NFDL Board Meeting Feb. 23rd

001Yeah, >> I have so much trouble. >> Good evening, Oral Nation, and welcome to our February board meeting. There's nobody else. Alrighty, we are back in open session. Um, our first item on the agenda is the board mission statement. >> So, the board mission statement is we will develop policy as representative of our community, set goals, and lead our district by collaborating. And those are built on three beliefs. Stand up and own it. We are one, courage to grow. Stand up and own it. encouraged to grow our individual uh beliefs in terms of like how might we when we're going through any kind of process, really be present, be part of this the process and learn from each other and learn uh a lot more that we can so we can best help and serve

002other people and then hopefully through that learning and together we can act as a we are one in terms of a team and really uh serve all of our students in this uh district. >> All right, thank you. Um, next item is our consent agenda. Uh, we have two items on the consent agenda this time. Our treasurer's report which is found in our packet. Uh, also adoption of meeting minutes from our January 27th, 2026 uh, board of education meeting. So, I'll look for a motion to approve our consent agenda for this month. >> So, moved. >> I'll second. >> Okay. When you're ready, Rick. >> Yes. >> Hawk. Yes. >> Happy. Yes. >> Come in. >> Yes. >> All right. And before we do it, I'll just let everyone know Rick isn't playing games on

003his phone. He's We had a technology issue, so he's working off our board minutes on his phone. So, uh, next item is board members share a moment of pride. So, anyone would like to start? >> I'll kick us off. And I think, uh, since the last meeting, we had the, uh, freshman flight night. So, uh, I I hadn't had an opportunity to attend those in previous years when my my kids were going into that, but, uh, I went this time and I thought it was really nice because it gave you a really good rundown of, you know, the different, uh, classes and courses that we offer. In fact, it even helped me with my uh junior going to be senior, you know, kind of help him define what classes he might take in his senior

004year. So, anyway, I thought it was really nice uh uh informative as a parent and uh you know, good to showcase the different uh courses and offerings that we have at the high school level. >> Katie, you can go. Yeah. Uh my daughter participated in Little Dribblers, so not sure if she's going to be a basketball player. She was there to chat with her friends, but she um had a lot of fun and they did pink out night. The kids got to come and get out on the court, which was cool. Um I also went to the youth night for boys basketball, which is awesome. Um and I think our basketball team has been doing really well, which is good to see. Um robotics teams, we have a lot of teams going to state, which

005is awesome. Um and then I just wanted to talk about Stephanie Fox's FCS classes. They just did a lasagna project, a community donation thing, and they made 25 lasagnas for I think it's called like lasagna love or something like that. Um, but a while ago, I got an opportunity to go see the cafe that she and her students run at the school and it's pretty cool all the stuff that she has going on just with life skills that she's teaching the kids. So, >> I've been stuck in basketball. So, I'll talk about basketball for a little bit. The girls had a a really good season. I think they finished third in the conference. Um they played their last regular season game, but Friday night they have a home game, which is the first tournament game.

006So encourage everybody to try to make the game Friday night. The boys have their last regular season game Thursday night at home. So hopefully everybody can make that. They've had a I think a really good season. They've they've won six games, which doesn't sound like a lot, but the last three years combined they've won three games all together. And the big news was they beat Laconia last week. The first conference win in about four years. It's been 55 straight conference losses. They finally got a conference win. So hopefully everybody can come out on Thursday night and then next Tuesday they play in Campbell Sport in the first round of the tournament. So good luck to both teams. >> And it was since 2004 that we had last beat I think. >> I didn't know that.

007>> Yes. Okay. >> So monumental. Yeah. Um, my month's been pretty much sports as well. I've, um, been attending my son's games and then when I can when he's not, his team isn't playing, I'm here to watch the Orioles, boys and girls. So, um, and then I stopped by the wrestling conference tournament for a little bit too, a week or two ago. And that was that was really cool because um I never went through the wrestling route when I was in high school and and that so I don't really understand a lot of it but it's just fun to see the excitement that the guys and the ladies now show out on the mat and after the match just >> yeah a couple repeats I had but one other one was uh forensics. I know

008that's hot and heavy right now. So I think the subd district was recently if not or is coming up. Um so best of luck on on their journey. And then um coach IAR I want to give some recognition to I think there's three of him because he's everywhere. So just I I appreciate his support with our kids and uh we were in the gym and he had conferences and his conferences were held in the weight room which I love because that's kind of where he feels most comfortable. So just really lucky to have him in part of our district. So >> all right, our next item is student spotlight for bands. >> All right. Um so I'm going to introduce um four students that have been working really hard. If you remember the last time

009I was with you in the fall, we talked about the creation of our power hour, which is our intervention hour that helps our students focus on their reading and math skills. So, I'm going to invite Owen, Amelia, Alex, and Brienne to come up here and two of you can sit here and then we'll roll up other chairs since I said that you guys could sit nervous. So, have a seat. And I want to put them in the spotlight because they have been working so hard and taking this time that we've dedicated the students to heart. And all four of these students have made tremendous growth this year. and I want you to hear from them what going through intervention and power hour has meant to them and some things that they're taking away from it.

010Okay. So, floor is yours. >> Brienne, why don't we start with you? >> Oh, okay. >> Um, my name is Brienne. I am in the eighth grade and my power hour teacher is Miss Gretz. Um, my reading score has increased by seven points. Um my words per minute uh has increased by 39 words. Um I have average of 45 minutes in reading and more than 50 minutes in math. I reached my goals. I reached my ready goals um on I Ready by using my earbuds so I can listen to like what the audio is telling me to do. Hope um I already is helping me in a way by like helping me understand my classes better more and I would like to give a personal shout out to Miss Gretz because she's helped me a

011lot. >> Alex my name is Alex Mundo. I'm in the seventh grade and my power teacher is Mr. Mickey. My Ring goals have increased by 77 points this year. My words have increased by 52 per minute and my average minutes on reading and math are more than 50. My goals and already have been reached by ignoring people who are trying to tow me off from my learning. Um, my ready has helped me by understanding more math and and skills. >> I would like to give a personal shout out to Mr. Smith for teaching me about fractions and making math easy. >> Owen, >> my name is Owen Si. I am in the sixth grade and my hour teacher is Mr. Score. My I already score has increased by 60 points this year. My weight per

012minute have got increased by 38. I have an average around 50 in reading and math 45 each week. I I let I reach my goal and I ready by motivating myself. I I is helping me as a student by get my skills better. I like I'd like to give out a personal shout out to Miss Weber for helping me with my work and keeping me on task. >> My name is Amelia. I am in the sixth grade and my and my power hour teacher is Mr. Flanigan. My I Ready reading score has increased by 69 points this year. My words per per minute has increased by 27 words. I have an average of 47 minutes in reading and more than 50 minutes in math. Each week I reach my goals in Ivetti by I trying

013instead of just guessing the answer. Idi is helping me as a student by increasing my grade in other classes. I'd like to give a personal shout out to Miss Towel for helping me with spelling and making reading fun. Putting in the time like our goal is to reach 45 minutes in reading and 45 minutes in math. And oftentimes these students are going above and beyond that. and um just the these students are the reasons why we're doing this work and it's proven you could hear by their um monumental achievements and increasing their points. I mean there's tremendous growth here in these four individuals and that's just a small sampling of what we've been able to do at FAMS this year. So once again a round of applause for our three students. Anybody Anybody have any

014questions for them? >> Any questions for them? No, but I'd like to say thanks a lot for coming and sharing this with us. We we see the numbers fairly often from everybody, but it's a little antiseptic. So to see you guys in person and to hear your stories coming straight from you means a lot to us. So I appreciate you guys coming. Hold on. >> All right, we will jump to our next item which is Horseman High School student council to share out. >> So, good evening board members. I'm excited to share some highlights from student council as well as updates from other clubs and activities I've been at Harrison High School for student council pinkout game. The student council recently hosted the pinkout game. The high school was decorated throughout the building and gym

015including a large banner in the hallway, a photo area and decorated concessions. During halftime, Christopher Serate shared facts about breast cancer while students collected donations from the bleachers. The total amount raised at the game was around $667. for parabuff. In addition, students participated in parabuff on February 12th, which was a friendly competition among classes that promoted school spirit and unity. The event included games and a surprise blindfolded dance challenge, helping bring students together in a fun and positive way. >> Can you talk to me more about the blindfolded dance challenge? >> So, they were just called down to play a game. They weren't told what it was. Okay. So there were um there was a song playing and they just had a dance and they were blindfolded and so whoever danced the best um that

016team won. >> All right. >> So was that all students or was there a staff member in that too? >> Only sits. Okay. >> But maybe was that Yeah. that >> I would have won. So I >> thank you. >> Yes. And then for Key Club, uh Key Club recently held a successful Crush Soda sale. The organization would also like to recognize Christopher Rosate for his significant contribution in helping build and install the new care cabinet, which is located outside of Mr. Westbrook's room and stocked with hygiene products for students in need. Members are encouraged to continue donating items to keep it supplied. Kid Club has also purchased a cotton candy machine to use at upcoming sporty events, fundraisers, and middle school appearances. The club is currently preparing for a spring event at Clammora Park

017where they will host an inclusive kickball game for students in special education from multiple schools. Event shirts will be created and final details are being still organized. For NHS, the National Honor Society will be hosting Easter readalongs from March 23rd through March 25th as part of its continued community involvement efforts. The mentor interest banquet will take place on April 20 12th from 5 to 7:00 p.m. the Sunday after prom. Senior goodbye information has been distributed and members are currently completing their final donation obligations which include participating in either the school supply or stock shoe drive as well as the critter junction pet supply drive and then s continues to create monthly bulletin boards to recognize and celebrate important observances such as black history month along with accompanyingformational videos. The group also created and displayed a

018video on TV promoting kindness and highlighting positive messages from administrators and students. In addition, SRE members continue to mentor FLC and ELC students. And for student accomplishments, I have the top 10 students of the senior class attended the flyaway conference at Mayville on Sunday evening where they were recognized and presented with plaques honoring their achievements. And that's all I have. Any questions? >> Busy times already. >> Thanks, lady. Appreciate it. >> Thank you. >> All right. Um, the next item is our clerk's report. >> Got a big one today. um on the donations from for backpack buddies from Wayne and Janice Shingan $50. And then all the following donations to back putties are in memory of Jerry Schaefer. John Julie Arthur $50. Ellen Ber $40. Mario and Jill Chow $50. Patrick and Lorie Dobs $50.

019Shirley Fox $50. Howard and Sharon Fryberg $100. Randy and Debbie Gorski $50. Beverly and Richard Hegner 25. Steve and Gail Hawk 30. Janette Mackey 50. David and Diane Man 50. Robert and Donna McKessie 100. Francis and Barb Reon 50. Diane Rzzoff 500. Shannon and Daniel Rzoff 100. Ronald and Kathy. Kathy Roberts 20. Deanna Schaefer 3,930. Timothy and Susan Shady 20. Kenneth and Susan Stefani 20 Troy and Pameless and Pam Step Paula Steper 50. Linda and Randy Stuts 25. And Donald and Susan Wallerstein 50. So, I would just like to say I I met Jerry the first time probably 40 years ago when our sons played little league together and recently the last year or two we've run into each other again as our grandkids are playing together. He's he's probably the nicest guy you've ever

020wanted to meet and besides that community oriented probably the most community focused guy I know I know he won optimist of the year four or five times. He just continued to give back to the community. So, a big loss and you can see a lot of people cared about him. >> Yeah. Thanks for sharing that, Rick. Thank you to everyone that did did uh make those contributions. Um, our next item is citizens comments. So, opportunity for anyone to share comments to the board. All right. We will move on and superintendent report. All right. >> Thanks, John. Appreciate it. Uh, good evening everyone. our superintendence reports just as always uh we break it down to four different sections and it's aligning with our strategic plan and the first one is learning academics our second is financial

021and operations our third is safe and emotional healthy schools and our last one is engagement and communication so we try to share pieces of evidence of how those things are happening and how it's moving us towards our goals within our plan. So we are kicking off tonight with learning academics and uh kind of goes in line with a lot of different things we already experienced tonight but we have a presentation from uh Joel Berdick who is with I Ready and it's going to share a little bit about uh that story and I'm sure Joel you've now got like four testimonies you can use on the road and you've got some great work there >> honestly uh can I drive from here >> um I too am in a lot of buildings and I talk to

022a lot of teachers administrators I don't always get a chance to hear from the kids. So, that was a special treat for me as well, uh, being able to hear from kids that I see on paper that, um, get to see the the real testimony of, the real things. So, first of all, I just want to say thank you to the board of education, uh, and Dr. Minnell for having me in. um you've been hearing a lot about I Ready and so um I just appreciate the opportunity to kind of share what's been going on in the district, the work that's been going on with teachers, um and what that implementation looks like. Before I get started though, I have to acknowledge um if you can't tell by my ears, I used to wrestle and

023so I always try to think of a connection when I go into a school district. Uh and usually it has something to do with wrestling. I did not know Jacob was on your board of education, which means that tells you I didn't look at any of your profiles before walking in here tonight. Uh, but it's just really cool to reconnect with an old friend from middle school, elementary, and >> yeah, world. >> Yeah, I saw your name come up a few times and I'm like, what the heck? >> Yeah, it's definitely good to see you too, Joel. >> Absolutely. All right, so um just kind of very high level. Uh, so I've been at this for um this is my 11th year at Curriculum Associates. So I support only Wisconsin school districts. Um, I'm part

024of a much larger team that supports the entire state, but I'm kind of the face of I Ready as it pertains to uh meeting with districts and and being uh available to do things like board meetings. So um you might be asking the question, what is I Ready? Uh it means a lot of different things. And so I just want to level set on what it is the district is doing with I Ready and the different components and how they tie together. So um first of all that top piece is called the I Ready assessment suite. Um and we try to bridge assessment to instruction. And so last year the district embarked and started using our online assessment platform. This year they are also now utilizing that blue side of the cube which is called

025I Ready online instruction. So the way that works is students get assigned lessons based on their assessment results. Okay. Now something that's been different over the last year and a half is how we are working uh in particularly with 68 students. So if you think about striving 68 students, ones that may be reading closer to a first grade, second grade level, um they do not engage with the same lessons that your first and second grade students are utilizing. That happens in a lot of programs with I Ready. Those middle school students that need those foundational skills in reading or math are getting lessons that are designed to engage middle school students but meet them where they are academically. Um so that's the first thing I just wanted to talk about in terms of the AI

026online instruction and how it's serving students. Um in addition to that, we're not just about putting students on a computer. So that that third part of the queue, that green side is our teacherled instruction. And so we're really looking for that blended approach of when the teacher is there, they're first on board in front of students. Uh the online instruction is that supplemental support that comes in and kind of helps fill in gaps, but it also extends students learning. So for your advanced learners, uh they would also be challenged as well. >> Can I just ask how this ties into the curriculum we're using? Like I know we're going through the math program and we've just switched reading not too long ago. So as we make this switch, how does that tie into or affect

027this? >> Yeah. So um it doesn't affect um how how the district assesses students in math and reading. So our math and reading assessment I already just they stand alone whether you're using our curriculum or another vendor's curriculum. Um, the idea though here is that it's identifying where students need additional support, but it's also going to tie to like the math curriculum topics. So, you have a math curriculum. We're working on uh fractions. So, what data from I Ready can teachers utilize to learn about their students and their their readiness for fractions. So I know going into that next week's lesson which students I'm going to need to provide more of that strategic support or scaffolding to to get them access into the grade level instruction. So there's things just inside the assessment that allow

028teachers to better utilize better group students in terms of learning needs. And then it's also going to offer them many lessons. So outside of their core math or core reading, I ready will also provide some like 10 to 15 minute lesson structures for teachers um that live outside of the core um just as another resource. Great question. Um the online instruction piece as it relates to your curriculums. So there's two ways that districts use I Ready. Um, one is, uh, in more of a supplemental approach where the the online instruction is going to be tailored to wherever the student is at, whether they're an eighth grader reading at a second grade or an eighth grader reading at a nth grade level, it meets them where they are. The other use case is as I deploy

029this new reading or math curriculum, what I taught in that lesson that day or that week, I can also do some teacher assigned lessons that mirror what we just taught in our core curriculum, whatever that may resource may be. >> Like for example, I'm teach I was teaching um at Trevor last week and I was teaching a poetry unit. Um we were talking about stanzas. So, I taught the CKLA curriculum with poetry. Taught it through everything through and then one of their supplemental activities that they did in addition to their like um online learning day on Friday was they did a teacher le instruction that was a poetry assignment that I that's I used as a supplemental piece. >> All right. So, um I'm here today to talk more about high level data like what

030we're seeing in the district. Um what we can be excited about. As with all data, it's one piece, right? There's other data points that you look at as a district. We're only looking at mathematics and reading and grades uh K through eight. Uh for this these particular examples, I do want to level set. You're going to see some bar graphs that have some color coding on them. Okay? So, what we're looking for is green. Um those are your students that are uh most likely all already meeting grade level expectations um all the way down to students in the yellow and red. Um and so it's just it's an indicator of kind of where their knowledge is against grade level expectations. Okay. So the first one you're going to see um is what we call the

031national norm from the winter of 2223. So green percentage of students that are on or above grade level, okay, are in the green. Your students in the yellow are up to a grade level behind and then so on. Two grade levels, three plus. And so the idea of this particular slide is to show you what the NA nation was doing. Okay, so there's like 15 million students um across the country that use I Ready. So we look at results every uh checkpoint, fall, winter, and spring. So this is the nation back in 2022 23 in the winter and so you can just see what the distribution looks like. Um as I fast forward this is the national year-todate norms. So this winter what does the nation look like? So comparing from the 22 to 23

032to the 25 26 school year. You can see as a nation um our our percentages of red uh have increased from winter to winter. Okay. The third bar graph is just comparing Wisconsin school districts that use I Ready. So right now there's about 28 Wisconsin school districts that use I Ready as their assessment. And so you can see again the red is actually creeping up as a state. Uh and then we have the district. And so uh the high level data here is that your red is lower which is good. Uh so we have less students uh that are considered multiple grade levels behind. your yellow just a little bit larger and then your green is just a little bit smaller than where the state is at. Okay. Now, the yellow I usually don't really

033talk a whole lot about only from the fact of decreasing that percentage because you have red students that are moving into the yellow. They're improving, right? And then you have yellow students that are hopefully moving into the green. So, that yellow usually stays pretty stagnant. Um but yeah, by the spring we would hope to see the green continue to grow. uh and the yellow or the red continued to decrease. So right now we've only really been looking at achievement results. Okay, the the exciting part is actually more on the growth side. But here's the district. So this is just North FondeLac. These were your color distributions in the fall. These are your color distributions in the winter. Okay. So good growth on both both sides of that. Again, I talked about the yellow usually staying

034pretty stagnant because you have kids moving in and out of that yellow category between testing marks. So, that's just looking at the district from fall to winter. Um, pretty good. Now, in order to get better achievement data, something has to come before that. Uh, and that's growth. So, we have to see a lot of growth before achievement really starts to change. Um, and I'm not just talking one school year. It's usually over multiple school years. by the time you start seeing achievement results, react uh to the growth. But the growth that we've seen in the district so far uh is relatively good. So, we're going to look at math first. So, the first thing I want to show you is this uh percentage. You can see it's from 0 to 100. As a district, you're

035at 66%. So, what does that actually mean? So, we don't take an average of all students growth scores and do an average. What we take is the median student. So if it's a thousand students, we're going to look at the 500 student. And what we're saying is the 500 student in North Fondelac has made 66% towards their annual typical growth target. Okay? So where should you be at halfway through the school year? About 50%. Right? So the median student in the district uh is at that 66% in terms of growth towards their annual target. Uh so a great start. So that's on the math side. Um, and then this really puts achievement and growth together. Okay? So there's four quadrants that you're looking at. I'm going to ask you to ignore that dotted line that

036runs across. I know it's tough. But if you really break this down into four quadrants, um, of course, every district wants to see every school in the upper right quadrant. And that would indicate that school is high performing, but also experiencing a high amount of growth. Okay? as opposed to the bottom left below that 50 would indicate not only is the school perhaps low achieving uh but they're also maybe not making the growth that we would want to see. Okay. The fact that all three buildings are above that 50th percentile in terms of growth means you're growing faster than the average school and as a district. Okay? That type of growth has to happen over multiple years um to really start changing that achievement. If you look at those two buildings that are right on

037that axis, um they're very close to becoming high higher performing uh with high growth. So, another year of this type of growth overall uh and we should start to see these buildings shift over into that upper right quadrant. Uh we also do look at this by grade level. Um so again, just looking at um that 50th as that marker. um nearly every grade level is above that. And so again, I just want to give kudos uh to the work that's being done here. Um we're outpacing growth uh to the average district across the the country and reading even gets gets even better. So, but before I move on from that, um this is just a highlight of a resource that you know um districts spend money and so we want to make sure resources are

038also being used and so this indicates that the online instruction is at a very healthy level across all of the grade levels. Keep in mind this is a pilot. Okay. uh schedules come into play. Uh where this fits in uh whether it's a math block, a reading block, during wind time, all of that has to take into account when you look at the the the minutes of usage. Uh and then the second metric I would point you to is the percentage right below that. So we look for time and we look for quality of work. The time most of your grade levels are teetering right on that 30 minutes. couple of grade levels are right in that good zone. But the number the percentage underneath that indicates the quality of the work that's being done.

039So we want to see it a minimum of 70% of lessons being passed. As you can see your kids are experiencing a much higher success rate. And so um this is this is fantastic. This is just mathematics. We're going to quickly take a look at reading next. Um, again, these mean the same thing. So, meeting grade level expectations. As I continue to scroll down, this was back in 2223 winter. This was the nation. This is the nation year to date this winter. This is where we are as a state. And then again, um, as a district, your red is lower than both the national average and the state average. uh your green in reading uh is actually higher than it is in math. Um and it's almost in line with the state and the national.

040So again, a testament to uh moving these kids out of the red categories into the yellow and yellow into the green. As we look at just the distribution shift from fall to winter, uh again, you can see we've uh really decreased the number of red students, although there's still a lot of work to be done. But I also want to call out the the number of green students or the students that are placing in those green categories I should say. And then as we look at growth for reading uh remember I think it was what 67% in math uh for reading it's at 77%. So um that's an annual goal and halfway through the school year we're at 77% of that annual target. As I continue to scroll down, this is uh I I smile

041at it because this is exactly what we want to see uh in a district, not where one building's down here, one building's up here, and one's over there. Uh systematically, they're they're all above the nation in terms of the the rate of growth that they're making on the reading side. So, um, then as we look at it by grade level, again, the 50th is that halfway point through the school year and the fact that we have all grade levels above that 50th percentile. Um, it's just again a testament, I think, to the hard work that teachers are are putting in. And then in terms of uh the online instruction and the usage, um, we see even a more consistent usage on the on the reading side. Um, and so I don't look at kindergarten and

042worry about that. I mean, there's a lot of screen time happening already. And so, um, again, just a really healthy implementation. We don't have schools using it for two hours, uh, you know, over the course of a of a week. Our recommendation is, uh, you know, 30 to 50 minutes a week of online instruction per subject. So, uh, they are doing of that. The last two slides I have for you, um, I read does serve as a predictor, uh, to the forward test. So, what you're looking at, um, blue represents percentages of proficiency, red um, non-proficient. And essentially what this is what this chart is saying is if from that day they took this test in the in the winter from that day forward if students didn't make any additional growth by the time they

043took forward that's what proficiency would look like. We know there's still well we know that's not true. There's still three months of school in between this test and when forward starts to happen. And so um in the system you can also look at well what if the students who are projected to hit their typical which is average growth if they reach their typical growth by the time the state test comes around what does that do to proficiency? So, it allows the administrators to kind of look ahead and really have some what I would say some meat behind um what we've set up as growth targets uh ambitious growth targets that are attainable but not out of reach. Um and it translates into real achievement data uh when students are hitting those targets. Um and then

044for reading, how are students projected to perform? Again, this is looking at it if they took it uh um in the winter uh when they took uh forward and then this is the projection if students just hit typical growth. What does that do to proficiency numbers? And you can see it drastically increases. And so that's why we set those targets. They're based on a lot of millions of students data across the country. And so um for that, I'm happy to answer any questions. Otherwise, that's my 30,000 flyby. Hopefully, it was helpful. >> Is that an oral joke? >> Any questions for Joel? >> How how accurate are these projections for state test? >> Yeah. So, uh I can have Dr. Minnow share our linking studies. So essentially what happens is we took the forward results

045um by state ID and we matched them to our I Ready students, right? And we looked at what the correlation was between where they were scoring in I Ready um and where they were scoring on the board exam. And so uh they are given what's called a correlation coefficient. So, anything above a 7 is considered to be an industry acceptable correlation between two tests. Um, I ready and it's a little bit different at every single grade level and time of year. So, fall, winter, and spring. Um, but all of the correlation coefficients are above a 085 and even some grade levels it's at a 0.9. Um, so I would be excited at the end of the school year, you know, when you get your uh forward results. We'll sit down and look at how well

046that prediction was working out um based on winter data and even fall data. So yeah, good question. >> Joel, can you uh speak a little bit to the So it's new to us, right? Can you give us is there a longer history behind you know the the programming that you know and and are we based on that and what you see are we on a good path? >> Yeah. So um Curriculum Associates has been around I believe since the 80s but it wasn't until 2011 when they started to kind of get into some of the digital uh aspects of education. So 2011, I came in 2015. Um, so I've been here 11 years and what I would say is, um, I Ready is by far the fastest growing assessment platform across the country. Um, so

047we predict to reach 25 million students uh, two years from today. I would say as a district uh, your growth is outpacing a lot of district's growth um, around the area. um of course achievement um you know not knowing what everyone's achievement levels are um so I can't speak from that perspective but in terms of the growth that we're seeing on the IRA assessments um it's it's fantastic um and so I'm encouraged now you know you can look you can dig deeper into the data and find areas in which maybe students aren't growing But overall as a district >> we are looking at those. Yes. >> Um and by the way those are in every district. Uh so that's not new. Um but yeah I would say as a district when you saw the time

048usage like on the online instruction. So that's one of the things we're always concerned about right not letting the online instruction replace any type of good teacherled instruction. And so seeing where all of those bands fell within that 30 to 50 minutes. Um sometimes we see districts using it 120 minutes a week or 160 minutes. And that's where we get concerned because there is a there is a diminishing return um uh or could be a diminishing return on time spent just online with our instruction. Sure. which is why we felt uh our research talks about that 30 to 50 minutes being the sweet spot where you're going to get the best bang for your buck without burning kids out on on digital programs. I think there's also obviously a lot more to it than that

049too, you know, beyond the asynchronous learning. I mean, the amount of work these two people even in this room right now and three, excuse me, right? >> It's uh the intervention part of it. So, beyond the computer, it's really diving deep. And you've heard that the last couple sessions that we've had with FLC and Trefer like, "Hey, I've really seen the data and I'm using the data to change my practice within the classroom or I'm using the data to instruct or retach some of these things that my kids are not getting the first time around, which is so different conversation that I've ever heard in this district uh in terms of like the teachers and the educators owning it because we're creating this culture of that learning, that systems of learning, and we've got the

050right people coaching up, helping, directing the programming to make it happen. Joel's been in a couple times just to walk with our middle schools and our elementary and that's also just another thing that helps and assist along the way. But again, we've got some really good things going on behind the scenes that are also driving this work to to have what happened with those kids today is there's so much more beyond the programming too, I would say. And >> yeah, I I want Yeah. So I just I want to make sure I leave here knowing that the perception is is I ready is not like the silver ticket bullet to you know getting better achievement results. It's just one of those things that's been put into a process. Um and that's really a data driven

051process by teachers to really try to lean on these results to help kids move forward in their learning. You know, a lot of times districts give their assessments three times a year and it really just doesn't go anywhere. And so that's the culture that they're talking about that they've changed. Let's talk about the data. Let's talk about what this means and what what we can do for for their kids next. So yeah, >> and teachers are asking the right questions, which has been really helpful. And Joel's been really great about us having I mean the teachers love having him come and just a new new fresh face telling and talking about the data is always nice. But he's been really responsive to responding to any specific teacher questions or like we have questions about how

052this kid tested and the the whole team at I Ready has really dove into making sure everyone feels comfortable with the answer kind of like the questions that you guys are answering those like why questions behind why are we doing this? What why does this work? those kinds of questions so that we are knowledgeable as we start to use I Ready the right the right way. You know >> any other questions for Joel? I I just want to thank publicly Joel for his responsiveness to our district and like again exactly what Cara is saying. You know, if we need any assistance or help, it's an email and a response really quickly, but also just it feels like we're being supported by uh some really great work and you know what he brings to our school

053district too. We're really thankful and grateful for as well. >> And thank you for being here. Nice. Appreciate it. Yeah. >> Thanks. See, Jack, >> thank you. All right. And then shifting right in alignment with this, we get to jump into the world of BAMs. >> All right. >> And I'm going to turn this over to you, Jillian. And you can take that. >> He champion. >> He was He was in my bracket my senior year. Jen, do you want to come up and sit up here, too? You should. You're part of this team. Let's go. Um, and I don't know if you've had that much conversation with Jen, but she's such an intricate part of this whole happening. And we're just super grateful. We got a amazing group of people who are making this

054happen every day for our kids. And again, without that support, this again is just an asynchronous learning pathway and we just keep moving forward and it's not really doing what we need to do for kids. So, >> all right. So, um, as we dive into BAMs here, there's an agenda that we'll follow through. We already did the student spotlight, but we'll do an overview of our achievement. We'll take a look at that SLO, um, as we did that midyear diagnostic and see where are we at right now. Um, and then I'll talk a little bit more about some action steps and how we're aligning all the work that we're doing to our universal tenants that I'm sure Matt talks to you a lot about. And then we will end with just talking about this culture

055of belonging. Give you an update on where we're at there. There's some exciting things happening in that area as well and just kind of talk about action steps moving forward when we come back to see you again at the end of the year. So taking a look in our um I Ready data, we will talk about reading and math. And if you take a look at that graph up there, you will see the winter diagnostic on the top, the fall on the bottom. And remember, our goal is to um get that green section to increase and that red section to decrease over time. And you can see that um we are indeed um moving the needle there um over time. And Cara's going to jump in in and out because >> because you know I

056think about that. So um as you know, we talked about with the last schools too where both of these graphs are so important because one shows where we're at with proficiency. Like Joel said, those kids that are slashscreen, if they took the the forward exam tomorrow, they would be testing uh proficient, but we also look at the tiered approach because that's more of what we're looking for as instruction. We have students that are going to be able to be at the proficient level due to effective tier one instruction for the entire year. Um which is why the the colors are important to be to notice the difference too is we yes, we we've done great work. Um but we to re have all those green reach green we still have half a year of of

057really effective tier one instruction to go >> and that's why it's important I know um Joel kind of talked about it. I already is just one piece of the work that we're doing. It's really digging into our curriculum. We got amplify coming on. We're going to be introducing illustrative math for um um math in the fall. And so that is really where we need to get instructionally sound. Um, and I Ready is just going to be a tool that we use to diagnose where our kids are at and better inform where some of the gaps are of our students so that we can better meet their needs moving forward. Um, if you take a look here, this again, we're just taking a look at our um our midyear um and fall diagnostics by grade level.

058Um you can see you know we're sixth grade um has really shown tremendous growth this year so far. We are taking a really close look at what is sixth grade doing with their power hour that might be slightly different than how seventh or eighth grader are doing to see if that is something that if it proves to be working by the end of the year do we want to replicate that in previous years. So we are taking a look at that very closely. There's a lot to look at too. Um, every group of kids is going to be different from year to year. >> And I'm sorry, can you go back? I can't. Um, can you go back? Sorry. Um, so at the top there with the typical growth. So, as you can see, we

059as a school are very one side or the other. And this is why CT time is so important because our teachers are diving into those students who are not making growth and diagnosing what that might be. if it's a um effort, is it is it uh scaffolds that are needed, you know, like that's that's the CT time where we're diving into that kids that are below those typical growths. But overall, >> great. >> Yep. And I'll talk a little bit more about our CT time and what we've been doing to revamp that midyear to get um more focused conversation around the data. So, more to come on that in just a little bit. Um, so if you if you recall back from the fall when we introduced our SLO at the beginning of the year,

060we wanted by the end of this year to have 45% of our students be proficient on the IRA diagnostic. So at the beginning of the year, um, we were at 23% and right now we are at 32%. So we've made some pretty significant gains already. Um, and that you got to remember we didn't launch this until second quarter. So, this really is only one quarter's worth of effort and work into it. So, I'm encouraged to see as we continue continue to keep the pedal to the floor um and pushing through the doldrums of winter that we can get through third quarter and we are pushing back our forward testing date as late as possible to hopefully reap the benefits of students having that additional instructional time and time within the I Ready um pathway. And

061as we've reiterated many times, our amplify curriculum is just as important as the work we're using with I Ready. All of those curriculums have gone through some greatformational text units. Um that definitely lends themselves to the growth that we're seeing in our students across um theformational text band as well. >> So we're definitely on pace um to get very close to hopefully reaching that 45% by the end of the year. So, um, I'm encouraged by the work that's been done so far and the results that we're seeing. Um, so if we take a look at just the ELA action steps and I tried to do a little bit of color coding from you. So, this is everything that I had from our last meeting. And so, for example, one of the things we wanted to

062do was collaborate across grade levels and content areas. We have a um a team time in place. That is an area that we want to maybe work on building some structure within that. But they do have a common um time in each grade level to meet and talk about kids and the data every day. Um and then we have our CT time that we meet every Wednesday. Um that is in place. And one of the things that we'll get down to a little bit lower, I'll just jump to it now because it's a nice segue. Um we in working with CISA and John Graph, we developed a new um agenda for us to follow within that CT time that's very structured and it's timed out. And we we start off the first 10 minutes just

063looking at our I Ready data and our progress monitoring data from the week before with the students that we're focused on. And we're focused on our lowest core trial of students. And so they're in there and they're taking notes of, hey, this student didn't reach as minutes. What's going on there? Was it an effort thing? What did you notice? Or was he absent? Um, they'll go into I Ready and see the lessons. Okay, he failed these two lessons in math. This is an opportunity for the math teacher. Okay, I probably need to pull and do some individualized instruction there. And so, we have four different components to our CT time um agenda. And I can tell you, and I know Dr. Mino has been in there. Um, it's very fast-paced agenda that we're moving through,

064but it forces them to stay on task and actually talk about the data and build action steps from this Wednesday until next Wednesday. I know I need to do X, Y, and Z with these students or I need to do a whole group reteing because I noticed on my formative assessment this week that 90% of my kids got question one wrong on that assessment. Okay, that's a reflection of something within the instruction that didn't um hit the target. We need to go back and revisit it. So, we relaunched that at about the start of um second semester, so around the end of January, but I'm really intrigued by how our staff has taken to this new agenda and we are actually getting some really rich conversation with like doable action steps every week. So, we're

065going to continue to keep that rocking. Um, coaching cycles. Um, >> can you talk I'm sorry for interrupting like just the account not I want to say accountability, but how do you provide feedback so that they're staying on that >> the right pathway versus going this way and that way? >> Yeah. So, they fill out the agenda. They're writing the notes of the the data that they're pulling, what they're noticing, their action steps that they're going to do. I review that. And part of um my protocol with Cara and Jen is we are going to be reviewing those agendas and making comments. So like last week after Wednesday's meeting, I went and made comments and then they make comments back to me because I said like you you made a comment eighth grade in particular,

066they have two students that just don't seem to be doing the minutes at all. They think it's a motivational. They try doing one-on-one conversations themselves. I said, "Hey, do you want me to meet with those students and have a different conversation and just try to dig into this a little bit more?" So, it's a collaborative effort back and forth that we'll make comments that way that they know that I'm in this process with them. Jen and Cara are in this process with them. Um, that's super important. >> Thank you. >> Real quick, so how real time like assessment type of data do we get? So, you know, I I know there's like a a fall, winter, spring that's probably more comprehensive, but >> how do we get feedback from the tool >> more regularly? What

067does that look like? >> Their pathways that they're on, the the minutes that they talk about is real time. So, and it tells you the like lessons that the kids are working on and if they're passing that the percentage is right, which is what he was sharing before, too. But they'll be like a orange or yellow triangle or orange-ish yellow triangle if they have so many that are failed or you know we we've been diving into like is it the wrong like how many times you click the wrong one because you know kids get strategic too. So, it's pretty responsive to if a kid has lag time or they're getting consistent ones wrong, it'll flag so teachers can review it. And then I Ready even provides a resource of what you could teach, like as

068an example of how you could support that kid with what they're seeing him struggling with. Um, so that the pathways is is great. I mean, we haven't took taken that step of doing uh that response to intervention within the power hour versus one-on-one conferring or conversations, but I've seen teachers take what they're seeing with the pathway and bring it back into their core curriculum and be using that as a as a tool. But in addition, the formative assessment pieces, I can speak to Amplify that there's an exit ticket every two days so that they can have that formative of the tier one instruction that teachers are talking about. And we've been really focusing on formative assessment this year at BAMS. Um so that we're constantly gauging and putting dipsticks out there to see where kids

069are at and are they getting what we're trying to teach them and if not pressing pause. We don't push through to get pushed through. We need to make sure that they're actually um getting the skill down that we need them to. Um coaching cycles. This is um a work in progress, but one of the things I'm super proud of and I'm going to give huge kudos to Carara and Jen because they're the drivers behind the coaching cycles. Um they have been going through and doing a full coaching cycle with each of our ELA teachers. They're on to seventh or seventh grade right now. Um and we have been learning a lot. Um, it's really important for me that when they go in, teachers know that this is a collaboration of them three and not me

070coming in as an evaluator. I really want this an opportunity to learn and grow and try new things and be comfortable and not be worried about what I'm going to say from an evaluation lens. I go in and do my own observations, but I do um get caught up to speed every week when I meet with these two to see what's happening. and we're we're noticing some definite areas that we need to work on, but again, this is a new tool and unless you have partners to come in and provide you feedback, you don't even know sometimes what you don't know. And so, this has been an awesome learning opportunity for all involved. The other piece that we want to um hopefully get more in place by next year is how do we go in

071and do coaching cycles with Jen going in and helping with literacy instruction, say in science and in social studies because they're always dealing with text in all these areas, but they're not the experts on how to teach literacy, but how can Jen come in and support in that area? That's something as we are teaching universal instruction practices for literacy, we'll be able to start doing coaching cycles hopefully next year around that as well. Um, we want to build professional development focused on universal best practices. We've been derailed a couple times due to bad weather. Like every time I have Jen scheduled, Janu December's was cancelled in like January. And then I thought it was going to be last month and like if this gets cancelled again, there's like an omen out there that we're not

072supposed to do this practice. >> And then we had a fire drill, right? >> And then we had a fire drill for Oh my gosh, it was Yeah. But um we do want to build that strategic plan so that we know specifically what we're going to be doing, not just right now, next month, but forecasting. We know that these are solid instructional practices we want all educators to have regardless of what content area and build out that that three-year plan so that we can make um some informative decisions in terms of how we are planning for those PD opportunities. Um I already talked about CT time and then the development of our inter intervention system power hours in place. Um and right now I ready is the big focus. Um we have that in place.

073One of the stuff in orange there are things that we added to our action steps. Um Jen and Cara take the lead on doing a a lot that we've done. >> They have done a lot. They do data digs every four weeks where they're going in and they're looking at every student. And when we talked about the students that aren't showing any growth, we're having conversations like what is going on here? What do we need to do differently? Do we need to pull them into an intervention group? Um, and we're really starting to dabble into the interventions, which which is super exciting. A lot of work needs to be done there, but I think for the first time, like our students in our ML population, they're actually getting reading instruction, which is phenomenal. And again,

074it's without them >> without them driving that, this would be an impossible thing just to do as a building leader alone. you need people by your side that are in there helping look at that data and figure out what are the tools that we need to use and then getting teachers trained up to run those interventions. Um so kudos to them >> and I would say we've been able to find so many students that we can celebrate if that we can do because of those data digs. So, as you heard from some of the students here, some have excelled in their growth in I Ready when they took the diagnostic. Some have maybe not excelled so much, but excelled immensely in their words per minute, which is huge as a reader. So, we've been able

075to look at progress monitoring data and I Ready data, the diagnostic data to be able to see where our students are testing and what growth they're making and what our next steps are. Um, we're always triaging data. if we don't feel like something is right, we have additional um diagnostics that we can go in one-on-one and ask kids specifically to. So, we're always trying to find that hole to fill as we've talked about many times um across K12. We're looking for the holes and we're we're bringing our shovels, man. It is more like a bath house sometimes, but yeah, we're getting there. >> I want to say it's it's really important to understand too, a diagnostic might have a hundred steps in it, right? a hundred different skills and we might be doing an intervention

076with a group of kiddos who on this one skill when they take that diagnostic you're not going to see a huge jump because it's still all hundred of those things are in that diagnostic but then when you look at that progress monitoring that can really drive your instruction and we have the steps of that progress monitoring so when they hit the threshold we're now going to move them to the next step but then they take that diagnostic and we were kind of when they took it, we were like, "Oh, no." But of course, they're not going to go over the whole thing. And so, it's always important to think of those little steps that we're working on in, you know, interventions that might not show up on that diagnostic. So, that's why these kids made

077such huge growth on the diagnostic shows that we just had to fill in a couple holes within that continuum for them to jump. So, that's cool, too. One of our biggest challenges we've had this year and we recognized this out of the gate is when we created power hour. The only hour it made sense was when this was um used to be win at um BAMS back in the day and then we at the start of the year we created a rotation because win was kind of a circus in the past because there was no tool in place. There was no no resources for teachers to implement anything meaningful. they didn't know what to do and they weren't provided any guidance on that. And so when once we got I ready, we're like, cool, we

078have the resource now that can really drive, you know, individualized instruction, interventions, all that kind of stuff. But this is also the same time when students that opt to take band and choir go to band and choir. And so then they miss out on that. And so we have been working diligently. Um, and I'll I got to kudos to the BAM staff because they're trying to problem solve. They realize, hey, we have this group of students. We're not seeing the gains because they're not in power hour. Like some of them still do minutes on their own because they want to and they know everyone else is doing it. Sometimes teachers will say, "Hey, you finished class early. Why don't you go ahead do an extra five minutes of I already if you're in band choir

079because you have the time." um grade levels are trying to problem solve and figure out how do we capture those students like during oral time or in other times. We're hopeful that next year in our master schedule we will be able to create a system where we won't have to worry about how we're going to capture all BAMP students. So that's really important to know because we know that that's an area that we're struggling in. But we are slowly starting to figure out how to capture those kids >> and we will we are progress monitoring any student in the school that's below the 25th percentile whether they are choir band or not. Jen is runs around with her little binder and she does some great progress monitoring to make sure that we're still capturing data

080on them and like Jillian said we're creating a plan to be able to support making sure that our our students who are uh showing struggles in reading are still getting time for that minutes. And how many students altogether with progress monitoring was the total? >> A lot. >> 96. >> Yeah, >> it was 70. I think it was 76 uh first semester and we are up to 96 students. Yeah. >> And so that's always adjusting depend on depending on what the data is and you know I give our staff a lot of credit. A lot of them went outside of their comfort zone this year to learn progress monitoring. You know, we have science teachers and social studies teachers doing it, math teachers where this you ask them to do a reading progress monitoring tool

081and there's like, oh my god, you just asked them to go through a haunted house, right? But Jen and Cara have gone in and trained these teachers so that now they're like, oh, this really only takes a minute and it's not that bad. I can do it. Anyone could do it. And that's what Jen and Cara have always said. So kudos to the BAM staff for stepping outside of their comfort zone because there's no way that Jen and Cara could progress monitor all those kids every single week because they're working all over the district. So that's ELA. We can jump at the math. Um you can see um winter again is on the top, fall is on the bottom. Um we are um growing that green section and shrinking that red section. That's exactly what

082we want to see. Here's the breakdown by grade level. And again, you're going to see that we're either we're either showing a lot of growth or we're not. And that's something we got to figure out. And I will say that I think a lot of that has to do is um we don't we have to improve our instructional practices in math. That's something that I've been working with all the teachers on. um working in those v vertical spaces and getting a a tool that is going to be um a continuum of what they're doing at the elementary. That is something that's been lacking here. So, I'm really excited that we'll be bringing on a new tool next year. So, in terms of math um action steps, um we have the the I Ready focus in

083place. I Ready is not just about reading, it's about math, too. Um and so students their goal we say is 45 minutes in both of those areas each week. Um most students are getting anywhere from 35. Um and then you have the anomalies where you have kids that are like hey let me show you how many minutes I did and I did it at home and I've got like 80 minutes. I'm like oh like go for it if you want to do it at home. Um we've been exploring a new math tool. We made site visits to both um Campbell and Manasha to take a look at CP CPM and illustrative math. Um and we have made the determination that we are going to go with illustrative math or IM for short. Um and so

084we are in the process right now of just finalizing that adoption, building what that training is going to look like. will do some work with our math department um 612 next month um during our PD session and then we'll be doing training this summer and then officially launching in the fall. Um and one of the great things I can speak to just BAMS I don't know what's happening up at the high school. Our math teacher are already looking at IM resources. are trying to figure out how can they dabble in some of those lessons now that would fit in to what our normal scope scope and sequence is just so that they can start getting a feel for it and experimenting with it. So, I really appreciate their willingness to just dive into something new.

085And then next year I will be adding on um an SLO for math. So, we'll have one for reading and math next year. Um universal tenants. Um so um two big areas that we're taking a look at for BAMS is evidence of high impact instructional strategies. So when Jen's coming in and teaching us a literacy strategy, my expectation is that everyone's trying it from our health teachers to science social studies. Um and we did some sharing um at our February PD. They have something they're working on that they'll share in a couple weeks. Um, and I think that because Jen comes in, she does an amazing job of modeling it in a friendly way where they it's, you know, it's a safe environment and they're like, "Oh, well, I could do this in my class,

086too." And it's just a matter of them creating something within their content area, whether it's working, working on vocabulary or something else. So, it's great stuff. Um, and so the two big areas that Jen has focused on so far is building and activating prior knowledge um, and explicitly um, teaching text structure. And I'll say that those are probably going to be in progress between now and through next year because we're going to just have to continue to build that toolbox and have Jen come in and do coaching cycles around that and to have me come in during evaluations and just giving feedback on what I'm seeing. And the other big thing that I'm looking for every time I go into a classroom is learning targets that it's posted and that teachers are verbally sharing that

087with students. Not just at the beginning, but they're somehow referencing it throughout their lessons. And then again at the end when they close out their lesson for today. And that's part of all of my e observations. I'm sorry I'm sick and I'm getting to the end here where I can't talk much more. um culture and belonging. Just a quick um update on our attendance. So, we have 95.4% of our students present every day and 90% of our students are not at risk for chronic absenteeism. I will say I've worked in other districts. Our attendance rate to me is unbelievable because I've been in schools where it's like 70ome percent. And I want to give a shout out to Carrie Nits because she is so dig diligent with monitoring our attendance, reaching out to families, having

088conversation, building plans. Um, I would say she is a large part of why some of our students that may struggle get to school and she helps get them to school by making those plans. So, shout out to Caretss. um behavior data, we have had 232 minors um so far this year and the big area that we're seeing is defiance, insubordination or non-compliance. Um we have 86 majors up to this point. That is an uptick um from last year at this time. I will say I think that what I would say what I attribute to that increase is for the first time I think Carrie and I are in tandem and we're we are holding kids accountable for things that they probably haven't been in the past. Um specifically around the area of like bullying and

089just being mean and disrespectful to staff. I mean we are sending some pretty um stiff um signals to our student body that that type of behavior is just not acceptable. um we should be all kind and inclusive at our school. So that I mean I don't know Carrie do you have anything to say about that? I feel like we probably holding kids more accountable for that than we ever have before. >> Yeah. And actually following the behavior matrix that we have in place so that it is consistent across the board um with those consequences that students are facing when they engage in some of those behaviors. Some of the other things like I'd like to talk about with when it comes to behavior is what's interesting is like uh you see up here um the

090majority of our behaviors are around defiance um and non-compliance and again the majority of them are in the classroom. Um but on the flip side when we did our um next path survey in the in the fall um 90% of our students are around there um said that they could able they were able to control their emotions or remain calm when they need to um or that they don't struggle with emotions. There's two questions on there. Um and so I think um part of what we have to do moving forward um is having students understand what those emotions are, right? And what it means to control those emotions because they think they're doing a great job. And not that they're not, but but the behaviors aren't showing that either. Um and so this just a

091couple weeks ago we just um implemented an actual SEAL curriculum um at BAMS that is going to is kind of geared towards those emotional regulation and what those emotions look like kind of where those emotions come from in your brain and things like that. And so we hope that um our data after that will um start to show that they can recognize what what emotional regulation means >> um and how that looks to behavior wise. >> It's a good segue. >> So um >> questions, excuse me, where there's 86 of them about how many kids are that is there a lot of repeats in there? So overall um when it comes to all the behaviors it's um about 30% of our student population that have some sort of uh behavior related issue. >> Is that

092majors and minors? >> Majors and minors altogether. Um when it comes to the um majors it makes up 54 students. So there's some repeats in there um that that we we see. So what happens when a kid repeats? I mean does it I don't want to say penalty or the are the consequences more severe if they keep doing this stuff. >> Sure. Yep. They they tend to will increase the the consequence according to what our matrix um says. Um and some of these students who we have seen repeat like repeatedly so more than two times um at that point then we're also inviting the family in to come in and try to problem solve together on how we can best support the student to be successful in school and then that having team meetings with

093the with the staff too. >> I don't know if you know but would it be more one grade more than the rest? >> Yeah. So interestingly as as we see um the brain development over time, we see that with behaviors also our sixth graders have the most behavior related incidents. Then seventh grade with the next lowest and then eighth grade with lower um you know and then we tend to see that moving along in the in the high school too. >> And we have shared the behavior data. We've done a couple updates with each grade level where Carrie puts together a presentation and we share that to be transparent with each grade level. Here, here's what your data looks like compared to the rest of the school. Um, and that's important that we do that

094with students. So, as Carrie had mentioned, you know, one of the things that we're noticing as we dig into these behaviors that there is a definite need for some education around some certain behaviors and how to manage and regulate um emotions. And so, we have been working closely with Kurt Whismer who has developed a grit seal program. Um it's a character education program essentially and it has brainbased tools. It helps students work on um seeing who they are, focuses on building leadership skills, real habit wiring. So even if you started doing something that's not the best habit, um I was in there doing a lesson with a grade level today. It's like rewiring. Like if you're always talking negatively, how can you rewire your brain to look at things differently and say rather than say,

095"I can't do that math. I can't do that yet. I'm in the process of learning it." And so the other big component is communication. Um you know I think in the past um the district had utilized seven mindsets. I'm experienced with that in other districts that eventually just wears itself out. It's like kind of repetitive. What I like about this, and I know we're only in the first stages of implementation, but having read through the scope and sequence and looking at lessons, this is some really great stuff where it's fresh every year. It's not going to feel like, oh, we did this last year. There's going to be a different twist. Um, and we're really fortunate enough that Kurt developed this as part of his side hustle and he's allowing us to use that um,

096information and teach our kids here. In fact, this Wednesday um, I think it's WBAWY is going to be here interviewing Kurt and some of our students about what they're doing because we also do a seventh grade grit class that's separate from the SEAL which we run during our oral time on Mondays. Um, we are seeing some great stuff happening with kids. I'm really excited. And Carrie, I'm going to have her share a little bit about it because she works um with Kurt on collecting collecting the data. If we're going to do something, we want to know is it being effective? Is it actually showing um growth in our students? And so Carrie is part of the data team with grit grit seal and with the grit courses up at the high school and at the

097middle school. She can speak to what it is she's looking at. um in terms of seeing is this being effective. >> So especially with the um the grit spark which is the leadership kind of program that um seventh graders are going through. What I did for first semester was compared the students who are in who went through that um with the student the entire student body of BAMS and how they compared with their behaviors with their attendance. Um and then they did a a pre and post um survey. Uh so it was a self you know identifying survey but about what their growth in their mindset was. Um and we saw an increase in all areas. So they had better attendance, better behavior um and then we saw an increase in um their growth mindset

098as well. So it's really exciting. Again, we're in the early um implementation. We just kicked this off the last couple weeks. We're dabbling with it. We'll be doing it now and between the end of the year, but next year we'll be able to actually start from day one and go through the entire scope and sequence for the year. And I think that's when we're really going to be able to start looking at that data to determine um if it's being successful or not. I will let you know when um when that news clip is going to be on WA WBA. I'll share that out with you. Um because I don't know if there if it's going to be on Wednesday night right away or not or if it'll be for a future broadcast, but I'll

099let you know. I know Kurt is really excited to showcase the work that he's doing with kids and to get some kids on camera, too. All right, looking ahead. So, we want to finish the year strong with Power Hour. Um we have the forward exam coming up. We are going to do it April 14th and 15th. um strategically putting it towards the end of the exam window because we want to be able to get as much instruction in as possible. My big focus is figuring out how do we create buy in with our students to give this their best shot and not just go through and click because that's what we see a lot. And so I think that our students have realized that because we've trialled with I Ready in fall and midyear we

100know their potential. So now they've been kind of awakened of their own potential in it too. Um I know we saw that at the high school as well where we had some students who maybe it's didn't perform on standardized tests ended up taking the I Ready and were at grade level. So it's like now we can put that confidence in students who that they can do this that they are showing the skills they have the skills um that hopefully we can we can have more of that buy into the board exam as well. And I and I think for the students at Bessie, they know that if they're not giving their all, someone's gonna follow up with them. Whether it's me or one of these two, someone's going to follow up on with them. And

101I think that has caught some students off the guard like, "Whoa, you actually look at that stuff." >> Absolutely. Because we want you to be successful >> and we'll come every week until it is. >> So that'll be coming up. Um, and then we want to con continue to um, delve into intervention options for our students because, you know, if we have solid instruction and we have I Ready as a tool that can help fill some gaps, we still have some students that are significantly behind. You can see that in our data. Those that are three or more grade levels, they are going to need more intensive support. And so, we have to figure out how we do that. Now some of our data that we've been doing interventions with those students have grown tremendously.

102It takes people to do that and people are in short supply. So that's one thing that I will task our administration about. We need to start looking at an interventionist um not just for reading but for math as well because it's going to take intense support to help those kids that are in the lowest part of our cortile and get them back up. Um big thing at the end of the year, reflect on our gains made and what our opportunities to grow for next year. That will help um build our action plan for moving forward and um building that strategic plan. Super excited about the work that the principal team is doing as we build that strategic plan around our PD for next year and for the years to come so that we can forecast

103that to our staff so that they understand we do have a strategy in mind and here's what the plan and the road pathway that we're going to take together. Um lastly, prepare for our math adoption. That's going to get um up on us really quickly. And then continue to analyze that SEAL curriculum and plan for next year um and see that whole curriculum through from start to finish. >> Questions for me? >> That's a lot. >> Yeah, it is a lot. But it's a lot of good stuff, too. I guess I think >> it's always cool to hear from when we talked in the fall what we're seeing now and then I just appreciate you Jillian always giving credit to everyone that's supporting it too. >> Yeah. >> So I think that's important that we

104have a lot of lot of folks that are going after the same goal which >> yeah it takes a village. >> Yeah. >> I feel like I'm just the conductor at times and everyone else is doing all the work but um I really could not do my job with in the literacy world if without these two. it would be impossible to take it on. Um the the creation of Cara's role was monumental for this district to get us on path to where we need to be and she's doing an amazing job and we just need to get Jen some more um intervention support. >> We're working on it. I said broke down twice. >> Good stuff. >> Maybe one more. >> Next year we'll be talking about math intervention. No, I appreciate you saying that,

105Matt, and we've talked in the past, but I think we should make it part of these presentations where you tell us what you need from us and what we can do to better support you. I appreciate you bringing that up and pushing us to make sure we're supporting you correctly. >> And I do think Matt and I have talked about there's going to have to be creativity in how we do that sometimes, whether it's adding on, you know, we need a little bit more of a math teacher at the high school. So, can we hire someone that can teach some math and also do an intervention role for us? I think in the world that we live in with finances, we're going to have to be creative and out of the box thinkers on that.

106It's hard to have a full-time interventionist. That's just the the reality of the situation. So, I'm not I would love to if you guys can find the money, great, but I I'm not going to be greedy. I would take someone even a couple hours a day versus not having anyone at all because it's impossible for Jen. she tries to do way more than she can. Um, and so we we have to sometimes put her in check, but she knows that there's a need and it's not going to be filled unless we find ways to reach kids with an intervention. And the work that Jen's doing with all of the data tracking is going to set us up for such success next year with whatever we can provide as support because we know exactly what the

107student needs for intervention. We know what works and what doesn't work and can hit the ground running day one. So, and sometimes it is a small hole to fill that was way back in like second grade for these middle schoolers. And when you fill hole, they then jump. So, without filling that hole, they will never jump. And so, I try and fill as many holes as I can. It's got a big shell that it's uh but it's imperative because they can't jump without filling that hole. we can't just keep moving on when we didn't backtrack. >> I'd like to add that, you know, I've been around, as you know, for a long time, and I don't think there's ever really been a time when we weren't trying to do stuff to improve our results and

108our kids. But what I've been amazed by in this last year or two is the depth of what you folks are doing and the tools that have been developed and that we're using to just drill down to these individual, you know, >> items that you're making sure they know and move on and just said I was going to mention that about not just keep moving through and when you're done we'll see you and hope everything goes well. You're make trying to make sure that everything is met along the way. very impressive. >> Well, and if we're giving shout outs, I'm going to give a shout out to Carara because I was the interventionist for two years and I worked with 50 kids a year and I had 15 groups a day and those scores over

109time have remained high. So, that's all I knew were the interventions. And Cara came in with an idea. I remember day one going, "We're going to do that with middle school." And she's like, "Yes, we are. and looking at every kid and coming in with a system that we could follow got me on board. Like, okay, now I know where we're going and what we're doing. And I didn't know that prior. So, for her to come in with this system and this idea and understanding of what work that we can jump on board with now, see the results, and move forward is all what Cara brought to this role and to our literacy and why we have what we have. >> Amen. Amen. >> Now we just need a man counterpart to >> I don't

110know if you can do your >> I like that. >> Any other questions? >> Thank you. >> All right. Thank you all for being here. That is it's really telling too that the support that you all have and what you give back and again everybody said it. I'm just so grateful that we have this team and these people working together every day because you're all in it for the right, you know, you're all in for the reason. all those kids that were here for, you know, that's like power and that's when we get energized and then to see it actually happening in a system and a process. >> It's good stuff. So, thank you very very much. Appreciate you. >> Have a good night. >> Thank you. >> Steal back. >> Thank you. >> You

111might want to. >> Yeah, I will. I'll do that. >> Hope you feel better. >> All right. Uh we're just going to continue on. Uh I've got just one more thing that in the the general sway of things as uh we've talked about uh let's have grab this back here for a second. I'm still figuring out how to use diligent community the the board minutes. So or the agendas on here it gets a little tricky sometimes but uh we're almost there. Uh so the other thing I wanted to share with you under engagement and uh communications is uh the the premise of let's fly forward uh concept. Let me see if I can find us here. See how I'm playing a lot with a lot of things here. I can just tell you there's a

112lot going on in a good way. Um, just got to go up here. It's to type it in. So, tomorrow night, uh, and Katie is going to be representative for the board. We have a design team, uh, meeting, and from that, uh, we are determining what's going to be going on at the Let's Fly Forward Summit. And hopefully I can get maybe not. Let's try this. Okay, here we go. You may or may not have seen this, but this is just kind of an excerpt of what this is all about. Um, but tomorrow night, uh, we've got about 11 people coming together. We've got, um, small business, big business. We've got, uh, some of our representatives within the area, uh, in terms of from the village itself. And then we've got uh teachers, we've got

113administrators, we've got non-teers, we've got board members. We've got a slew of about 12 people coming in. Mike Sloinsky is going to be facilitating the process tomorrow night. And tomorrow night's really, you know, kind of get to know each other, but also start the planning process for the summits in May. Uh this there's a pretty good template already. It's so it's more talking through with people like how does this look? How do you think, what do you think about this? Do we need to tweak this, that, or the other? But the bigger thing is really starting to get the right people into those summits like who makes up that 50 to 75 people. Uh and that's where we're really calling upon the people for tomorrow night to talk about that. But this is uh something

114I'll play for them and you can just kind of just check it out. It's a little bit more about what's going on. >> We are honoring our story, understanding our present and building excellence together as the school district of North Bond. Our mission is to create a place of excellence where individuals want to be. The summit is about co-owning our future, not just attending a meeting. We are gathering the community now because the landscape is changing and maintaining the past is not enough. We must leverage our strong traditions and supportive families to move forward. This is a 3-day collaborative working experience focused on shared learning, honest conversation, and contribution. It is a working summit focused on clarity and partnership. This summit is not a lecture or a complaint session. It is a shared learning experience

115and a structured opportunity to prioritize what matters most. The path we will travel together involves honoring our story, understanding our present with real data, and designing our future by raising the bar for students and families. We build excellence by moving to co-owning success. This involves grounding in reality, lifting strengths, naming challenges, and identifying partnerships. The summit will be facilitated with care and structure by Mike Sluinsky with the goal of ensuring balanced, inclusive, and outcome focused conversations. To ensure the summit reflects the community's values and voice, we are forming a design team. This team will shape the structure, flow, and focus of the May sessions. Community voices at the design table include representatives from large and small business, alumni, and local government, bringing various perspectives to the process. School voices include a parent, teaching staff, non-eing

116staff, two students, and administration and board representatives for a comprehensive perspective. The first design team meeting is scheduled for Tuesday, February 24th from 5:30 to 7:30 p.m. at the United Nations Room Friendship Learning Community. Dinner will be provided. Our shared commitment is that the school district is committed to listening and the community is invited to contribute. This is our district, our community, and our future. Ready to fly forward? Please RSVP to serve on the design team by Friday, February 20th. This work matters deeply, and we would be honored to have you at the table. >> You've seen this already. I know some of you are, but I wanted to show the public, too, just to show the process of this. And so, we will meet tomorrow night. I think we'll schedule one other meeting beside

117that and then set those dates for May and uh get it together so we're ready to go. So, it's exciting. and I think a great time for us to come together and hopefully um learn from each other and and grow too at the same time. So I just wanted to walk you get the names of the the panel that you're putting together so when we run into them I'd like to say hey thanks for stepping up. >> Yeah. So um let me see if I've got that right now. I can just get you that. >> Appreciate you stepping up for that. >> Yeah. Thank you for >> I'm sorry my eyes are starting to go you know on the Let's see here. Let's fly forward. Uh there we go. So this is and some of

118the people are not in here, but I'm just telling you this is kind of some of the folks that are coming in. We got we're working on representing from Burke because it's the only other huge industry in the actual Eriter besides us. Uh Danielle from Beans and Bites is going to be coming in. Uh Logan Kger is going to be one of the past alumni is working out. Sherry Bank is also part of that. our local government representatives, Chuck Cornug, um parent representatives Rick Thompson, staff member Adam Mickey, uh this changed Ron was at first and now uh Sarah Bedner is going to be our uh individual from Trefford. Uh and then our student reps are Emerson Price and Faith Luick from the high school. Dwayne Harkov is going to act as the administrative representative

119and the school board person is Katie. >> Very true. >> Yeah. So that's the start and kickoff tomorrow. We'll keep you posted on like minutes and what happens there just to keep it. It's very transparent. We're not trying to hide anything. It's just building what we can build for May. So any questions about that? The only other thing, and I think you all saw this too, or maybe you didn't see this because you haven't checked your email yet today, but uh this again talking about engagement and keeping our staff engaged in our our work too is and honoring like these people here, you know, and and this is something we kind of had held back on for a little bit just because we wanted to establish what that could look like first. So, uh this

120is we are we creating a staff awards this year for the first time. We hadn't been doing that in the past other than honoring our retirees, but we wanted to base upon our belief systems and our cultural playbook and then also honor some community members within it as well. So, uh this is just a general overview of what this is. I'll just play it quickly. You probably saw it today, but it's just again a great way to recognize the many great people who are making this. >> Let's fly the NFDL staff awards honoring the culture we build together. The Oreo Awards reinforce our culture, not just rewarding results. We are shifting from a trophy to a storytelling mindset. It's about celebrating individuals who consistently manage their quote 20 square feet. These awards are anchored in

121standard 6, professionalism. They track directly to the distinguished criteria in our cultural playbook and honor who we are becoming across the three core district beliefs. These are the 2026 awards. >> The Stand Up and Own It Award recognizes quiet leaders who do the next right thing. Winning behaviors include high engagement, reflection, ownership, and measurable impact on student outcomes or team effectiveness. The we are one award is for bridgeuers and culture anchors. Distinguished criteria include leading cross team collaboration, using inclusive language, advocating for the unseen, and active mentorship. The courage to grow award celebrates learnitalls who choose growth over comfort, distinguished behaviors include modeling vulnerability, actively soliciting and applying feedback, leading with innovation, and supporting peers through coaching or mentoring. >> The Rising Oral Award values who you are becoming, not just what you produce. It

122targets a firstear educator who embodies all three core beliefs. Stand up, we are one, and courage. They help shape the direction of the flock. The Oral Champion Award targets a friend of education or community partner. A champion mindset asks, "How can I help?" Mentoring students, partnering with schools, and modeling integrity without formal obligation are key. Our beliefs are anchored in professionalism, tying directly to established standards for ethics, collaboration, relationships, learning, and goals. Nominations are tied to distinguished level behaviors in these rubrics. Step one of the nomination process is the draft, a short digital form. Remember the golden rule, quality is better than quantity. Any staff member can nominate someone. Step two is show don't just tell the game. You must provide two specific examples. Describe the situation, explain the impact, and show sustained behavior. Give

123us the story, not just the adjectives. Steps three and four are fair play, handled by the officials. Committee review. The process is anonymous, and decisions are based on alignment to belief criteria and sustained impact. Give us the story, not just the adjectives. The reward experience includes a formal award, a customwritten narrative drawn from the nomination, and public recognition at the annual oral award celebration. The goal is to make behaviors worth repeating visible to everyone. What story will you tell? Review the distinguished rubrics. Observe your 20 square ft and submit a nomination to lift someone up. If you live our beliefs, someone will notice, even when you're not looking. Let's fly. Traditions begin now. If you live our beliefs, someone will notice. Nominate a teammate and help us celebrate the culture we are building. This is

124the ultimate guide to the Oral Awards. So, this is just an overview of everything I just said at the end, but >> this is partially me playing with AI, too, just so everybody knows. Uh, so, uh, some of the animations in there and obviously saw a whole bunch of different orioles and and you tried to program as best as you can, but just a little bit of play so we can get some more attention and also encourage some of our staff to use some of those focuses. It's like I believe in like AI where the human is prompting, AI is generating, human then touches it again, you know, and then we we have a product. And so that's kind of what I'm trying to model to in our practice here of putting some of these

125presentations together. Uh so people can see that. Um and you've seen a few of those too throughout the time already as well. Any questions about the Oreo Awards? It'll be the last day of the year. We'll do it as soon as the students leave. We'll have about an hour or so awards ceremony in the auditorium. you're all welcome to come uh and uh we can share some you know good celebration with the folks. Uh >> this is the May 29th, right? >> Yeah, May 29th, the last day at I think we're going to shoot for noon. So it's going to be noon to 1. We'll have some like a little bit of orders before. Um so people can maybe get some apps and stuff before running in there and then we're just going to roll

126with those and our retirements in addition to our awards and we'll recognize people for years of service, too. >> Okay. Great. Um, and then, uh, just final engagement. Fantastic. February is coming to an end. We've had some really good feedback from that. We had we've had dress up days for staff. We've had some food for staff. Uh, just I feel like it's the first time we went around this. And I got to give a lot of credit to Monica Knap. She came from Winnotti and she shared like this is something that we did every time and said, let's go for it. So, I worked with her and others to to make it possible. And big shout out to Natalie Roses and our cart our Chartwells team too supply food and prevent you know and our

127staff has I think been very thankful and grateful for you know some of the things we had smoothies was this morning as people came in they got smoothies so I think there was a lot of people just those little things uh that go a long way >> good participation numbers and in like the dress up >> in terms of dress up yeah we've had >> shout outs and stuff >> yes and so what we'll have like at the end of this week because we'll have uh we're going to do raffles, you know, and basically we got some gift cards, but also like some personal days, too, where it doesn't cost us anything. We can, >> you know, provide some of those things. So, people are excited about that. And >> we'll see just get some

128feedback from everybody once it's all over. >> That is all I have from my world. Any other questions that you have or pieces that I need to cover? Any questions? >> Okay, >> thank you. >> Uh we'll move on to our last item which is our new business. Um we have two items to can consider. Um the first is to consider uh the retirement piece. So that is that time of year coming to the end of the school year and first off we appreciate um our educators that are going to retire giving ample time for the district to find their replacements. that's how much they care I think about um the kids and the the staff and the rest of the district. Um so we do have two retirements coming up at the end of

129this year. First is Tim Williams. Uh Tim currently is at Treffort Way supporting the seventh and eighth graders. Um and then second we have Amy Co who's with our Horseman High School team. So both just uh abundance of tenure within the district and just support of our kids. So, I personally want to wish them best of luck on the next chapter and um I don't know if there's anyone else that wanted to share any words about them. >> No, they they've um been around a while and and have proven that they're excellent teachers and they're they'll be missed. >> So, absolutely. So, we will look for uh a motion to approve both of those uh um retirements planned for end of this fisc or end of this uh school year. >> I'll make the motion

130and and add um with regrets. >> Okay. >> Thank you, Steve. Second. >> Okay. And Rick, when you are ready uh Hawk, >> yes. Yes. >> Yes. >> Thank you. And our uh following item is consider approval of uh we have one resignation uh from Trefford Way, Zoe Shuinman. Um so looking for a motion to approve that resignation. >> I'll make a motion. >> I'll second. >> When you're ready, Rick. >> Uh Matthew, yes. Gins, >> yes. >> Hack, >> yes. Pumpner, >> yes. Grier, >> yes. All right, that is the end of our meeting. So, we will adjourn as of 7:48 p.m. So, thank you everyone. >> Thank you everyone for joining in. Have a great evening.