That's great. >> Yes. >> Okay. Thank you. >> Thanks for >> All right. Um is our folks report. >> Okay. We've got some more donations for Backpack Buddies in memory of Jerry Schaefer. At James and Susan Mcola for $50, Russell and Russell and Patricia Hoff for 25. Diane and Michael Burns for 20. Deanna Schaefer for 65. And the North Bonelac Optimus Club for 100. So, thanks to those guys and appreciate that. I'm sure the sha family appreciates it as well. >> Absolutely. Thanks, Rick. Um, next item is citizens comments.

012We have no one else in the room besides the board. So, we'll move on to the next item, which is our superintendent report. >> All right. Great. Uh, thank you. Uh, as always, just so everyone knows who's watching as well, we try to frame some of the things and events that we're doing right now currently within our district under our strategic plan. And our strategic plan has four buckets. One's a academics and learning, another is financial and operations, another's safe and emotional healthy schools, and then the fourth is engagement and communication. So, what I like to do is roll through what's going on at this given time. Usually we have a um school come in at this time but right now data is not there yet at the high school. So they will be joining

013us later either in May or June again. So uh just when we get ACT results preac some of those things that need to come to the forefront before we can bring everybody back. So they will be coming around. I'm going to start out uh on the safe and emotional healthy schools with Raptor. We've been trained quite a bit with our staff and I just wanted to walk you through just a little bit of of of that just to get an idea of what's happening. Remember everybody, Raptor is the uh electronic like management tool used for safety and really keeping track not only uh as the each of the buildings where when people enter they give the ID and then they get their print out and so it's checkin on any of those people does background

014checks as well in addition to that. But the thing that we stepped into more now is the ability to use it uh during everything from intruder drills to fire drills, you name it, there is a part of that system now that can be used to for emergency response. And so we've been training our staff to be ready for that and how to use it uh more effectively. So just a quick recap of our emergency response protocols. This comes directly from the national organization uh I love you guys. This is a group nationally that uh basically works on school safety. It's all researchbased and they have a different flow of language that they use that we've also adopted and these are the three main emergency responses that we have. One is the active threat and that's

015uh if an intruder or other individuals come in with any kind of threat into our buildings, there is that ability for our our schools to use protocol to respond to that. The hold could be anything for like a medical reason. So if a student has a medical issue that we have to all get to at one point in time, um student starts or student stops breathing or whatever it might be, we have a team of individuals that go to that uh place immediately as respondents. We lock everything so that it doesn't create disturbance, but also at the same time it allows that team and any other safety official to get to it really quickly. And the last one's get in stand. So if we had something in our community that was happening um let's say

016a robbery or something quick trip u what we get notified on is that and then what we do is lock down our community as best as we can. This is where raptor's so great too. In the past like for example if PE or FIAD was outside uh on the track or across the the street uh at the practice fields um from the actual building. The only way you could really physically get a hold of hold them is either walkie-talkie or cell phone. Well, now if there was ever like a situation like a get in stay in and raptor, their phone will automatically start fogghorning and then they know what that situation is and then they can pull those kids back inside and get them to a safe space uh during that time. So when there

017is an emergency outside in the neighborhoods or whatnot, Joel uh Joerger, our officer Joerger gets an alert. He could then can ping that himself and then kick that out to everybody so that they know what's going on. In this case too though, most of the stuff that's going on inside, you know, everything's kind of business as usual, but it's the outside doors that are getting locked and things like that. Those are the big three. Um, we use for active threat a program called Alice. And I don't know how many of you have you heard of that before already. It's an acronym for uh several different things for protocols when an intruder potentially comes in. But we say to our staff and every single times we empower them like no move is a wrong move. It's

018what you think's best at that given time. So the acronym doesn't go in order and each letter A stands for alert which basically means I'm going to be clear and precise on what is happening uh in the building or anything or messaging in any way shape or form. In the past like in schools like right after Coline it was they would do like these secretive messages that would go across the PA like paging Mr. Locker, paging Mr. blocker and then everybody knew at least the teachers to go into some kind of alert. Allison, most of the nationally known uh intruder or active threat uh programs and protocols say that's not the best because the most we can do is inform everybody and alert to everybody. That's where I comes into play too later. Informing them

019specifically where is that intruder if we can so that everybody can make the best possible decision in the given time. And even though we might think that we can do what we think we can do, it just depends on the situation. And we want to give and empower people to be able to do that. We tell our staff, even if you get it wrong, I'd rather have you get it wrong. And we come out and say, "Oh, we had to call 911 because you thought this." Great. Um I'd rather be in that situation before anything else. Um the L stands for lockdown. So literally that means get in your classroom or any room for that matter and you basically it's not just in the past where people would sit in the corner, lock the lock

020the door and hope everything's going to be all right and the lights turn off. Um it's really about is you locking down and you're using everything in the room potentially to create as big of a barricade as you possibly can. So the higher and the deeper that that barricade can be, you can slow down that individual just a minute or two. That might be enough of the difference or even for that person to say, I'm I'm out of here. I'm going to another room for that for that matter. The usual response time now for in active threat drills and by police and officers, it's usually within five to six minutes they're on that target. If you remember Coline, it was negotiation and they were waiting for like 35 to an hour and by that time

021most of the damage had been done and people were hurt and killed because of it. Now, Officer Jagger, he goes right to that uh threat no matter what. And then as soon as that threat is announced either in the village, it spreads to the county, it spreads to everybody and everybody comes to that scenario so that we can best help and support during that time. C is the counter. Um we try not to go there too much because I think the better thing to do is just get your kids a safe space. This isn't we do not have to play hero necessarily. I mean, if it feels right or if it's in the right moment, we're not going to say don't. But it's not like we're training people to, you know, be the savior in

022these kind of situations either. And the final thing is evacuate. And this is honestly one of the safer ones out of all of them. Um, again, prior to these kind of things and when Coline came out and everybody said just have people sit in the corner. I've trained on this on different levels with other uh law enforcement in the past. We would literally go with staff and we walk through the building and we just basically open up these doors with a lock and we would carry like a pistol or fake pistol and then you go in and say and you see them all in the the corner. It's like shooting fish in a barrel. Like it was done. you could kill, you know, potentially or within seconds 30 plus kids in like five or six

023minutes. The evacuation, then we do another part of that drill is we say, "Hey, everybody just run and see how many people actually within that same frame of time only two people were actually hit on points on their like arms or places where they weren't going to be fatally wounded just because of the movement. So, the likelihood of an intruder coming in and being a sharpshooter is slim to none. Uh, but at the same time, it moves people and gets them out faster. And that's where the evacuation is so important. When people evacuate the buildings, these are the rally points that we have right now so that they can meet up uh with buses and other individuals and law enforcement, EMTs, you name it. We see Lamu Park as well as Village Park. Everybody's got

024a specific location when they're going through this. Okay. Uh then there's the reunification. Um sorry, go back one. There's you always want a re reunification point too. So the rally point is just the initial like let's get kids here as best we can. The reunification is actually the process. if an intruder were to come in and there's an active threat and it was the worst day ever. A lot of these cases go for like eight or nine hours even after the event. And so some of these kids are sitting in those rooms or the law enforcement is taking that long to do all the investigation afterwards going through making sure um everything is what they need it to be. So, while that's going on too, we will be busing kids from that place out to

025a reunification center that we don't announce publicly, but um just so that we know that and this is where like Raptor really comes into play. So, if something like that were to happen and there was a reunification of some nature and you have all these kids in one location and families start coming like I want my kid, I want my kid. Well, in Raptor, you have all the students in electronically and you can see which ones are present or which ones are accounted for and which ones are not, which ones are injured, which ones are, you know, anything in there that shows that right away. So, you can see the percentage. So, if like Matt, you know, came to pick up his son or daughter from that reunification point, they could immediately know at least

026what they have in front of them that either they're there or they're not. And if they're there, then the parent has to show ID. The ID then is scanned by the Raptor information. And then we have a runner that goes and gets that child, brings the child back, parent signs off. As soon as they sign off and they're good to go, it notifies all the other family contacts. So we don't have everybody and their mother coming out to that one location and we're bottlenecking and making it more than it is uh within that area as well. um in that place too for reunification. It's not just about that too, but we're also making sure that we've got people there who can support families if unfortunately something were to happen to families or students or staff.

027They're there to console and help out with that process as well. The county of Fondelac is working on a big uh project right now in terms of teaming. If things were to happen at like a smaller school district such as North Felac or other areas, most of the time if a major thing was going to happen at like let's just say Horus man, none of those people at Horse Man are going to be able to help out with that because they're in that situation including administration, everybody else. So we want to make sure that bodies are in place that they can do all these uh drill excuse me these roles so they can make sure that things are executed appropriately. So that's where the county's teaming up and saying, "Hey, let's get players from all

028these districts to actually help and support and come to those locations to help and assist." And so they would be the helpers in those uh reunifications. And possibly we could have people from Friendship or other places. It just depends on the scenario. This is Raptor. This is the front thing that all of our staff have on an app. When they open their app, this is what they see. There are like six buttons right now. We have active threat hold like I explained to you before as well as get in stay in. Same thing. We also uh decipher we put it a medical hold so that people know that nothing is happening out of the ordinary other than a medical hold making sure kids are safe. So that can be on there as well. And then

029you have evacuation which is more of your fire drill scenarios. And shelter is more of your tornado situation. So, um, there's also a team assist button here where you can push this and it is a specific situation that might call on administration or other people to attend to. Not everybody has that button, but it helps out uh, in terms of getting to a situation as fast as you possibly can. >> So, are staff using this during like fire drills or tornado drills even? >> That's what we're working up to. Yeah. So, we've had two trainings, major trainings on this. Okay. one back in December and one um in January for some folks and like last week for other folks. But all of our buildings have had active threat drills uh since January. So we've had

030officer Jerger people coming in running a mock situation where we just say business as usual. People are in their classrooms things and then all of a sudden uh officer Jerger comes in, he fires blanks in the building uh just to kind of simulate as much as possible. administrators are tagging along with officer Jagger. Uh during that time, staff is supposed to respond as best as they can respond given what the situation is. Um and they make the nest best choice. And so whether it's evacuation or locking down, that's usually the two cases, that's usually what occurs. Um and we've done that every single building, even Trefford for that matter, just to show what that would feel like. The other thing that officer Jagger always asks in the debriefing. So we go through the scenario, then

031we debrief with everybody. Say, "Hey, what did you learn? What did you see? How did this work?" And it was more for just saying, "Hey, how does this work?" When a act of threat goes on and someone what they do is I think I've got it in the next picture here. Oops, not that. Um, yeah. So when you push one of these buttons, it doesn't automatically go, you know, you actually have to slide it all the way over and it's almost like two slides so that people can't make a mistake on that as well. This is now uh hooked up with dispatch. So as soon as one of these things goes off like a threat or evacuation or fire drill or whatever it might be, this gets slid over. Dispatch is aware of it right

032away. So if Joerger, Officer Joerger cannot, they automatically get that and that information from it. And they have access to Raptor as well. And we're trying to get that in their squad cars, too. Um, just so they can see this really quickly. Not a lot of school districts in the state are using this yet. And I don't know, it's it's a little bit more costly, but at the same time, for the safety of our kids, it's so efficient. So what we practice as a staff is as soon as this goes off all of a sudden on everyone's phone it's like the amber alert rings rings rings loud all over the place. So then they can see it and then they can make a decision like what do they want to do based upon what they

033see right in front of them. There's messaging on that too. So if someone like heard something and they wanted they had a second and they were safe and everybody else is safe. That's the other thing we tell everybody. Be safe. Get yourself safe first and then the kids safe obviously too within that frame. And then once you're ready, then you can look at that. It could be an hour or two later after the situation, but we want them safe before they're running with their phones, making sure that they're accounted for. But once they do get to that spot, they account for themselves first as staff. I think that's the next slide here. Yeah. So, when they get in there, uh, you get a message, the message alerts, and then it says my profile roster. And

034this is Jake the Snake or something. I don't know what this person is, but uh it says status unknown. You flip down on status sake present. You hit enter. Then as an administrator or an officer, there's a dashboard. I can see the percentage of people who are accounted for and who are not. That's from staff to students uh to even people who are coming into the building for that day. So if we had a substitute or if we had someone to check the boilers, we have access or they have access to this as well. Uh there's a the little the update status absence is uh purple missing is yellow uh and red is injured. And then you have the ability on the app too is like a GPS. You can have your location shared so

035that you don't even have to type any location in. They know that you're in this room or this location. And that's also very very awesome. But you can update the location yourself too and say I'm in the gym or I'm in depending on this classroom and all of them are numbered. Everyone has their numbers for the specific schools as well. Uh again same kind of stuff we automatically uh it partners Raptor partners with our uh student information system. So right now Q if there was an absence it would log in or simulate with Raptor. so we can know if they're out or with us without the staff member thinking, "Oh, I got to I don't know who is here or not." They're already on there in terms of not being present. Interesting thing is we've

036had when we've done these drills, some of our staff members have not been in school for whatever reasons and they account for themselves because they hear it, they're like, "Oh, I'm accounted for." And that just shows you it goes beyond the walls of our um our buildings as well. We also have a place on our Raptor app. It's called documents. And in the documents area, we have all of our safety plans, crisis intervention plans as well. So, anybody can pick that up, open it up, they can see exactly how to move forward, who's involved, who are the people to contact, you name it. Uh we also will have all of our maps, our GPS in there, too. So, any anybody can look at that and go into it right away. Um this is just data

037in terms of getting um dispatch is now connected. We are doing a drill tomorrow to make sure that dispatch is all connected um in the morning early to see if that's all working properly. But um we're getting a lot of good response from this um where we're at. questions about Raptor and what what you've seen here or so we've had two trainings and Katie back to your response before the end of year. I know a couple buildings do want to use it for um fire drills just to >> test it out >> because then they can rather than taking a clipboard or all those other things you just you have your phone and you're boom boom you got all the kids you're good you're done and it speeds up everything so much faster rather than

038it's like you have your you know or looking at a green or a red folder throughout the >> they should be able to whip through it really fast and we can get kids back in sooner or at least know that we're done with the drill. It's this is like been the best. And when we talked to other people, they're just kind of like, "What? It does this?" They had no idea. Uh we had three people go to the safety conference about a week ago and they're uh there's probably like I would say three other districts there that had used Raptor, but there's not many of them out there. Like if you talk to Felac, Oakfield or any of these schools, they don't use Raptor yet. >> Um so how does a visitor get integrated into

039the system and they're there for >> Yep. a couple hours. >> So, yeah. So, what you have to do is like manually put that person in. >> Okay. So, whoever you're with or >> Yeah. to >> So, if you were in a room with me and you were in my classroom, you're guest speaker and all of a sudden we had this thread, >> we you'd follow what we're doing for the most part and then once I had a time to be safe, I'd enter you and say, >> "Jacob's accountable. He's added. He was a guest." Boom. We're done. We know where he is at. Because the last thing they need to think is you as the suspect in the situation too because that's the other thing >> you know officers are going wherever they can

040go to see that direct threat and >> um which again opens up a whole another can there too. Any other questions? I'm I'm super happy with what we've got so far. I mean we've still got some tweaks to you know kick out but that's why we do the training too. And Brad has been doing a lot of the training. I did the training last week with Officer Joerger uh at FLC and Trefford. Brad and I and Officer Jagger did uh BAMS and Horseman about a month ago, too. So, I just feel good that we've got some things going. We're working on some different things for our students. We won't go live like this. We won't ever I don't think we need to go to that degree, but we do need to have conversations to say

041like, okay, if this happens, we got some uh interesting ways of doing that uh from the conference and I thought it was solid and we just got to tease it out a little bit more before we actually present it to anybody. But I think it it keeps people in check and where we're at without doing a major drill with what that is because obviously you've got different levels here um of elementary versus high school. But still the conversation has to be had so that people are ready. There has not been a a death of a staff member or a student in a fire since 1956. All right. We had a school shooting two days ago. And yet we only practice this according to the state twice a year. What makes you just wonder, right? And

042I said I always lead it with it's unfortunate that we're in a scenario like this, but we are. So how might we be best prepared? Um so that when we're in if we're ever in that moment for that matter, we can do the best we can do with what we have. >> When you think we two days ago, you're talking nationally or statewide. >> Yeah. No, nationally. Yeah, nationally we were looking I just I asked Joel too the other day and it's like oh yeah it's one of a day or you know and it's be that a public shooting or I mean you had that what is it day the beach just a couple days ago down in spring break you know people are open on fire uh so I think you know things like

043this help us prepare and I am very uh I I feel it's very important that we do invest money into these areas because again if we can keep it as safe as we possibly can. Uh that's what I want to be able to do, too. And and being part of this stuff for the last 20 plus years since Coline, like it has gone like such an amazingly good way, but at the same time, it's it's uh it's still one of those big things where you just our number one is making sure all of our kids are as safe as possible and staffed. I don't know if you know this about me or not, but this Purdue publicly, but as in Green Bay uh school district, I worked at Green Bay East High School. We were

044two days away from a school shooting. Uh they had the plans, they had uh the weapons, they had the place mapped out. Uh we had one student out of their two friends come to me and say there was going to be a school shooting the day before. Wow. So then at that time there were pagers. It wasn't cell phones. And so we paged the police. Police came in. We talked to all the students. They, you know, shared their information and all the all three of them went to jail uh for a significant amount of time. Um and that before they even like went through with it. Uh so it was a unique case where it had never happened where you really kind of are ahead of the game. Usually you get it afterwards, but um

045we always we always are always saying like it's not, you know, what's in a kid's backp pack. It's what's in a kid's heart. And you have to to do that. You have to really have good relations with kids. And that's one thing we keep plugging and programming for our staff. Um it's easy to say, "Yeah, we're gonna get a whole bunch of metal detectors and all these other things," but it's false sense of security when the reality is like, "Do you know where those kids are and where they're, you know, social, emotionally to best help them and support them?" Um, and that's what we try to do and I think we're doing a really nice job with that across the staff and we'll continue to do it every single day. Um, so a little bit

046more than you need to know about me, but just information. >> I think it's important too in that what you're doing with the working with the police department because you can have a situation like you where the school does everything right and the police stand there for 45 minutes. >> Yeah. >> So I really like our SRO and the relationship we're developing with the police department. That that's a great point too. And we have conversations with B basically a memorandum of understanding with the police department saying this is how we do our gig. How do you do your gig? Because we want to know how we can best work together because they are two separate entities when it comes to at the end of the day. But even dealing with students and like what does

047that look like so that we're somewhat in the same ballpark so we're providing that same kind of service and support. And I 100% agree with you, Officer Jagger is a phenomenal addition to our our schools and we're very fortunate to have him as well as the rest of the police department. Sean for his years before and our our chief is doing a really nice job too. So we're fortunate to be in a good place who really acknowledges and are, you know, backing supporting us too while we're going through this as well. Okay. Uh shifting out of the I see what I got here. Okay, that was in the safe emotion healthy schools. Um, let's do a little I'm just going to go backwards here. Engagement communications. Just want to update you and Katie's been part

048of a little bit of this. The uh Let's Fly Forward Summit that is coming up. The first day is April 29th. It is a Wednesday. >> Yes. And uh the doors open at 4:45. We're going to have dinner at 5. We'll start the program at 5:30. And then we go from 5:30 to 8:30 with activity. And I'm going to share a little bit about what that might look like. This is just a little preview and draft. But what we've been doing as a design team is really sitting down and uh working on like what does this look like? Who do we need to get involved? Who are the players that are most important we want in the seats? And now it's going to be really a messaging campaign of getting out, contacting them with understanding

049that this is what this is. So they know it before they come in there. So they're not guessing and saying, "Okay, I have no idea. I'm coming in. It is not a sit and get. People are not going to be standing in front of them speaking. It is going to be a lot of table talk, a lot of table work. And uh I I'm excited to see kind of some of the outcomes. I'm going to share with you a couple of different things that are going on in terms of the activities uh and what it could look like. But let me see if I can drop this here. Hold on. I think I've got multiple in this corner. Yeah, let's just let's just take a look at this. This is going to help give you

050a little preview of like what it could be like. Um, and uh just take a listen. Hopefully, it's Oh, there we go. >> So, what does it really take to shape the future of a school district? Well, the North Fundle School District has a powerful idea. The answer is the community itself. They're hosting a twoight summit called Let's Fly Forward, inviting everyone to the table. We're going to break down the flight plan for this amazing journey. And who's their co-pilot for this trip? None other than the Oreo mascot. It's a fun way to show that this is all about teamwork. Every single person helps steer the district in the right direction. Here's a look at our flight plan. We're going to start by looking back at the district's history, get a real handle on the

051present, and then the exciting part. will actually design the future and all along the way we'll be hearing directly from students and parents. It's the whole journey from takeoff to landing. Okay, so what is this summit really? Think of it as a twoight experience designed to get the whole community in one room. We're talking parents, students, staff, residents, everyone to dream up and build a vision for what a truly excellent school district looks like. The entire mission really boils down to this smart three-step process. First up is reflection where everyone builds a shared understanding of where they've been. That sets the stage for genuine awareness of where things are right now and only then can the community move on to visioning, crafting a future that's both ambitious and totally achievable. It's that progression that makes

052all the difference. So the whole journey kicks off on night one and they start by looking back because before you can chart a new course, you got to make sure everyone is on the same page about the journey so far, right? It's all about building that collective memory. The whole thing is built on this really simple but powerful idea. You can't figure out where you're going if you don't really get where you came from. And this isn't just about getting sentimental. It's a strategic move. So, how in the world do you get a whole community to build a shared history in just one evening? Well, they've got this awesome idea, an interactive timeline wall. Instead of some boring lecture, the community literally builds the history themselves. Get this. Each table focuses on a different decade,

053talking about what was happening in the world, in the town, and in the schools. Then everybody does a gallery walk and adds their own memories on post-it notes. It just makes history come alive. And this isn't just a fun trip down memory lane. The last step here is absolutely crucial. Each table has to look at all those memories and stories and pull out five key observations or patterns. This is how all those personal stories get turned into real powerful insights about how the district has grown and changed. Okay, so once everyone's on the same page with that shared history, night one shifts gears. It's time to gain a little altitude. You know, get that clear 30,000 foot view of where the district stands today. Now, to dig into the district's current data, they use this

054simple but honestly brilliant framework called notices and wonders. Notices are just the facts. What do we see? And wonders are the questions that pop up from that data. It's a great way to make data less intimidating and turn it into a real conversation for everybody. And this isn't just talk, right? There's a real goal here. After discussing what they notice and wonder, each table has to identify the top five urgencies for the district. What you end up with is this powerful community created snapshot of the biggest challenges and opportunities they're facing right now. All right, night two is where things get really exciting. The analysis is done and now it is time for action. After looking at the past and the present, the community actually gets to design the future and they start with the

055most important part of any school, the students. This is the big question, the one that drives the next activity. It's all about creating a portrait of a graduate. I mean, what's the point of all this if it doesn't lead to success for the kids? So, what does that ideal NFDL graduate actually look like? In building that portrait is a real team effort. It starts with everyone reflecting on their own. Then, they jump into small group discussions to mix and match the best ideas. And finally, each table shares its top five most important elements with the entire room. It's a great way to go from individual thoughts to a powerful shared vision. So for the final activity, they push everyone to dream big. It's not about policy or budgets. It's about a feeling. They ask this

056amazing question. 5 or 10 years from now, if you walked into a school and it was just radiating excellence, what would you actually see, hear, and feel? It's about painting a picture of success. But you know what's really at the heart of this whole thing? It's not just a bunch of adults in a room talking theory. Woven through both nights are showcases from the people who matter most, the students and parents. These moments make sure all the big ideas stay grounded in real life. I mean, just imagine the power of hearing a student or a parent tell a quick one minute story that starts with that prompt. My teacher made a difference because wow, that's the stuff that reminds everyone why they're doing all this work in the first place. And the variety of these

057showcases is just fantastic. You've got everything from a day in the life of an oral presentations to videos from alumni, gallery walks of student work. It's all designed to make sure the strategic conversation never loses sight of the real learning and the real lives it's all about. So, as the flight starts to descend and the summit winds down, the big focus becomes, how do we take all of this amazing energy and all these great ideas and turn them into an actual plan? This is where conversation becomes direction. And here's the crucial part, the promise to the community. Superintendent Dr. Matt Mano is going to close the summit by explaining exactly how every idea from the timeline to the urgencies to the vision for the future will be collected, analyzed, and used to build the district's

058next strategic plan. No ideas get left behind. And an event like this can't just end. It has to be celebrated. The final gathering at Morgals isn't just a party. It's a chance to really lock in the new connections and to celebrate the massive accomplishment of building a shared vision for their schools together. So, the Let's Fly Forward Summit really lays out the perfect flight plan. It puts the community right there in the cockpit. The only question left is the one they're all going to answer together. What incredible future are they going to choose to build? >> All right, Katie, is that fair summary? I mean, >> yeah. I mean, I think Yeah, it was I think uh a big piece of it is like pulling the community in, too. So, like obviously we have a

059pretty tight-knit village >> and I think connecting the community in the school is a really good thing. And so, I think pulling in, we have a good team of people that are working on contacting or will be working on contacting >> so many entities in the village and kind of beyond that will be helpful to kind of shaping. Yeah. Looks like too. Our first night we broke down like every from legislators, farmers, you know, you name it. Um, businesses big, small, um, and just laid out as much as we possibly could in terms of contacts. So, >> yeah, it was amazing. The whole wall was covered and it it was really cool just to see like how many connections the community has and the district has like across the board to work on this. So

060it was uh targeting the entire district, not just the village, right? >> Yes. >> As it relates to >> the community that honestly it targets some of those people outside of our district in the Fondelac area because there are players too that do impact us in different ways. >> And so there is a couple reach >> places I mean including our legislators too like okay let's invite them to the table. um universities from Marian to you know uh Oshkosh for that matter. So like trying to get just different players into it. Um I it was funny. I was at CISA a couple weeks ago and the assistant deputy uh superintendent uh she was talking about like um creating a portrait of the graduate for just a template for the for the state and she said

061we're looking for ideas. And I said, I go, "Hey, do you want to come on April 29?" Uh, and she's like, "Oh, yeah. This would be great." So, we've been emailing back and forth. So, we're going to get different players in there. Um, media, too, just so that people understand what's going on as well. Um, but everything's done purposeful like people don't just come and sit where they want. Everyone has an assigned seat. It's all planned, programmed. RSV RSVPs are done by a certain date. So, we can do that. So there is a cut off time where you know we're not just everybody and their mother can come on the night of. We need to know like who's there, how many per. We're also going to provide child care uh for young kids. Uh so

062we're working all that. But um I I feel like we've got a lot of good stuff going and more to come. I got more tomorrow night too to share with you. But >> you know, so you bring up media. Is is there a plan for us to try to document it through video or having someone kind of take that role throughout the event to make sure that we have some collateral afterwards that I don't know kind of showcases the event. I love it. And I think you think about uh Curt's Whismers students who are in that media. It'd be awesome to have them play and just try to capture what they can capture and get more of that students are involved in this too. They will be at tables. So will teachers, educators, so it's

063not all just community outside of education. There are educated education players including all of us here at this table. So other questions that you have about it. >> So April 29th when like what's next between now and then? What all is going to happen? >> Yeah. So, a lot of it's like getting messaging out. So, I've got a social media campaign that will >> kick at it. Uh, we have to get letters out to all these people. We have to have the design team then in addition to the letters reach out to them personally. And I've got like even a phone script for them to like walk through that. And that's everything from like Katie to uh Chuck Horning to uh our students, you know, making sure that we can get it out there. Um,

064so that's going to be a big part of it. And getting the RSPV, we've got a uh postcard generated too that we'll kick out to the village and to the townships as best we can and then have like a QR code on to show them what it's about, but also to RSVP. But we need that RSVP like at least a week before uh time. >> Yeah. Everyone's welcome. >> Yep. But we just need to know who's on that list so that we can best support and make the thing works really well. So, >> and it talked about a two-day one. I know April 29th. Is it the next day then? >> No, it's April 29th and May 4th is the second day and it's a Monday. >> Same times. Yep. Uh and we we like

065to split it up a little bit just to give some people the time to bring some of that together. But us as well, like all that data we'll collect that first night from the timeline information to what those urgencies are and then we can share that back out like here's the themes, here's what we saw first night and then we can bring that back that second night with everybody else. >> Yeah. It's a continuation. So we want people to attend both days. Yeah. >> Yep. >> To do just one night. You're not going to get the full Sure. >> Yeah. >> We know that some people won't be able to, but I guess the bigger thing is just to get people in the room too as well. Cool. Good questions. I those are the big

066things that need to happen like within the next we've got the other thing is just getting sponsors and uh we're pretty I mean there's some good conversation. I don't think it's going to take too much with doing that but um >> yeah. >> Cool. >> We will be at the high school too for that. It'll be in the commons. Um, and again, we're I think we're looking at, you know, top, you know, 150 people. So, they'll all be on that back side. So, the one closest to the windows every be on that one side or the daycare and the gym. Um, so people can do that. And yeah, we're the other thing we just got to get student entertainment from >> um you know sharing things to pledge allegiance to singing or you know some

067other frame to make that happen to as well. >> Cool. >> So it's fun. I mean it's it's it's getting it's going to be here before you know it. But at the same time I think we've got a really good start. Uh thanks to Mike Sloinsky too to help facilitate and help us out a little bit just being at those meetings and um getting through some of that. So our next meeting is tomorrow night uh to do a little more work and hopefully either that might be the last one, we might have to schedule more, but I think we're pretty close. >> Yeah, I'm excited. >> Awesome. Okay, so I had a board member uh ask about a little bit of the contingency of our digital technologies as well as some of our curriculum frameworks.

068So, I put together a couple different things to show you what that looks like. So, uh I think it might be best to start with the digital infrastructure and the educational assessment tool. So, you kind of see that you've heard a lot of this before, but I'm going to kind of uh take you back through it. Let me see here. If I got down here, one of these are That's the that Okay. And then I want to get this one too. Oops. Not that. All right. So, I wanted to show you all the tools that we're using currently with students and staff and give you like a better understanding of how it all works together. and then I'll show you how the curriculum tools work then together to make sure that our learning is happening

069uh based upon the tools for gathering what we have here in front of you. So, uh I don't know how to get this thing off here, but basically our number one goal supporting our students with clarity and confidence so that they can uh make sure that we're getting to where we need to get to in terms of achievement, but also seal levels for the whole child. Making sure that then in that process they're engaged so that these two things happen uh in a great place. So that the more students are engaged, the more learning that's happening, the less of this and the more uh they're going to be in the school being part of something. So uh this is basically a couple of different things that we have right now. Data generators, you've heard I

070Ready already. It's a diagnostic. We have that three times a year for K8 and honestly 910 as well. We do at the beginning of the year and then we do it at the end of the year for everybody in that area. So um it generates the data so we can see those things and then dibbles. You also heard this from gentle before. These two things then get dumped into basically a showcase called next path. Next path is another thing you heard. It's like the window dressing. It shows everything from any kind of data and presents it in a good way. So it makes sense for most people. I've shared we shared that a lot of different times. And then you've got your SIS or your student information system. That's cumulative right now. Um we will

071be shifting to infinite campus as we go through. So this is just a base overview of some of the digital. So I ready again you heard this before uh superpowers. It really meets act 20 screening as we are walking through that for the literacy portions and then uh again uh trying to stretch those growths for our students and hit higher achievements within it in both reading and math based upon the interventions that occur in between each diagnostic. Any questions about I already got a pretty good handle. Here's Dibbles. Uh you got that in terms of fluency. It's all about fluency and meeting the fluency. Again, Jen has them read. She assesses them, you know, uh at least twice a year and then gets information back, making sure that that fluency continues to flow uh for

072us as we're moving forward. Uh and then monitoring all these stats. So you've got Dibbles, you've got I Ready, and then you've got classroom assessments giving you more of a complete literacy profile or where students stand in the literacy portion. We obviously are trying to get all of our disciplines in this area so that we're using literacy on a constant. That's where like investments in like an ELA interventionist or a math interventionist, all these things are helping out with this work as well. Uh here's the next path. um really bringing the academics behavioral all into one space so you can see it. It's like dumping in from infinite campus. It's getting stuff from I Ready um moving us to create a really fast bridge for us to show what's actually happening in real time from

073where we're at. So saves us time, supports collaboration, and empowers pro proactive support. So our you heard this again and again from our teachers, our teachers can see the data. Once they see the data, they can make or pivot or change what they're doing to best meet the student where they're at. And that's really where that comes all apart. Next, back in action, you have early alerts, flags for the uh scenario so you can best reach the child. You can see everything within the child, the whole child. It's not just one dynamic. So, it's not just literacy. It also has seal uh family engagement, those kind of things within it as well. And then uh it just gives more of that full story history in terms of support from tier one. Tier one's 80% everyone

074else is is learning in that classroom. Tier two you drop it to 15 and then you drop it to another 10 or five in the tier three. But those interventions that are in play so that our kids can be met where they need to be. Um cumulative this is the SIS uh system that basically is a dashboard for office for uh counselors for teachers. This is where behavior is stored. This is where attendance is stored. Um this is where grades can be stored as well within that area. And family can access that in terms of where things are at. Uh the audible that we're making and we're in the process right now of shifting over to IC. Uh a lot more clarity. Um getting response times in a more dual fashion for us to be

075successful. And then uh really not Frankensteining the program anymore. Everything's cooked into one. We talked about that with IC. Um, and I'll just give you a side. No, they have been extremely great working with them. Uh, we've set another meeting with them today. But there is a lot of training. It takes a lot. Uh, at the same time, I feel like we're being supported. The contact communications there way better than I've ever felt uh from our other company. So, info campus July 1 will start, but actually we're doing the work right now. So, it's happening behind the scenes. uh seeds, which is an IEP uh database, will no longer exist either. It has a separate system. Uh all of our special education documentation will occur in IC. Um again, on the bottom there, cleaner interface,

076faster support, clear training pathways, all the same cost when it comes down to it. >> So on July one, would this roll out for families or is that >> Yeah. So July 1 or actually July 8th is the technical because >> the system does roll in but it takes a few days to get into the ETH. >> We will we will do at that time everything from online registration to how to use uh IC as an app. We're to start giving that information out to families so they can see how they can best use it. Okay. >> But you're going to see a lot of that training so that families know exactly from I can do attendance. I can tell the office that I'm taking an appointment right now with my kids and I don't

077have to physically call the office. I can do it through the app. It monitors it and then that saves us one less thing for the office staff to have to do is take a phone call or pick up the voicemail. Um, we still are going to be there and available. However, this will limit a lot of those things within it. That's just one factor. Uh so again coming back to the beginning you got data generation from those select areas you have dashboards and alerts through the next path and then you have a unified foundation and infinite campus. So they all work in tandem to provide us with the most efficient way of making sure things are happening. Um this just talks about how general ed versus uh special ed uses the uh information uh even

078with next path and IC in that area for special ed to the I reading di diagnostic which they both use on both level both levels so they can make sure that the growth is happening but through monitoring next path they can really see that PLC and data work so they can best help and strengthen current things that are happening right in the classroom. >> So one question I just want to make sure I'm understanding. So like data through next path will now go into infinite campus and that's how parents will see or you'll still have to log into next path to see the data. >> You'll still have to log into the next path to see the the showcase data. You'll still see like if you want to see grades or if you want to

079see attendance, if you want to see behaviors, that's all still in IC and it's available for people to look at, but that also is drawn out of IC and put into next path so you can see everything all at once. Now, you might not see everything at once, but it like Lauren sends out that you know, here's your progress right now in next path. That's what they're doing at the elementary level. And you can see what they want to show you. >> Yeah. >> Just like in here, we show what we can show in terms of attendance behavior. We try to do it all in that one interface. So you can see that on every single kid's dashboard though we've got from their academics of what's happening in their current classes for example the high

080school level how they do semester 1 versus semester 2. We also have their old forward data right in next path and side by side with uh NEI ready data and ACT and pre preac. We also have their student survey data from uh the social emotional lens where we used to use panorama. Now we do it right on out next path and so we can see where those students are at either either at a a risky point or they're doing really well. >> So next path for the data I see is more like communication tool. >> Yeah. Yes. I I think that's they're both communication tools. >> Next path us our way of showing the window dressing. >> Okay. Sure. I see is like you all can access any of that at any time. >> Okay,

081>> good questions. >> Can we at some point get a demo of what the parents see cuz like I don't have access. >> Sure, you bet. >> Yeah, I'd love to do that. >> What signups they have to go through and what they have access? Do you want to see anything else uh from besides the parent lens within that too? Because I could get a ton of different demos. Whatever you're looking to see. >> Whatever you think would be better. >> Okay, I'll look into that too. Demo for parents access everything from I think just taking attendance to looking at the overall you know you're going to be able to see the interface of your student on like a dashboard. I don't know if you see that now in Q, but um either from, you

082know, the picture to your grades to what classes they're in right now at that moment, it's pretty slick. >> You say Q, what it's skyward, right? It's Skyward. >> Q is the upgrade of Skyward. >> Okay. The tile one now, right? Q. >> Yes. >> Yeah. >> Where it has bubbles and you can break. >> So both. >> Am I using the wrong one? I only ever used >> No, it's still >> Skyward Skyward like Yeah. >> Yeah. It's still Skyward. >> It's just a different >> Q is the future of Skyward. They're remodeling, but we are getting rid of both Skyward and Q for the student information system. We will continue uh using Skyward for the financial side of things because they're the best in that area and they're actually built for businesses, not

083necessarily. >> So like funding lunch or things like that still goes through for like on a parent >> Skyward. Uh no, it'll still it'll go through. IC. >> Okay. >> Yes. But I'm talking about the the behind the scenes financials will be going through Skyward still. >> Yeah. So like fee payments and everything going through IC and you're going to have a lot easier access. That's another thing I'll put on here like how you >> easier to like use. It's more user friendly than S because I feel like S was always a little wonky to use. >> Yep. Well, it takes you to the a third party. >> Yeah. >> So here's here's a few things I'll I'll bring back. uh demo of parent access uh from attendance to fee access to signing your kids

084up for clubs. I mean all that stuff even if they could do a mock registration of what they're because that's probably when we're going to get >> the most questions because if it goes live July >> I think the more communication that you can give give to parents on how you access things in the app is going to be best. >> The other big thing too is the messenger too. We're no longer going to have to have a separate party of a messenger. It'll automatically come out of IC. So you'll get text messages and you'll get your uh email and if there's ever a announcement that we have to make, we can do that auto relief through that as well. So um it's all cooked in one versus oh here you getting this message from

085whatever but uh um my uh daughter used to love or we in in the messenger and I see it it comes back as don't reply right as as a thing. So she goes, this is when she was younger and I in grade school. She's like, why are we getting all these uh messages from Dantra play? Who is Dantra play? >> So it was like I'm like the running joke is Dantra play in our house in terms of messages back. >> Uh a lot of this stuff can also it's great for us uh for counselors, for staff uh really doing those quick flags for us to see where students are at to best help them along the way. And that's really starting to come out a lot more in the the next path area for us.

086Uh so again, uh this is where we're currently at. We've got next path I dibbles. Uh finishing up with cumulative and then we're starting right now and we are doing this right now is training on IC. There's a lot of people involved in that. I've got a a sheet that's full of trainings that we have to take on. Um, it's just got a lot more uh it's it's timely and it shows exactly where we need to go and what people need to do. So, it it the plan is a good one, I think, moving forward here. Offseason, that's where like in that July area or excuse me, the June area, we're doing a lot of that campus invite uh infinite campus stuff. So, we're getting that ready and then finally goes live in July and

087then we get that full unified ecosystem within it as it says. Okay. I think it's pretty cool the I'm glad you went through that. That's helpful actually. Um like I feel like we're much more organized with this update than we were with our Skyward enhancement where I felt like that felt a little rushed. So I'm glad that we're doing the training up front with everyone and then I think it's great that if we can get more stuff out during this school year about what a parent can expect, >> yeah, >> it might get more attention than in the middle of the summer. I don't know what that looks like, but just so that they >> Well, that's coming. >> I'm kind of the central communication point with IC right now in terms of like scheduling

088and getting things ready. And I I'm glad I'm in that uh just because there's one thing to know the business side of things, but there's also another side to see how parents are feeling, but also the students and staff. I've got a pretty good understanding of all those buckets, and I know who needs what at given time. So that orchestration I think is helping out too a little bit in terms of this process around um and just having some clue like what's actually happening. We were really said like here you go get ready and uh then the communication wasn't back for us. So I see they know where we're coming from. They know what we live through and they got a really good team that we're working with right now. Um, so and then when

089you look at this, uh, let's see here. Uh, looking at curriculum tools is the last thing I want to show you tonight. Let's see here. Might have to go to this too again. Yeah. So I want to give you an overview just like how all those curriculum tools curriculum tools are for example you've heard the tool bridges and amplify and CLA that's at that elementary level. I want to show you how that continuum works and what's going to look like in the future to here as well. Uh let's see here. This should be good enough. I use a lot of sports orioles because it's easy to establish that. So I apologize if you don't like the way the bird looks. Uh so this is the guide through the the system currently. Uh really the big

090two areas that we're focused on in terms of enhancing and putting our resources towards is literacy and math. According to our data in past years, we want we want to make sure our kids are growing and learning and achieving at higher levels and this is one way to do it. So it what we're really looking at this core curriculum tools like what is actually happening but to get this we had to know what is our data and where are we at to make the best possible decision but in tandem you can't just win with a curriculum and I still this has ages me but it was like here's the textbook good luck you know and you just assume like you just do the textbook and you're fine but what ends up not happening out of

091that textbook are these collaborative teaching practices and the high quality instruction that needs to take place so that we actually have learning happening. The tools we selected though have these cooked in but we also have to support and keep training and teaching these up for all of our staff. So we make sure we get the best possible uh environment for our kids so that they are engaged, so they are part of what we're doing. So this is a a quick just layown of how it all looks at every level. So right now for literacy at the elementary level, you've heard amplifi amplify CKA. They've had it for a few years or actually this is the second year. I think it feels like three or four years, but second year of them walking through that. There's

092a lot of good things that are coming out of that and we're continuously learning from that as well. uh in terms of the mathematics curriculum or the curriculum tool, it's been bridges and that's been here before I got here too as well and you've seen some really great gains. Again, uh stepping outside and really having um the students have active learning going on within that time. If you come by a math classroom in the elementary, you're going to see them doing their problems and up on the walls and drawing things out. It's it's pretty awesome. And I and if you ask a lot of students at FLC, a lot of them will say, "What's your favorite subject?" They say, "Math." I'm like, "Oh, wow." Every time I have lunch with these students, they're like, I

093go, "What's your favorite subject?" "Math." And I would expect some maybe something else, but that was pretty cool to see hear that. So, what we uh middle school wise, we want to bridge right from this type of learning to that next level in 68. This year we piloted amplify CKLA 67 and 8. It's a continuation of this from the elementary but set for middle school. And you saw a little bit of this. Lee came in score came in presented a little bit of this way back when showing what that looks like. Uh it's got a really good digital structure. Uh and I think they're getting some really good things out of that. In terms of mathematics, we've had at uh the 612 level a curriculum tool called big ideas math. All right, it is a

094curriculum tool but it didn't meet what I was talking about far before in terms of the practice as well as meeting our data. So we are moving to and implementing a luster of mathematics 612 which really goes in continuum with bridges. There's a lot of practices a lot of similarities going in that same line. I'll show you that a little bit here but um just so that corresponds all the way 612 CLA does not have a 912 curriculum tool. All right. And so what we did is we looked for different things to uh check out or pilot. So next year our high school 912 or actually 91011 is going to uh pilot my perspectives and I'll show you what that is in just a little bit. But it it again is bridging these things. It's

095very similar to the CQLA work of where we're at. So these are just some of the the building blocks and these are just some of the standards that you start seeing you know from one level to the next. Uh learning to read at that lower level starting blocks to literacy and analyzing text at 68 to actually critical analysis of the actual work in the 912 level and then the math math building number sense early on applying math reasoning and then actually getting into real world problem solving and that's why we love the luster of two because it actually bakes that in. Uh, I think we, uh, last Friday we had a training session with our math teachers. Uh, the problem was if we had a t-shirt cannon and we shot it on the moon, what

096would that look like in terms of trajectory? How far would it go based upon the speed of the cannon? And then what would it what would happen if you actually had gravity working through that? and every single team was up against the wall working together in small groups talking it out and filling out the problem and was active learning. People could see what that happens and we're going to see that now more at that middle school and high school level. Uh so this is stranding at the elementary literacy the science of learning. you've are reading, you've heard of this before, but that practice with the comprehension, the phonetical awareness works together to uh create the starting blocks for literacy. That's a very very quick overall. You all have this bud, but this is where CLA

097and a lot of other texts right now in terms of act 20 is built on that science of reading or science of literacy as well. moving away from Lucy Hawkins which we were caukins excuse me which we were in before um not in that same frame all based on research too uh is that where it's at here's the K5 bridges um everything from the number corners to problem investigations to workspaces so a lot of hands-on math a lot of math talking uh getting students confident math and feeling good about math uh early on with that bridge zone and again it's not the traditional I'm going to stand in front of you and run through this problem. Then we're going to run through problems and go through that. It's like a lot more active throughout the

098whole class itself. 68 uh you're getting into that CQLA close reading strategies which is basically annotation of text in small groups. Uh analyst you're analyzing themes and ideas. You're looking at the argumentative and analytical writing and then a lot of academic discussion and collaboration as they're going through that which is all cooked into amplify illustrative math. You start getting into at this level analyze, explain, compare, connect on a lot of different things within that frame, but really that hands-on active learning, getting up out of your seat, doing the work together, problem solving, uh, drastically different than what we've had in the past. And we know we know and this just fits better with where we want to go in terms of achievement. Uh here's the 91 12 from the my perspective uh from classic to

099contemporary to digital media focusing into units on themes. So this is where that real world uh level comes into place and then through that real world uh scenario so they can relate it back to their own lives or to their futures or whatnot. uh it's available and then that all comes through uh the assessments of literary analysis, research writing, argument of essays, multiple uh multimedia projects to actually have that output what we want um to to hit the standards that they need for that for those levels. Then math uh again illustrative, algebra, geometry, algebra 2. Uh these are the different uh works through those areas and especially uh the algebraic reasoning, geometric. This is where the geometry comes in as statistics and probability that comes out within the latter algebra 2. And then we're getting

100into the outcomes of justifying solutions, applying real world math situations, and advanced quantitative reasoning. So it kind of gives you a frame of what's going to be happening at those levels. Uh again, you need three years of three years of math at the high school level. Um it's better to take that fourth year. We've done some uh rework of some of the math for this upcoming year too to meet where our students are at too. Uh so that's going to be exciting to see some of that happening within our uh within our schools as well. And again, it's just showing you this continuum. It's all going to the same thing. Uh, I have college and career ready and life readiness because it does. It's when kids say, "Well, we're never going to use this anymore."

101Well, yeah, you're going to execute critical and analytical thinking. You're going to be doing problem solving. No matter what part of you are, you're going to be doing that within your area. Depends on how it's done, though. If you're sitting by yourself all the time doing your own work, that's a whole different ballgame than actually getting up talking to other individuals. And that communication too of listening to each other and rationalizing, compromising on what that answer and you might get to that answer several different ways. And that was the cool thing about Friday too. All those groups had a different way of reaching to that final answer. And that's important too. There's a lot of different routes to get there. Whereas in my world when I was learning math, it was like here's the one

102way, here's the answer to get it done. >> Um, and we got to be very aware of that. It's okay. there might be multiple different pathways to get to that as well teaching in the mat uh in the long run too. So Matt, the curriculum tools will actually like provide for some I don't know like activity or interactive uh I mean you know lesson is that the the way that >> Yeah, that's what I was saying about some of the high impact strategies are are part of the tool. >> Yeah. Okay. >> Uh it's only part of it. You got to go >> you have to exeute it. You have to execute, right? And one of the biggest things we talked with the luster of math for our 612 teachers is like execute this, you

103know, and get them to be moving and get them outside of their their norm and so we can start seeing that active learning. And if they just did that, they'd see some of that. But there's also that interface, too, is like, okay, what about the gaps? We went over to uh Campbell Sport, watched middle school over there. Those kids did not stop thinking and learning. I mean, the activity that those teachers had going on, one of them just had them up at the boards the whole time with groups and she just come around like, "Oh, that was pretty good." She put another problem right in their cook and then they start figuring that out or they'd switch every five minutes with different partners. So, they had to work with different people within the group. Uh,

104and again, it's laid out so you have some of those pieces, but we really want to get to that level where they're cooking for that 47 minutes and just >> taking it all in. Um, and again, if they start doing this, when they start accompanying any kind of problem they see, they're going to be able to have at least a tackle at it versus saying, "I have no idea how to run that through." And how many times do we hear that from a lot of college students where they get to the math class they're taking and they're like, "We practiced all these in class, but there were none of those problems on the test." >> Yeah. >> And and it's all application. It's how how do you analyze and shift and adapt and like um

105we've got to start teaching that skill so that when that happens, because it will, >> that they're prepared for anything and they can at least tackle it versus shut down and be done. Um well the real world doesn't hand you a piece of paper and say solve this. Exactly. You have to use critical thinking skills. >> Right. Right. >> So this I just wanted to give you a background of like we're building this whole system and I'm a lot I have to give a lot of credit to like Cara Harkov in the literacy sense of just keep pushing keep pushing keep pushing. I got to give a lot of credit to our building principles like staying with the course. um especially Lauren, but even uh Jillian uh this year just picking up that amplifier and

106saying, "Yep, we'll go we'll go get this." Uh and the same with math at that 612 level with Dwayne and Jillian and now uh Dwayne taking on uh that my perspectives uh curriculum tool for the the high school level and they just met like this past Friday and they were like, "Yeah, we'll go for it." So the teachers are into it too and that's exciting as well. Well, for me it's, you know, I'm in no position to evaluate the tools here, but it's this looks like it makes sense to me. But what really excites me is the K through 12 vision of this whole thing. When I started on the board, one of my biggest issues was it was siloed by building with no crossover on curriculum, no discussing how this stuff fit together. And

107you could see the results that we got because of that. So having a total view K through 12 and having seeing how this stuff fits together >> gives me a lot of hope and excitement. >> Me too. >> Wow. >> Me too. >> In a way they track it >> right consistently which is cool with what you shared before. >> Well and that's the other part of this too like so there's two other different dimensions that have to go on to support this for our actually three. We could go a ton of different supports. Uh, one, when we talk about high impact strategies and some of these things happening for no matter if you're teaching literacy or math or anything else, we need to continue to train up all of our teachers those practices. So

108matter if you're in a math or a science or a social studies, you should be doing very similar that active learning going on within your classrooms. So how do we support our teachers to learn that and to do that and keep trying that? And that's one of our big things for next year in terms of making sure that happens. Uh, so that supports there. And then you've got the idea and concept of learning walks that are starting to be established where peers can watch peers and really help and assist each other and notice things. And we unfortunately education is a very siloed grade to grade classroom to classroom. No one wants to share what they're doing because they're worried about like I I don't know what they're worried about. But the bottom line is is

109we've got to work together and we've got to be on the same page so that we can best help our kids. And by watching other people you get better. I'll say in the last 20 years, if I can go back in the classroom right now, watch out because I've been able to watch some of the best of the best and you can take those tools and all those strategies and like so when I do uh any kind of training, I use that stuff to model it as well. And I think the third element that's in here that really is going to help assist with this is our evaluation system too. We're focused on specific things that hit these areas and these tools. So when we walk into those classrooms, these are some expectations we need

110to see um per the curriculum tools, per our universal tenants, they all blend together, the universal tenants and blend right in with all these curriculum tools. That's another thing we made sure that that aligned and that those tools also were high research based on Hadtie's work in terms of learning per year. So there's multiple stuff behind it. It's not just the tool you just go out and pick it. It's based on research. It's based on our our tenants to make sure that we can support it. And you know, again, I think just the idea conceptually like you're saying is that continuum. Uh we wanted and made sure that it wasn't just a gap from one part. I heard I don't know how many hundred times I heard like we get from the elementary world, then

111we go to middle school, it's like, oh, it's a whole new world. We've got to get to a point where the language continues. the rigor, you know, grows, but the language continues. So, it's not so shock and awe when these students walk into the next classroom. They're they're in routine. They got it. They start doing these things and they become more comfortable and confident in their own skills as they're moving forward. Any other questions about that? All right. Well, that brings the the end of my report. Uh, I know there's a few more things on there than usual, but I just wanted to give you and I appreciate you coming out and saying like, "Hey, I would love to learn more." And I think everybody I think can gain from that too in that learning.

112So, appreciate it. If you have any other questions or if you want more in those areas or we need to go deeper, it' be this is going to be good for you too is that once we get this going and rolling again and you can start hearing when you hear the teachers presenting, you'll know some of these things back and forth. But we'll we'll we'll review these because it's easy to lose track of this because there's a lot too. I will I think you have those documents, but if you need more information, I can always give you more as well. >> All right. Awesome. >> All right. Next item is uh new business. Uh we have two items to discuss. Uh the first one is discuss and consider approval of the following list of future

113contracts. So in our board packet was a list of all the contracts that we would issue um with our compensation model and the step full step forward which we're budgeted for for next year which is exciting. Um so the approval is just for the contracts to be issued for for the upcoming school year. So we'll look for approval of contracts. >> I'll make the motion. >> I'll second. >> Okay. And then when you're ready, uh Rick Matthew, yes. Gillings, >> yes. >> Hawk, >> yes. Humpner. >> Yes. >> Kerman, >> yes. Uh and then last item on new business is discuss and consider approval of one resignation. Uh so we have one resignation to approve today is Miss Dyke, uh fourth grade teacher at FLC. Um just want to thank her for all her service

114and great work she's done within our district. Uh Miss Dyke will also stay through the remainder of the school year. um just she just wanted to do what was right and get us uh early access to that information that she's going to move on. So look for uh approval of uh that resignation. >> I'll make the motion. >> Second. >> Okay. Enroll. >> Huck. >> Yes. >> Humpner. >> Yes. >> Gillings. >> Yes. >> Matthew. Yes. Gman. >> Yes. All right. That is our final new business item. And our last item is adjournment at 7:33 p.m. So this meeting is adjourned. Thank you everyone. Good night all.