NFDL School Board Meeting 1/27/26

001Good evening, Oral Nation. >> Yeah. Oh, great. Awesome. I will hand that for you. Good. >> Good. >> All right. Awesome. We are back in open session. Um, our next item is board mission statement and agreements. So, our mission statement as a board is we will develop policy that is representative of our community, set goals, and lead our district by collaborating. And our beliefs are stand up and own it. We are one and courage to grow. Those beliefs are the foundation of who we are. The courage to grow is that we are constantly trying to learn from wherever we're at. We do that collectively in this room together or um a we are one because we need each other to be able to do that. And then we own it for our kids. And that's

002what bottom line when our decisions come to play in this room, we're we're thinking about the students of North Bonelac and how we can best serve them. >> Awesome. Thank you. Our next item is our consent agenda. So, we actually have a few items listed on here. First is our adoption of our minutes from uh the December 15, 2025 uh board of education meeting. Um second item is our treasures report. Uh both of which are found in our board packet. So, I'll look for a motion to approve our a consent agenda. >> I'll make a motion. >> Okay. >> Second. Then when you're ready, Rick, roll call. >> Kellings, >> yes. >> Hawk, >> yes. >> All right. Next item is our opportunity to share as board member uh a moment of pride throughout the

003district. So, lots of activities over the last time since we met. So, like we like to go first and steal everyone else's thunder. That's >> what we're laughing about. >> Yeah. >> I'll go first. >> All right. All right. So, today couple of user and participate in some of the student led interviews. It was an awesome experience. I loved it. Um, the kids were so nervous, but they did so well and I think like the life skills translate really well. We were mentioning like all the schools should do it because it was just really cool. Kids came gave a handshake and had to use eye contact and have a conversation. So, it was pretty cool. Um, and then also I wanted to give a shout out to Mr. Ron and Mr. Steve at FLC um

004for all the work that they do in the parking lot in the morning um before school. Mr. Steve has music playing now for the kids which is really fun. Um but yeah, they just deal with the chaos of the morning which is a lot. Parents coming in and out and kids coming in and out. I think they do a great job. So >> nice. >> So yeah, the listening thing was great today. Um it was awesome. The other thing I just wanted to mention was this the way the sports schedules work out. It's kind of unfortunate because the boys and girls basketball play together play mostly the same nights as as well as the wrestling. But I think it was a week ago Friday against my we had the girls varsity and the boys varsity

005play back to back and it was awesome. The gym was packed for the first time. They had the alumni band there so the band was playing and it was just a real awesome experience for the kids. So hopefully we can do that a little bit more going forward. Oh, I have a couple things. Um, in addition to today's interview project, which I'm going to jump back to quick, but I also was at Trefford recently for the poptart event. >> Did Oh, that's right. That was cool. Um and then last week of course the the schoolboard convention was again just another excellent experience um for recharging and um kind of um renewing why I do this and and know and why we're there. So, and then back again to the interview project. I we had no

006idea what the questions were going to be that we were interviewed. And so, I was, you know, kind of preparing what might they ask. And this question didn't get asked, but what do you like best about um being a schoolboard member? And while there's a a lot of things, that was what I like best when we're in the schools interacting with kids or just being there to show them that we're there, that we care enough to be there also. And um then I would encourage you guys, the other principles to let your staff know if there's stuff like this. You know, we all have interest outside of school day and can't always make it, but um I'd be more than happy to to come in and and add that support to the kids. So So

007that's that's what I >> Cool. >> Yeah. Well, I'll echo the the commentary on the uh interviews today and you know again just that it it's something that's valuable. It's good uh life skill in general uh for all of us to go through you know just how to hold a conversation, how to you know introduce yourself to someone and uh be present for their responses and things like that. So it was it was valuable and uh good good thing to be a part of. also been spending a lot of time with the wrestling team and uh last last Thursday uh we had a you know before the cold weather hit right we we had a a quad meet and uh it was also senior night so uh Travis and Landon and Alexander are are seniors

008as well as Hayden from Springs so uh it was nice to recognize you know them and uh you know see them doing well So >> nice. Yeah, I mean two things. One, um, if you follow our Facebook page, there are so many different events going on to be able to recognize everyone. But I think what's cool about it is a lot of people uh, take part in making the things happen. So whether it's incubator, whether it's um, robotics or any of our sports, honors band I think was on there a while ago. It just takes a lot of effort to get um, those opportunities for each of the kids. And then I was telling the board earlier today I had the privilege to spend 45 minutes which was plenty of time at the office with

009the ladies in the office at Horseman uh last week right at the end of school. And I just want to thank everyone that plays a part in that role and we were talking about actively listening. They had at least 30 kids come in with a different situation they had to resolve in in 45 minutes. And I and I know that echoes through everyone within the district in their day, but that to me was really eye openening on how they're balancing that and still making, you know, the rest of the work the the real the rest of the job uh happen as well. So just congratulations to them and thank you uh for all the work they're putting into it. All right, cool. Cool. Well, I appreciate everyone sharing. Lots of great things happening, so it's

010always nice to hear. Um, next item and tonight they won't be here for Horseman Student Council. Uh, typically in January they're not, but they come back with a full report in February. So, we'll plan for some extra time for them then. Um, and then our next item is our clerk's report. So, Rick, when you're ready, >> backpack buddy donations. We Janice Shigan $50. Howard and Sharon Fryberg $100. Darlene Hanky $100. Then Dick and Barby gave a peanut butter donation. and Mary and Joe Rasheski a food donation. >> Thanks to those guys. >> Very cool. Thanks for sharing, Rick. Um, next item is opportunity citizens comments. So, this is where if anyone would like to share a comment to the board, um, we just ask that if you do, please share your name, address, and then

011just try to keep it within three to five minutes. So, I'll open it up to see if there are any comments. Okay. See all the familiar faces. So, just want to make sure. All right. We'll move on to the next item. So Matt, it's all you. >> Great. Uh thank you everybody. Good to see everybody um part of this tonight. Uh we break down the superintendent's report into our four core areas with nurse strategic plan uh learning and academics uh safe and emotional healthy schools, financial operations, and then engagement and communication. And where we're going to start tonight, we have a special guest coming in from uh another location tonight. I'm going to have him introduce himself in just a second here. But uh when we look at engagement and communication, we are constantly trying

012to build our community and doing the best we possibly can to foster who we are and where we've come and what we can do in the future in terms of our school district. So we are um talking about uh leading a future summit here in this district in terms of just building and creating stronger bonds and trust within the district for all of us. And there is a specific route and process to do this. And with that, I'm going to turn it over to Mr. Mike Sloinsky uh from coming from Kakana uh school district. And I'm going to put your stuff up, Mike. So, I'll let you have this and go to town. >> All right. Great. Well, thank you everyone for allowing me to come in and spend a few minutes with you today.

013Um again, my name is Mike Sitzky and I'm the superintendent for the Kakan area school district. Um what I wanted to uh do tonight is just uh share some of our experiences in Kana around facilitating uh communitywide conversations. And uh so in the four years that I've been in the district, we have done uh five different community conversations. Uh one was that helped us to uh develop our strategic direction for the district and ultimately um turned into our strategic plan. And then most recently, we held four uh community sessions that revolved around our comprehensive facilities planning process uh which ultimately led to um our successful passage of a $198 million capital referendum last November. Um, so we've had just a lot of really positive success around uh working through this process and um yeah, just

014wanted to be able to share with you, give you a sense of what it looks like, feels like, and then I'll open up for any questions that you might have about that. Awesome. Um, so good thing is Kana and North Fond have the same colors. So everything is colorcoded here for you. Um so looking ahead and talking with some initial conversations with Matt um uh looking at how do we start building a backwards plan from a goal of having some community conversations in May and uh with this process it would really start you know post this meeting uh where Matt would be working to uh put together what's called a design team and so that's a group of about 10 to 15 individuals uh that represent various stakeholder groups throughout the community that would help

015to actually build the types of activities and conversations that would go into the ultimate uh community conversation event. Um, it's really great to have a a wide representation of key communicators and district promoters in that conversation just to be able to add their perspective around these are some of the questions we should ask or these are some of the activities that I feel like would be most useful for whatever you know the purpose of summit is. Then uh once the design team is invited uh they would have about a meeting a month uh where we would come together to really kind of plan out each one of the events the timeline for the day as well as generate a list of key people that would be invited to the community conversation. So, in Kakana, we

016invited the entire community, but we reached out strategically to some specific people um with individual invites to say, you know, that we really want to hear your voice at the table um in this and here here's what we're trying to do and would love for you to be a part of that. Um, a lot of times it's that extra little nudge of the personal invite that I think, you know, because it is an investment in t of time for people. And so when they're like, I I really feel like the district wants me to be there, much more likely to get a good turnout. Um, so late February through April would be those design team meetings, detailed summit planning, and that community invite process. And then in May, uh, ultimately, uh, running through the community

017conversations themselves. So what this looks like and these are all pictures from um different processes that we've had. The design team uh one of the things that uh we would do with a design team is develop um our key stakeholder groups throughout the community. So um those yellow pieces of paper on the bottom picture are uh different stakeholder groups like large businesses, small businesses, fan uh uh parents, um I forget experienced community members is what we call them. Um you know uh the people who then would have kind of like the knowledge base of the system and the community and all those things. Once we developed uh the categories, then that team went up and put sticky notes, as many as we could think of, underneath each one of those, like, hey, I know that

018Joe owns this business um you know, down the street. This is somebody that we want to have there. And uh and that helped us to really generate like um list of people that we would end up having individual invites uh to be look like. Um, it also helped us to step back and say, "Okay, we have like a whole bunch of parent stakeholders," which is great, and you obviously would want that, but we're really low on this particular group. So, you know, it kind of helps the group to, um, be a little bit more intentional about what the makeup would be. Um, we also, you know, invited any of our staff to be a part of it, too. And so, we wanted to make sure that it wasn't too staff heavy. Um, you know, just

019from the standpoint of that really shifts the conversation, especially, you know, our intention at that time was developing the strategic direction of the district. Um, we wanted to make sure that it in the end genuinely felt from the community like our voices were heard and we had a way to influence and impact the the direction. So, um, it was a great process that way. And then we also would go through like here's you know the agenda for the night, here's how much time we'd spend on the activities and and get input from the group as we develop that. Um so in the actual process itself, we spent a lot of time talking about the experience that people would have when they come into the conversation. Um so we ended up holding it in our high

020school commons. Um that's really the best space we have to host a large group in Kakana. Um and we set up the space where bottom right picture they walked in. We have a a big kakana arch. Um we had some registration tables. We had music playing. Um slideshows of different pictures of kids in schools. Um you know you know doing various activities. Um we had at the box into the actual event we had set up um big posters that kind of told the history of the district so people could stop in and see you know especially people who've been in our community for a long time. Just kind of um helping to tell that story right from the beginning that you know we are here in this present moment because of the people who came

021before us and there's a long history to where we got to and now we need this group to help us shape the next the next steps for the district. We also uh talked about making sure that we are using this as an opportunity to highlight our kids. So every our summit ended up being three different um we had two evenings and a morning and every one of those sessions we started off with something with kids. So we had kids uh lead in the pledge, we had music groups there, we had our dance team form a spirit line as people were walking into the event. Um, but it was just a nice way for us to showcase the great things that kids do every day in the district. Um, so then each activity that we did

022uh in order to create a a situation where we were able to get all of the voices um involved, but also make sure that we're able to like distill this down to actionable feedback. Um, we had a process that would start every activity with an individual reflection. So for example, one activity we did was about what are the key issues and trends that you feel are facing education in Kakana today. And so we would take a couple minutes then and people would jot down and kind of list out here like the top five trends and issues that I think that our community and our school is facing. Um once people got a chance to process individually, they were all in small groups at roundts and uh then we would spend the next uh you know

02310 to 15 minutes having each person at the table share out whatever it was that they were reflecting on for the activity. Um, so the whole table had the chance to hear everyone's full thoughts and we designated a facilitator at each one of those tables just to be able to kind of keep keep things moving making sure that you know there isn't any one voice that's dominating but everyone gets a chance to share. Um once the tables then once every person had a chance to share then the tables would refine all those ideas down to like here's our agreed top five. And so we have a process to be able to do that. So, I might have, you know, if we're all sitting here, you know, we're going to have 40 or 50 different ideas,

024but in the end of that 10 to 15 minute segment, we're going to get down to the five that we agreed on. Um, and what it was really neat about the way that we structured this is uh we ended up having 250 people attend and we intentionally had people seated at different stakeholder groups. So what ended up happening is we had people with vastly different political viewpoints, vastly different worldviews and experiences, different ages, different roles in the community that were sitting down across from each other and having a face-to-face conversation about education in the community that they care about. Um, and it it was a wonderful process that way, just being able to have empathy for another person's perspective, but also I think what we found is that just really that saying that we have

025more in common than we, you know, than we think we do sometimes when we come to the table. Um, so this this part of the process really helped our community to kind of come together around that type of consensus. And then the last part of the process is that every table then would go ahead and share out um you know what consensus they came to at their table. So everyone in the room can hear the collective thinking and uh we were able to then gather all of those different you know top fives from each one of the tables. Um, so what ends up happening is you run through several of these type of topics is that you get, you know, a vast amount of data, but it automatically starts to filter down. So you can

026really, you know, like as Matt or the board or, you know, the team starts looking at the community's feedback, it becomes a lot easier to be actionable. Um, because if you get 250 people together and ask them what they think about public education today, you can expect there's going to be a lot of different things. And there were those outlined opinions but this process helped it to come together to say okay these were the key ideas that really came directly from the community here. So, the activities and props that we did over the three days, uh, we started off with a community timeline. And what this did, uh, this activity, it was, um, actually a physical timeline on the walls that went every decade from the 1970s to the present. And it asked people to

027think about what were the things going on in the world at that time, what were the things that were happening in our community at that time, and then what was happening in education. And it was really really interesting to watch, you know, from students to um, you know, parents to grandparents to community members all being able to contribute to this co-constructed timeline and the common sharing and storytelling that happened with that. It was a great way to kind of break the ice um because people got to talk about, you know, their own experiences and and how that relates to the greater fabric of our community. Um and so we were able to then kind of go through and share here, you know, here are the big pieces that were happening in that time. As a

028new superintendent at that time, it was fascinating, right? Like the 1980s was when this building started came on and remember when we were talking about this and you know this big event happened in the community and it just really helped to build a common understanding um and pride. Then we jumped into the issues and trends. So key issues and trends facing the district and education. Um the next activity we did was mads, glads, and sads. So what's frustrating you about the district? What makes you mad? You know, what are you what's going well? What are the things that you really love about what's happening in the district? And and then what are the you know, those pieces that are um that are frustrating or sad to you? Um and so again going through that whole

029process everyone individually gets to share their experience but ultimately you get to this really like nice distilled version of these are the the overarching things that are going really well in the overarching areas that we could look to improve. Um another activity then we asked what are the characteristics uh and skills that you would like to see from graduates from our high school. Um, you know, and so like just hearing about the interview process that uh that you were able to be a part of, like it was a lot of the feedback around that. We want people who are able to look someone in the eye, shake their hand, be well spoken, be confident, uh work in a team, um you know, all those different things. And from that, we were able to really kind

030of reflect back on how our how does that manifest itself in the classroom as well as like in our social emotional curriculum that we have across the district. Then the the last activity is kind of um this was the last one that we did within the uh series of three meetings but it was about visualizing our future. So we had spent two nights talking through all those other pieces. We've seen a lot of data. We have a lot of conversation and then um the activity here was to say now imagine that you left the North Fondelac community for 10 years and the district has now gotten to work over those 10 years on all the feedback that we've heard and they've done a tremendous job at you know um taking those things on and really

031moving the needle in each one of those things and you're coming back to the community after 10 years. What does that feel like, sound like, look like? And uh so they were in small groups and they had to create a visual representation of what that was. Um it was very interesting to see what people came up with. We had um some that created their own newspaper headlines and so they went through newspaper headlines. We had groups that did skits um and reenactments of what they would see. Um we had groups that just kind of had standard posters and walked walked through it. But everyone brought, you know, some level of that to the table. And then we took the um the pieces that came out of it. So for example, in our story um we

032had purchased land um earlier in that school year. And so a lot of the presentations talked about like what would it look like if we built on that land um and were working to build something that would bring the community together. So, that ended up being something we wrote down is, you know, building an all-encompassing community campus. Um, there were ones about mental health, um, staff retention and things like, you know, all different pieces. And so, we had that all up on a wall and when everyone was done with their presentations, uh, we did what we call consens. So, everyone had a couple of different dots and they could go up and put their dot next to the thing that represent or that resonated with them the most. And that really helped us to kind

033of have a concrete way of saying, so here's where the community wants us to go with this. So like for us, student mental health was one of the things that resonated the most with people. Um working on staff engagement and and staff well-being was another one um that rose to to the top. But it was really obvious for everyone that uh who's taking part in that to see this is what the community said because you have that visual representation with the dots that way. Um the other and I just shared you know the other uh community conversations we did were around our facilities planning. So that came after this. It was a year or two after that we really started then um looking at the facilities planning process. It was actually informed by these initial

034community conversations, but the way we structured it was a little bit different. So, we did um short presentations of information followed by key concepts and and questions. So, we were looking at and these are just very Kakana specific examples, but we were looking at all the comprehensive needs for our facilities long term in the district and we're like we need your help to figure out are we in the right direction? what you know how do you want us to work through this? So we had I did a 10-minute presentation on elementary grade level configuration and some of the current uh challenges that we had and then we at tables asked these two specific questions. We gave people 10 minutes to talk about that at their table. Um then I got back up and presented uh

03510 minutes on child care and the childcare issues in our community and then asked them to come up you know uh reflect on those two questions. We had a hundred-y old middle school. So, same thing, just reflected on on that for 10 minutes and then had them have a conversation around that and then really just kind of an all-encompassing question at the end of like what feedback now that you've heard all of these things we're wrestling with, what feedback would you have? So again, we did that same process though where tables after they were able to talk and reflect, they shared out to the full group and then we took all that data and came back and communicated back to the community to say so out of everything we heard here, you know, here is

036what how you've helped us inform the next steps and direction. So just from a standpoint of, you know, some of the main benefits to this process and and having the community drive it this way, number one is engagement, right? like people are coming in to do meaningful work and they can see how what they say and their opinions actually will turn into actionable results. Um it creates a shared understanding. There were all kinds of things that came in through those conversations that you know someone came in with one thought and then somebody else at the table was like well actually here's the reason why that is or um you know I here's what I heard and you know people were able to really come together around a common understanding um not only of what's happening

037in the district now but what uh what the future direction is built a ton of trust and transparency ownership um connections and then really just a lot of pride um you know there was so much positive feedback coming out of that to say you know we really have a great community and a great school district and we're really excited about the future direction there. So I think anytime you invite that type of conversation in you know it's it's the end result is really positive. Um there was some nerves too. I mean this was coming right off of COVID when we did this and people were like do we need police there? like you know just with how polarized things were it was wonderful you know um as as we went through that. So I just

038wanted to share just a quick this is a minute and a half or so um video just so you can get a sense of like what is it what what is the feeling as you go through this event uh now that you heard those details up. Heat. they kind of get the, you know, the gist of that. um very intentionally low tech. So it is very you know face toface and and interactive with conversation that way. Um but also an opportunity for people to get up and engage in the activities as well as um you know sitting at their tables and talking. So um we would not have been able to do some of the things that we've been able to do these last few years without this. This really set a foundation for us.

039Um, and it's been something that over four years I've been able to constantly reference back to to say, "Hey, when we heard this and when we were a part of this, this is why this decision is being made right now or this is where that came from." Um, and then we have a plan uh every five years to kind of have a refresh, you know, where to bring the community back and and re look at where we're at and continue. >> Any questions or um wonderings around any of that? Well, that was great. I appreciate you sharing that that uh really nice uh you know, recap of how you built the the system. I So, just to confirm, you know, you put uh someone from the district at each table to help facilitate. Um so,

040in our um uh capital projects, we had someone from the district at each table. >> Okay. Um we ended up using our design team in the uh in the summit. >> Okay. So >> which is the team prior building the day. So you have individuals from each one of those at the tables with them. >> Yeah. And that just helped from a standpoint of having somebody that you've had a conversation with who understands kind of what the process is going to look like. And then sometimes they don't have to do anything. But if it's just if it's starting to get where one person is dominating the conversation to be able to prompt to >> keeps it on track a little bit. >> Yeah. >> Good. >> What's the size of the community in Kakana? >>

041Um so Kakana the city of Kakana is about 17,000. Uh we have 4,000 students. Okay. >> Um and then but there's 10 municipalities as well outside of that. What was the percent on the vote that you passed by? >> Uh we were um something. Um yeah, it was one of those that um we had not passed a referendum um in 30 years. um every referendum that either passed or didn't pass was like within a 100 votes. This was by far the biggest yes uh in Kakana. So um yeah, that was one that I thought was going to come right down to the wire but ended up not. And you know, I think part of it is just how you bring how, you know, each community is different, but we were able to I think help

042people be a part of that right from the beginning before we were even talking about a referendum. We were talking about the future direction, you know, and then some of the pieces about facilities came out from that versus the other way around, right? You know, >> so now you get time to reflect. It it went well. Is there anything that you would recommend like maybe something you would do different or something you would double down on? Like that was that was the moment. >> Yeah. Um so during the first summit uh after it ended if I were to do it again I would have written out like almost a white paper of here here are the concrete findings. I did it better in the second one when we had the facilities. Um, but one thing

043I noticed was that coming out of the summit because there was so much data that people kind of defined the summit based on what they felt they heard which is great and I think that's that's good to have part of that but then to have an official statement from the district saying and so here were the overarching themes and priorities that came out of it. Um yeah, and then I think um I in terms of like doubling down on stuff, I just think it's such a great opportunity to get people in the doors that maybe aren't regularly um a part of those things. So what are the opportunities to showcase the successes of the district and um put students and teachers and you know um kind of outfront in the spotlight there in a really

044feel-good way for people in your folders is a breakdown a little bit more specific to us but at the same time capturing exactly what Mike was just sharing next steps for us in the district here uh we're going to work on creating that design team and then start getting people together Mike is going to be along with us for the ride a little bit here just helping based on his expertise in the last areas just to help co-f facilitate or facilitate in some of these areas just so we have someone outside of our district who can you know come with no bias no nothing within that frame and really help execute the whole process uh for us moving forward. So, um, we will and hope to plan like within those first couple weeks of May

045having, you know, some days set up, but within the next few weeks, we'll have early February that design team picked and get people starting together to put something like this together. >> Awesome. >> Yeah. Great. Thank you. >> Thanks for appreciate it. Looking forward to working with you on this. This will be a really exciting exciting event for the community this summer. >> Just wear your orange and black, right? >> Yeah. >> We'll give them some. >> Well, thank you very much. >> Thank you. >> Sorry to talk. >> See you everyone. >> See you. Take care. Safe travels. >> All right. Uh flipping into another point. See if I got this here. Okay. Uh we are going to drop into two quick things so we can keep moving along here. Uh first we're going

046to talk about open and this is the financial and operations area open enrollment capacity update. And I've got a couple people here just to talk a little bit about this, but I'm going to pull this up for everybody and kind of how this whole process works. Um we got uh Brad's in the back here, Brad, Ranky. Elena's here as well helping us out. So, uh, what I'm going to say and and I'm going to, you know, defer to Monica too who's in the room as well, but what we try to do within this process and every year annually, you have to determine how many open enrollment seats are available for the upcoming year. uh open enrollment is that those extra seats that you have availability for within your population so that you can uh again

047allow individuals if they so choose to uh choose our district as the place where their kids will be served. So uh we have to come up with a grid and a chart and we share that with the board. We put specific numbers attached alongside each grade level in terms of how many additional open enrollment seats can we possibly and feasibly have in a comfortable way. Uh we do this based upon varied projections. So we look at a five-year projection. We look at uh open enrollments in the past years. We look at a lot of different factors to try to do our best to determine where things are going to be at. So we frame that. we do the best to get in that zone that will best help us moving forward and everybody else in

048the process but also keep us in a place where we can keep uh doing our our business really well. So that's the uh side of the open enrollment in terms of the per grade level. Each grade level has a a case load max and then we we come up with that extra uh number if we need to in particular areas. And then I'm going to turn it over to special education because that's a whole another facet of this as well because we also have to determine oh what does that look like in terms of open enrollment for other students to be able to coming into our area. Uh Brad Elena floor is yours. >> Absolutely. Um we kind of factor in the same things. Um you know just today I pulled numbers we have 256

049kids in our district that get supported through special education. Um that's like 18 to 19% of our population in the district which is a lot. So when you talk about state funding and how important that is to us and how we get through this stuff in a small district like this, it's vital. Um that's a big part of this and how we kind of look at these numbers and I'm not going to go through all these numbers but really looking at like you look at each area within we kind of broke it down within schools. Um just our cross cat our old pre um uh also our uh early childhood DC just different vision services Trefford speech and language just different parts where we look at each of those case loads. Um and then we

050took and looked at how many kids have we had transfer in, how many have transferred out, um how many referrals we currently have or have done already that will impact those numbers. Um, with all the interventions and different pieces that we have in place right now when we're looking at those referrals, I think in the past you' be, hey, would they qualify or not? I would say most of them do qualify now just because of the interventions that we do have in place. Um, which is which is good. We're getting sports that we need for kids. Um, and then what does that percent change? Um, that first percent should be 85%. Sorry, but uh good side point. Uh, slow math there. Um, but also then the open seat. So currently right now, I mean, as

051you look at our numbers, we do not have any open seats, which is very common, I think, throughout the state of Wisconsin and special ed is um we really look at those case loads that tell us a picture of how many kids that we do have in each of those departments, but really when we look at that, we need to look at it more as the workload. So the state of Wisconsin helps us look at that and say, hey, what are what is the time available to support those kids? what's the intensity of each of those kids that you need to support? And then do we have enough educators to support those kids? So when you start to talk about all those different factors in there, um those numbers become a little bit bigger and

052that's why we're sitting at those zeros is um you start to weigh in those those different effects of those. >> So can you just explain I'm not clear on the transfer in transfer outreach. Sure. What that mean? So transfer in is like kids who have moved in or moved into the district and >> that's after a specific date. So we looked at all of our transferins um after June registration. >> So they're coming moving into village north bondac special education services. >> So they're not enrolled in they're actually ours. >> Yep. Yep. They are ours. And then how many we also like to look at well what is that what are we gaining and losing when kids are moving out of North Fondac that may have special ed services. So that kind of gives you

053that number to say that's what's moving out. Um as you can see we have a lot more moving in than out. Um which is good also is creates challenges too definitely. So, and then just the referrals in general like um I think we do a wonderful thing in terms of our interventions and how we look at that and we're really really meaningful on how we make sure that we're talking about kids and disabilities that we go through that process and state of Wisconsin tells us what that process is. Um we have that data to say, yeah, there is a disability here and that they need support and help um to make it through, you know, their academic careers here. And um we do a really good job of that. Everybody within that space, many people

054even sitting at this table are part of that. Um and you know, that's where our numbers are. And I guess that's probably why we're sitting at zero is because we do take that serious, but we also make sure that we support our kids. That's a big part. Any any questions on that? Brad, any other questions in terms open enrollment in general? >> Just going back to the the first sheet. >> Yep. >> The spaces available. >> So the numbers the kids that are already open enrolled that are not part of that. >> No, they're not. So this is relation to that number, right? >> But we also have individuals exit too who leave either um throughout their K12 experience or as seniors. there's a significant amount of people do leave within our range and we

055do look at last year's numbers so that we can kind of balance it out as best we possibly can within what we have. >> So do you think on this on the spaces available how confident are you that those will be filled? >> I'm very confident. >> Yes. We just we uh we're an attractive school district and and people want to be here and and it's a lot because of um who we have in terms of uh making sure that our kids are served every single day from our teaching staff to our administrators to I think the culture that you provide to the these wonderful buildings that we're part of. Uh there's so much great things happening here including in a minute you're going to hear about our learning. So I, you know, these are

056all real big pieces in terms of I think what draws people here. >> Just one comment I' make. I I appreciate the fact that you're analyzing this and and looking at the what we can handle because there's always the potential for district to chase the money, right? Bring in as many, >> right, >> um, open enroll as possible and it, you know, we're not doing that. we're we're doing we're we're setting the numbers where we can handle it properly and the kids um benefit by that. So, just wanted to make that comment. >> Thank you. >> Okay. Anything else on the open enrollment world, Monica and Joe, I'm going to have you turned into the uh other operations piece on the five-year capital improvement plan. just uh talking us through the board has gotten that

057information but then moving forward. Um so >> everybody Joe Shider too our director of facilities if you haven't met him before yet but >> coming to this >> yeah so um just looking at some of the stuff talking with uh my predecessor Dave um had some stuff down and also what I've observed as I've been here for about a year now um came to Matt and uh talked with Monica and Matt and came up with sort of some stuff that uh I see that needs needs to be taken care of in the district. And as far as capital projects to keep the facilities in working order to help educate our children, um basically uh keep the lights on, keep the keep the rooms warm, uh give them a facility that's uh beneficial for them to

058be educated in. So uh with that there, just started on a five-year plan of what what do we need? um to help this year out. Um we are working on this right now between uh fund 10 and fund 46. Monica can go more into that there part of it, but working with her that um like the age of the high school normally a roof on a uh school is I know most of them have been done in the school district with all the renov uh referendums with all that have taken care of a lot of this here. But the high school which was uh built back in 99 is getting to 30 years above the expectancy of a roof. So and that is a very high cost uh for doing a repair on that. Um

059so right now we have um roughly I'm working on quotes on that there too and we're trying to see how we can fit that in. But right now, um I know went through it in a previous school district that I was at that um how much it the expenditure was for that and uh came up with. Basically, we're right around 2 million is what I'm giving a ballpark right now for, but working with contractors to get a better ballpark figure on that there. So, that's out in out there. We do not have that designated for. We're looking at doing that yet. Um, we do have some uh issue on some of the roofing, but we are able to do repairs right now yet. Um, they're not that where we need to do anything right now,

060but we want to get this out there for future things to do. Um, and that's what I came up on the list and came through. Uh, just one of the uh like the AC10, that's a air conditioning unit number 10. that is an AC unit that was that's a 1966 model air conditioning unit. So just it's something that's on on the Bessie Allen uh roof and it's working right now, but I did it needed to be put out there. So that's why that's on the list. just different stuff that is on there is what I have brought to uh Matt and Monica and that's where we're starting to get this list together so we can do future planning for our budgetary purposes for the school district. >> So Monica this none of this was in

061the fiveyear projection that we got like last month I think. No, no. We'll we'll factor that in. And the I think the key here is a couple of things. Roof replacement. You don't typically want to replace a whole roof, right? So, that's why that's broken down into four different replacements. You want to start getting it on a cycle because if we can fit some of it in a budget, maybe one year, and then you're not tapping into fund 46 as much as possible. Um, it just be calculated about it. So, Joe and I talked about it like what's the worst part of the roof that we need to work on first? because you're also setting up the people that are going to take our seats in the future for failure if we don't do it

062in a cyclical, you know, fashion. So, we're working on that. And then the five-year plan, it's you kind of look at that five-year plan and you go, okay, what can I feasibly fit into the budget? What's realistic that I might be able to massage into those numbers? So, that's why we put a year in there. And then, you know, the stuff that's kind of the outlier, like I don't have a million dollars that I'm planning on seeing from the state in the near future to build a concession stand, right? was going to ask, >> but you know what I mean? Like you have to get that on the radar so people know these are things that we have to we have to fix in the future or things that are on our wish list that

063we need to include and and so that's why it's on there with no year on there. >> So where is this concession stand? >> It's the track and fields right where it's >> million dollars. We we guesstimated, right? Like like think about how expensive it is to build and and everything's going to have to be ADA compliant. I know a lot of school districts have gone through concession builds recently and it's pretty close. Just the concession stands pretty >> I do want to make a couple points here though. The the first, you know, I don't know, five, six, seven, eight things on here are really needs. We're talking about Treffort window replacement. I mean, Tiffany, how are the windows over there right now? Okay. Uh to you know AC replacement at BAMS ELC steam piping.

064We're talking about the gym floor which has not been refinished in >> I >> from >> what I understand it's never been refinished. It's just it's it's been refinished not been taken down to the bare wood to be brought back to life. It h it has 25 years of varnish coats on it right now. And with that there, every time you put a varnish coat on it, it's make it's slipperier. I mean, you can you can mask it with different types of uh finishes, but it the correct way of doing it is actually taking it down to the bare wood again and then starting new. And then other things on here like for safety purposes. High school gym door replacement. Those things some of them don't even close. I mean for that part. I mean

065one of one is actually the hinges the mullen is actually bent that the hinges you have to put your shoulder in to open it up. So um that and the bottom of those doors are actually starting to rot out too. Um, >> I personally didn't have an issue with anything except for the concession. >> So, well, again, we I think it was just a throw out number right now, but >> you got to put something in there. >> I wanted an email this morning. Was that a typo? 100,000. >> I wish it was 100,000. And and this is something we have not had since I've been here at least um in terms like a five-year plan of just mapping out what are those needs and then sprinkling the wansson and then how do we actually

066achieve those over the time and being very conscious of what dollars and resources we do have in terms of like conditioning those to learning towards keeping our building safe, keeping it up to date. Those are some things that we have to do. Um, but we wanted to give just an idea, a rough idea, a draft to get it on your forefront. So, uh, you can give us input and moving forward and we will continue to update you in these areas as we move forward with our work and and again, it comes down to bids, it comes down to cost. I mean, there's so many different factors, but these are the things people don't necessarily think about when you're thinking about the school district, right? all these other add-ons, these resources. And when we talk about

067operational referendas, these are huge components of those areas where it costs a lot to run districts. And especially with inflation and other things that go on, it it's it's not an easy thing to make happen given the amount of dollars we get from the state. >> And nobody pays attention to the roof until it starts leaking. >> So, we have to plan for that. >> Okay. Any questions about the five-year plan at all? Okay. And now on to the main event. Thank you for your patience uh and everything. We're gonna flip over to FLC and their report and I'm just going to bring this up for you and you can >> I think there's a way to >> I'm just confirming this is the updated one. >> I believe so. It was the one that

068Natalie put on here. So >> perfect. If not, I will. >> All right. Thank you for having us. A lot of great things have been happening uh since we were last here back in September. I'm not going to read everything that I have on the slides, but I think just one of the things that I want to touch on in terms of where we've put a lot of focus um since the fall has been our grade level meetings. So in addition to our Wednesday CT, Cara and I meet um every other week with grade level teams and then Mr. Frankie and Mrs. Plotek also meet every other week then. So on opposite weeks with grade level teams, they have more of that SEAL behavioral focus and we're leading more um in that academic space. That

069time has really allowed us to do a couple things. I think first and foremost, it gives us a really good kind of indicator of where our staff is at. Just almost like a pulse check and a check-in. There's a lot of different things I think just on the plate in general, but act 20 adds a whole another layer of learning and just different compliance pieces that we navigate on the daily. So that's been really helpful in that space. And then it also allows us to kind of tie back to that universal tenant rubric and really talk about instructional strategies. So, for example, yesterday, um, Cara was able to share a resource with all of our staff around formative assessment and just kind of like put to the front, hey, this is a great podcast in

070case you want to again hear this information in a different way. We're able to get into, I think, more of the specifics in terms of what that looks like in classrooms. So, for example, every grade level was able to kind of share ideas. these are the things that we're doing in our class when it comes to uh formative assessments and opportunities to respond. So, it kind of makes that rubric, that tenant, uh those pieces come to life, I think, and allow us as leaders to really gauge where people are at with that. And like Lauren said, those grade level two meetings are super responsive. So, sometimes things get bumped. We're always with highest priority of needs. And like she was saying too, we're in that January rut. These kids are now our kids. And we

071are It's like having your own kids at home. we might get a little stagnant. So, we might need to freshen things up a little. So, just giving that opportunity for teachers to try something that somebody else has tried too. Yeah. Um, Miss Renzel here will talk kind of about bullet point number two in a little bit. Just in terms of win time and our interventions at FLC, we have focused um specifically with our SLO K2 in the area of phonics, 35 in the area offormational text. We're fortunate to have a tool such as CKLA that really drives a lot of our phonics worth uh phonics work especially K2 and then UFly is a very common intervention that a lot of our classroom teachers are also utilizing to kind of layer in that additional support informational

072text with 35 I think just that general awareness of like this is an area we're focusing so we're noticing teachers are intentional with bringing those texts into book clubs or into small group time just to kind of help drive those two pockets um of our building work, you know, further. Act 20 compliance. You've heard me talk a lot about this over the last couple years, but we had about 32 students um now that all of our data is in. So 34 is a little outdated. 32 students move above the cut line for that at risk for needing a personal reading plan. There's a lot of different factors that go into that reading plan and I won't get in the weeds with like how kids necessarily exit because there's a lot of things that I think

073we're even doing proactively to like keep them on because we don't want them to eventually flag again in the spring. So, we want to kind of keep that momentum going in terms of that work. We're using the DPI as a guidance for what the expectations are to leave a PRP, but then like Lauren said, we have very high expectations for our students to never have a personal reading plan ever again. So, we are making sure we're doing our due diligence, cross referencing data, and making sure that that student is truly successful in all parts of of literacy before that happens. And then what she's showing too is that's the correct me wrong, it's fall on the left. Yes. >> And then spring on the or winter on the right. >> Yep. And that's considered like

074at target within um next path. So, there's a lot of different data points that we'll talk about in a little bit. I mean, there's at risk, there's proficiency levels, there's tiered levels. So, we'll dive into that in a little bit, but yes, that just shows the fall to winter growth in both of those areas, which we'll show again in a little bit. Uh Beth Cook, she is one of our uh literacy coaches from CISA 6. She's who we partnered with uh with the structured literacy training. So, we have two more sessions with her coming up, one in February, one in April. And just again continuing that work in that space of making sure our teachers are all trained in the um instructor literacy that all right mute >> you want me to do okay. Yep.

075Yep. I number four in my brain. >> That's right. Okay. I got three. Um so historical data I think it was we were talking a little bit about like how do we also kind of show where we were and now where we are today. Last year we used Ames Web as our diagnostic. So we didn't have I already last year. However, Ames Web was still the screener that we used that was mandated by the state. It's not comparing apples to apples. And we talked about this a little bit in September because the state changed what they considered like the cut scores and the norms. So those allowed obviously some different shifting to happen. But you can even just see at a glance. I know this is kind of small, so I apologize, but how many

076kids were in the red fall, winter, and spring on oral reading fluency according to Ames Webb, which that's that statewide screener that we use. That's what all districts across the state and use. >> That's last year, right? >> This is last year. Yep. 2024, 2025. And here's where we're sitting right now um for 2526 fall and winter. So, even just seeing that red get smaller and our blues and greens get bigger. This should really make you smile, right? That's really, really good. It's really good. Um, so in addition to as web, we use I Ready. Uh, and you guys are starting to get familiar with what the colors mean in I Ready and all the pieces that come along with the data analysis of it. Uh, this is currently, these are really great visuals of

077where we were in fall and where we are now. Oh, look at that garden, you guys. Just warms my heart to see uh all that growth. Um you'll also notice that there is uh the slash green, which we talked about a little in the fall. We're going to talk about it, I believe, on the next slide. Uh versus the green. Uh the green means that that's early on in their grade level. Um and then the yellow is one grade level below. The red is two grade levels, and then if it's splashed red, it's three or more. So you can see how we are significantly growing um in our area of literacy at FLC. We also have that projection on there. Uh I already puts this together for us. So based on where our students are

078at right now, where would we be at if they make that typical growth now that we've done that second diagnostic in winter? Any questions about that at all? Looks really good. Yeah. Um so this is just a little bit more broken down. As you can see uh we have students who are testing at proficiency if we were to take that uh forward exam tomorrow. This is a projection of how many would be in that uh proficient is the slashed green. Any of our students that are green are considered our tier one which is what you'll see reflected in the um winter >> in the winter right there. So those are students who are projected to be at grade level at the end. Uh it is not currently the the all um proficient but it is

079all green which is tier one. Um and like you can see down there with the triangle our tier one is our students who are going or projected to be at proficiency just with universal instruction. And just a reminder that our huge domains that we're focusing on at FLC and pretty much in the whole district is phonics and thenformational um comprehension forformational text. Now I'm too zoomed in on you. That's okay. Thanks. Yes. So uh we just wanted to also show you that our students are making huge growth in their in their typical growth. So, um, students who have made 100% of their typical growth for end of year, you can see I think that's 38% on that first graph there. Um, that that's what our students are testing at already. Again, we only expect 50%

080for our students. But if we're going to close gaps, we need to make that stretch growth and we can only do that if our students are making typical growth first. So, we are already at almost 40% of students who are at typical midyear, which means we still have five more months to do so much more learning and increase that too. if you can tell my excitement about this is it's really uh super exciting to see. Um and our teachers work so hard on this so it's just this too. So uh overall we are looking at the phonics piece like I said in grades K1 and two um that matches with our ACT 20 um support and our interventions as well. Uh so the dot on there shows again if we were to take that proficiency

081of grade level at the end of right now this is how many are currently at um at that grade level proficiency. But we do look at that early on grade level as considered our tier one uh because our teachers are also doing support within that tier one too to be able to to make sure our students are making at a benchmark at the end of the year. >> I think this is such a good visual too because you can see the growth made from the fall to the winter in each of these areas too. So being able to see that shift and that jump four or the informationational text. Yes. Y >> can you pull over so we can see the grade level then on the >> and if you can remember from the fall

082third grade was our remember how we talked about how third grade was high. I remember I think you're like why like why is third grade? We didn't know right? Third grade is also continuing to to test high mid year, too. I think um we have many classrooms that have no students in the red. So, I'm in there now and enhancing third grade within two of the of the classrooms and doing a book club. So, I had 20 students by me on Monday and we were starting to work on main idea within book clubs all about snakes. So, all kids had different texts about snakes and reptiles and uh teachers are launching with that too. So, we're still continuing to enhance students who are showing that grade level uh proficiency as well. And that's been kind

083of fun for me, too. >> And again, you can see it's aroundformational text because that's what we're really trying to uh sorry, what we're trying to um focus in on >> in 35. >> Before moving on, just >> huge kudos to the leadership to There we go. >> Okay. >> It's pretty amazing. And I'm not pretty amazing. It is amazing. So, we're very fortunate to have all these players within our district. >> Okay. >> Including me. >> Thank you. Well, hi everybody. I'm Faith Renzel. I teach fourth grade here at Applec. Thanks Lauren for inviting me tonight. I'm really excited to be here and tell you guys all about our collaborative teams and our CT time, which stands for collaborative teams. So, this all really goes back to our belief. We are one. Everything that

084we do here is for our kids, for our students, which I include a picture of my class right here from our field trip to Lambo Field. Awesome experience for them. And this all we are one. Who does that include in the fourth grade team specifically? There's a lot of people. We have Mrs. Krider, Miss Chia, Mrs. Raan, Miss Dyke, me, uh Miss Finley, our special education teacher, Mrs. Fifley, our multilingual teacher, Mrs. Logan, Mrs. Chanel, Miss Miss Vera, our school interpreter, and so many more that I'm probably forgetting. But it wouldn't be possible to help our students without all those people's people to help fourth grade. So, diving into our CT times, the fourth grade team formally meets on Wednesday and Thursday mornings. Wednesday is more of a focus. We began to dig into the

085data at the beginning of the year looking at past forward scores looking at the bottom quartile and how we can address those student needs. And now it's really turned into all the other data resources we have now. I already as web fluency scores and our tier one instruction assessments. Thursday mornings, we are able to focus on the plan for our coming units, our coming lessons, and how we're going to support our students through those tier one instruction times. And and during the Wednesday morning meetings, it's super nice because all the school's educators are in the community room. So, we're able to go to past teachers even or future fifth grade teachers and say, "Hey, what are you guys looking for?" And we're just out there to talk to each other. even if our multilingual teacher

086might not be at our table, I can go, "Hey, Morgan, can I talk to you for a second?" And it's just really nice that we're all together and we can all really focus on the data towards our kids and helping their needs. During this time, we also plan for our win time, which stands for what I need, which is exactly it, what our students need, our small group instruction. My group specifically focuses on phonics. Now, the fourth grade team shares students across the grade level for the one time. So, some teachers focus on conversation and fluency. Other teachers focus on math. Mine is specifically phonics. I'm going to be completely vulnerable with you guys. I have students, there are students coming to fourth grade who don't know their basic phonics, which is letter sounds. So,

087with the amazing help of Jen Towel, who's been coaching me through this tier 2 instruction, I call her my fairy godmother because boy, she just helps me bring up all of that K12 phonics instruction to my classroom, which you don't really see a lot at fourth grade. So, it's just awesome that I can tap into her for those resources. She is awesome. And something really exciting with my group is that with those resources that they now have, they have grown so much. We are moving on to long and short vowel sounds and diagraphs, site word reading and spelling. And it's just really awesome just to see in the eight weeks that I've had them. I think it's around about week five, not including of course, but just to see how much they've grown. It's really

088exciting to see. On to multilingual collaboration. Mrs. Crater and I and Mrs. Feely, our multilingual teacher. We meet on Thursdays during our lunch period to plan for the supports in that tier one instruction in the classroom. Mrs. Feley always reminds us that multilingual students need time and a half. So, what does that look like in our CLA curriculum that's really fast-paced? This can roll over to our teacher choice time to one time to and create the those formative assessments and supports to help those students before we move on to the next slide. Any questions? >> How many uh students in your class? >> Thank you for asking because I forgot to say that I have nine multilingual students in my classroom. one being new to the country who doesn't speak any English and a student

089who's been here for a couple years but also doesn't speak any English and I would like to highlight one special multilingual student of mine. So this student this is her I Ready fall and winter data specifically for reading she has grown 58 points from fall to winter. Now points are points what does that all entail? Thank you for zooming in because I would not be able to see that. So in phonics she has gone from kindergarten. Sorry, can you zoom up so I can compare? Thank you. Sorry. She has grown a whole grade level in phonics. Kindergarten to first grade. She has grown in vocabulary two grade levels from first grade to third grade and in comprehension K to second grade. None of none of this progress would be possible without all of these data

090points and all these people helping these students every single day. And here is also her uh intervention progress monitoring. They get progress monitored once a week. Any student who is in a tier two or instruction to track their growth. So >> yeah, >> remember how we talked about that typical growth for typical growth versus stretch growth. As you can see over on the way right hand side, this child has insanely surpassed her for typical or his or her typical growth. And then if you scroll down, it'll even tell you that they are very close to their stretch growth already midyear, mind you. So kudos to Faith for continuing to grow her students >> and which that led overall an IE to go up a whole grade level from first grade to second grade and I

091ready reading and that is with the help of her intervention her supports in the classroom and through her win time cheer one support and her hard work. Any questions? >> And again, the reason why we do this is just seeing what's under the hood because we hear these things, we hear these data points, but we really don't understand what truly is going on. And the amount of work that these folks put in every single day, it's crazy. And yet to see that student go from where they were to now, that's again amazing, amazing, amazing stuff. and the fact that we're doing that like what great confidence for our full district that we're getting those things done. So kudos again. >> Thank you. Now I'm not used to talking to adults. It's normally nine and 10year-olds.

092So this is for me. >> That's about our grade level. >> They builds the best relationship with our kids, too. I've been able to observe her as a teacher and she just really makes everyone feel so welcomed and um yeah, she's just really fun. They enjoy learning. I think it says a lot too about teachers when they're willing to seek out that like additional coaching support like she had said. I mean being a fourth grade teacher not always having like the skills and the tools to teach that K1 phonics level and being able to reach out and partner with with a coach is awesome. Like I think that really is courage to grow too which is awesome. All right, few more slides here. Um just again these were some of the things that we focused

093on in terms of how we were moving forward with our K2 phonics and our 35formational text. We have purchased um decodables that are being very much utilized um K1 for sure. And then just Cara mentioned too like the whole concept about book clubs and being able to really target some of our kids who are even in the green in the yellow and really making sure that we're extending or enriching for our kids who are also um demonstrating proficiency and even if they're not just being able to um do some things outside of that like structured intervention within win time. The other thing I would just note here with just RTI, our academic team meets every other week. Uh one thing that I think we feel really good about as a building is a classroom teacher

094at any point can fill out a request for assistance. that's both an academic and it allows our teams to really kind of rally around the the student and the teacher and just kind of talk about what are we seeing, what are we noticing, what advice or supports can we offer as an academic team and then we just have that formal process and data tracking for that that next year's teacher. So that's been a really neat thing to see this year as well kind of carry on from last year. >> And then we're always touching base with that teacher. How's it going? Do you feel supported? Anything you need more more with? So once they get on that academic form, it's like we are continuing to offer that support. I love to highlight learning targets at

095the elementary because our teachers teach multiple subjects. And this is even an example of a special education teacher who has multiple groups. So you can see she has all of the learning targets for each of her groups kind of posted as they come in throughout the day. And this is just once again one of those universal tenants that we've been really trying to uh do well at FLC. Opportunities to respond and that formative assessment is definitely something we're still talking about often. But when we're really getting into the co-planning, especially during our grade level meetings, something that we often bring up with CKLA or that we hear our teachers say is there's so much here. There's so much within this lesson. So being able to talk about the learning targets and really simplify and have

096a clear, you know, focus area not only for our students but for our staff. That's been a really important piece for our just tier one instruction. Math data. I just wanted to include this. Uh we haven't forgotten about math even though we were super focused on literacy this year. Uh you can see here just the growth fall to winter. again seeing a lot of these gaps or a lot of these colored bands shifting. We had about 4% who were demonstrating that grade level proficiency in the fall. We've moved that up to 17 as a building. And then same thing with our uh growth down here. So this would be if students show no additional growth, which again we're on track to be showing typical and hopefully even a little bit above that. But this is

097where our numbers would sit again if the kids took a forward exam tomorrow. Um, in terms of the winter proficiency projection. Uh, lastly, just the whole idea of culture and belonging. There's a lot that goes into the teaching and learning bucket, but there's a whole lot more that goes into teaching the whole child and making sure that all of our students and staff and families just feel valued and appreciated. So, this will be uh waiting for staff tomorrow as they arrive uh to see tea time with some coffee and some donuts and some protein balls. Just kind of honoring all of the hard work that they've put in. Yeah, don't tell anybody. Um just honoring all of their hard work and I think we're always trying to like Cara said, just bring that energy to

098them because we know that this work can be exhausting and they're doing amazing things. Uh this is a picture of a kindergarten class. uh she had made the arrangement with her kiddos that if they all uh did their best, they'd focus, nobody rushed through, they would get pies in the face. So, we had a senior YA student who also got uh kind of looped into that as well, but really a fun moment for those kids. So, just trying to always make everything that we do fun and celebrate our wins along the way. Uh school connectedness. This was a survey that our third through fifth grade students took. This is just showing um that majority I want to say I'm sorry my percents are so small. Uh about 90% of our students in terms of school

099connectedness. So this is do I have a trusted adult? Do I have a like a friend at school? And then is there something that excites me every day about coming to school? So we're really proud of this just data point in general. It says a lot about again our staff and the work that we're doing. So something that we absolutely want to celebrate looking ahead. Um a lot of things that we want to continue to do. Uh promoting just that love of literacy. Cara did a really nice job right before the break kind of putting together a district-wide tablet view of all of the books that we're reading and just being able to share that love of literacy even as adults. Uh goal setting with our kids >> more so because I wanted recommendations myself.

100I said at that and I actually checked out two books from the library. >> Uh student goal setting just around courage to grow. This was something that I felt like we always did a really bad job with last year just like getting our kids to understand the importance of why we're doing this and like the work that it that it shows and to not rush and take their time. So we've been really trying to just build up that student like accountability within that space too. goals for our future as we head into semester two. Really making sure that we have strong tier one instruction. That's going to happen through all the things we've talked about. Learning targets, opportunities to respond, co-planning, all means all learner engagement. This is an opportunity for us to continue to

101grow. Uh this was a question in terms of like do I feel comfortable asking my teacher for help? And so this was a lower area for us. So, this is something that ourCCAL team is really trying to dive into, too, and just talk to kids about like when is it an appropriate time to ask for help. There are also moments where productive struggle is important. And it's not that they don't care about you if they're not jumping in and helping you in that moment, but just a lot of coaching and and some teaching opportunities around this as well. And then as you've seen, we are using data now more than ever to really drive our decisions in our meetings, in our um planning times where we're moving kids from group to group and how we're

102responding to their needs. So continuing to use those tools like I Ready and Next Path with all that we're doing. >> So the staff pretty accepting of this data approach. >> What do you think? Um, yeah. I think like if I'm being honest, it's taken us some time during that Wednesday morning CT time to really build that cadence of like take out the data. This is how we're walking through it. We have different parts of that Wednesday morning that to start we even were setting timers like okay spend 10 minutes focused on your bottom quartile and then now we're shifting gears and be focusing on this. So there's definitely been, you know, some some productive struggle along the way with a lot of that with our staff, but all in a good way. Like Karen

103and I talk about this all the time. The willingness is so there. It's just continuing to build up the skill and the knowledge around all of these things. So I would say yes. And they ask really good questions, which is good. Or something seems like it's hard. I always say if something seems like it's hard, it's probably too hard. You're probably too hard. So, let's make sure that we're saying that it's too hard or it's too much and then we can swoop in and and support as needed to which has been great, too. >> I also think we're getting a ton of outside support like with a lot of our new data tracking tools like Joel has come in from I Ready and helped explain that process. We've had Next Path people come in. Um

104we just met with Next Path actually on our uh cold day on PD day on Friday. We still had some teams jump in um with Next Path. So, we're getting a lot of support from our our data tracking tools as well to help guide our staff and help understand the tools we're using. >> Any other questions or comments for this group? >> I think it's I mean I think it's awesome. when I was reviewing it before the because I know we did a lot of different work over the summer this year and took a different approach and I was like man all this momentum is going into the the spring what happens in the summer this year but I think this data will also maybe reshape what what that plan is or could be right

105for support getting people ready for the next year so there's not that cliff of drop off that happens over the summer as much but no I think it's uh I think it's cool I mean numbers don't lie So >> that's because of effort. >> It's what it's great when you talk about the numbers dropping. I think that it's just leveling up over. So we know where we're at right now. What do we need to do to get to that next level, you know, and I think we've got teams that are just so dedicated and passionate for these students that, you know, to see this happening. We we just want to continue to make that happen for our kids. So >> it's exciting. >> Thank you. >> Yeah. Thank you all. And and we're really fortunate

106tonight because we get double the fun because Trevor gets to come in right afterwards. And the reason why uh we're doing this is because the data is still fresh. If we waited till April, some of this stuff would already be changed so much. So we want to make sure that Trefford also has that opportunity to share some of their data with us tonight and some of those experiences. So Fates, thanks so much for coming in and we're going to turn everything over. Appreciate it. I'll stay with you. >> Um, >> I'll stay here. It's a power class. Ready? Come again. >> I like it. Okay, great. >> Yes. >> All right. So, thanks for welcoming us back as well. Um, like Matt said, we have updated data, so we thought it'd be great to get

107it to you right away. Um, instead of I know last in December last month, I was like, well, in two weeks, we're testing again. So, here we go. Here is what we learned. So, not everything will be updated because our things have not been reserveyed since then. But, um, okay. So, some of these I blocked on mine, but are not blocked on yours. So, nope, that was a skipped one, too. Why? This is okay. So this is last. This is my December. >> Okay, we can make that >> shift. >> Should I? >> No, let's go to uh see here. >> That is not my updated data, you guys. That is a repeat of my December show for you. Grab it. Oh, >> we got it. That should be it. >> This is it right

108here. >> Well, no, that's just the wrong tape. >> Okay. Do you >> want to reach me with you now? >> Uh, yeah, that'd be cool. >> Go right over. Sorry about that. >> I thought I had the right one. >> Okay, just Try that. >> Sometimes this is a little bit close. Yeah, we don't want to. >> Oh, come on. >> January 25. >> January 20. >> Yeah. January Trevor. There it is. >> Yay. All right, >> let's rock and roll. >> Clever is always an interesting Oh, there we go. >> All right, so getting right into our achievement data looking at ELA. So, our I Ready our students took last week. Um, and this showcases here where we were in the fall and where we are in the winter. So, that dark green

109slash, we're at 13% at the start and we are up to 35% right now overall for ELA. Um, again, looking at our tier one instruction, we're at 45% up from 37%. So, really seeing some nice growth from our students in our achievement data. Um, I did break that down for you by grade level. So, you can look at our K through five, similar to FLC. Our K1 focus area is phonics and our or our K2, K3, K2, K3, oh man, K3 is phonics and then fourth through eighth grade umformational text. But a huge celebration for us is that 100% of our K1 students are currently mid or above grade level in literacy. >> Okay, clap. >> Three, two, one, two. Yeah. >> So, huge shout out to I mean Heather, Brenda, all the teachers at

110Treerway, the kids who are putting in the work. I mean, they're making it happen. So, um that is a big celebration for us at that grade level. Um and then sixth through 8th grade, we're still seeing some growth. Um we definitely have areas we want to continue to focus on, but a celebration there that we have that we wanted to highlight as we had in the fall a couple of our sixth students. Um this is in the area of phonics. So they tested at grade one and grade three in phonics at the start of the year. I also tapped into Jen Towell and she um introduced us to Heerty which we used a little bit last year too. So I've been meeting and working with some of those students on Heerty as their intervention and

111both of those students have now surpassed grade level >> just with that intervention and filling in that hole that gap that they were missing in their learning. And so again, just digging into that data to define like what our kids need and meeting them where they're at. Um huge celebration there. So our K3 again focus area is in the area of phonics. So this is broken down into what that looks like for those grade levels. So we jumped from 51% up to 72%. Um our goal being 80, we are right on track for that to be a thing as we move through second semester here. Um, personal reading plans are also a thing over at Trefer Way with it being a statewide mandate. So, this fall we had six new students um that had personal

112reading plans that qualified for criteria bringing us to a total of nine in the winter. We did not have any new students um requiring plans and we had two that met the exit criteria. So, also a big win there. And then these graphs show >> they're just from the AS web. They also put it into graphs two for fall. The first top one is the kindergarten. The second one below it is the first grade and then it's second and third. That's just the profiles of what our students at Truffford are um testing at. >> And we're looking for 20 over the 25th threshold test. Um and then our fourth through eighth graders, our goal is focused onformational text comprehension. So again, here are those levels. So, not as big of jumps as we'd like. 25

113or 25% up to 27% overall. Um, and we'll definitely be digging into that data and figuring out how we can do more, but we did still see really nice growth from individual students throughout there, too. >> And one thing that Tiffany and I took from the last time we met with you was that percentages for trucker looks very different than percentages for FLC. So, having the number of students next to it might also give us a better indication of where our work needs to be as well. just because there's less students. >> Yes. Um so as a school overall our literacy looks like it dropped but like we said if you look at that green we are going to be there at the end of the year. So we're excited about the gains that our

114kids are making. Um we also have an intervention time and progress monitoring that happens on a regular basis. So, of our 60 students, 17 at the start of the year um are specifically being progress monitored on a skill that we found that they needed to work on and build. And of those 17, 13 out of 17 or 76% are showing growth in their progress monitoring area that we have picked and then based on interventions that the teachers are doing throughout the school too, which is awesome to see. Um and we wanted to highlight a specific second grader um from Jill's class. So this student at the start of the year, this was where the student tested um across the board. So overall grade one, lots of K1 in there. Um and at the start of

115the year, we were looking at passage reading fluency. And you can see in this graph, it was kind of up and down. So we re-evaluated to figure out, is this what this student needs to be working on or do we need to look at a different area? And we decided that pseudo word decoding would be a better fit for this student. And you can see the trend line is now going up in that progress monitoring data. And then when we tested just now, this student is now has jumped up 57 points from the start. Uh the student has met the stretch goal for the school year already. Um you can see like surpass level, grade one, grade two, early grade two for all these areas. So huge kudos. So this is a student this yellow

116is our phonics. So the student is not green in our phonics which is our goal area yet but you can see all the growth the student has still made. I mean >> just I got to test the student for a while and just it was amazing. >> And I would just say just like on a personal level with her like the student is like the confidence has grown like so much more. You can just tell from the beginning of year to now. >> Yeah. hearing her read in her testing like she was like reading the passages and oh well I think I know about this or talking through her thinking like you can tell it's modeled in class >> she's been starting to read a Mercy Watson book and she was so excited that she

117could read it really >> and you can see here like in Ames web her vocabulary grew from 17th percentile to 87th percentile from the start of the year um and her oral reading fluency 19th to 21st so making gains across the um action steps that we're continuing from first semester. We're going to be digging into our current groups and data to see if adjustments are needed within groups and what we're doing. So, tomorrow at our CT, we're actually going to dig into the data from I Ready as a whole staff. Um and then our CT time, second semester, we're going to work on bringing in more student data. So we got to spend a lot of time first semester talking about the Trefford approach really building our projects our project based learning skills and now

118we're also going to be bringing in data that relates maybe these are skills that are taught within projects and we're bringing in data from projects still to do it but it's going to relate to those focus areas and have that data to support it. And I have Jill here to talk about our second and third grade classroom. um how are student needs being met in a multi-grade classroom? And one strategy that Jill uses is station rotation. So she's going to talk about that a little bit. >> Um yeah, so I have my classroom because we have second and third graders um very various needs. Um very advanced third graders and lower level second graders. So I set up um stations. Um, so at my class we have um like my station is like the core

119reading instruction um station. Um, Mrs. B, our IIA has um a writing station. Um, then the kids go to a silent reading station and then I have a word workstation and we've been really lucky to have the YA students from the high school come. So, um, last semester, um, we had Mallalerie and she kind of ran the word workstation and now I have a new, um, uh, Straa is there running our word workstation. So, we've been really lucky to have that to have that extra person. Um, so my real like focus in literacy like when we're um, doing those things is like I've make the reading and writing connection. So, like today we did characters. So, like in reading you think about the characters in your books. In writing, you get to create a character.

120So then Mrs. V in her group then is focusing on them make a character and then in my group when we're reading our books we're talking about thinking about the characters in their silent reading. That's their goal then is thinking about the characters. So kind of all bridging the gap and then in our word workstation is um so kind of going back I tie my like time into our morning meeting. So we do like a morning meeting every morning and then that's where I bring in like the phonics from the CTA or UFI bring that in and then the word workstation they get to practice that with the YA student so they get a little bit of >> what's the cadence on the rotation and how do they get through the whole rotation in the

121time period or is it split up in a couple days? >> Yeah. So no they go through the whole rotation. Um it's about 15 to 20 minutes depending um to go through. Each station is about 15 to 20 minutes. Um before like we start our rotations um like I always do like a mini lesson trying to keep it short of like okay today we're talking about characters. You know we read this picture book. Here's how I think about characters. Here's what you're going to be doing with Mrs. B in writing. So, um, we do a little bit of that and then they go into their stations and it's about 15 20 minutes at each station that they get and then, um, we come back and wrap it up and we always have a share out

122of, okay, like, you know, tell us who was the character you made today or when you're reading, what were you thinking about character you were reading about, you know, and so it's always about like making those connections though between reading and writing. So like if we're editing, it's like writers go back and reread their work, readers go back and reread their reading to make sure, you know, we did punctuation, writers add punctuation, readers notice punctuation. So really building that strong connection between reading and writing >> and a clear learning target for kids. At the end of the day, they know what the intended outcome is, you know. >> Yes. Yeah. That's so Yeah, that's always we always have the learning target. We start with it. They go through their stations and then we always end

123with it too of like a share out. So >> nice. >> Yeah. And you can see some pictures. Um so for our word work I had um we have like a sand tray so they can practice making their words of whatever parts. So like this week we were working on like um our controlled vowels. So like that would be what like car and like fern and all those kinds of words is what they would you um be making. Um and then sometimes in another picture you can see like we do partner reading. So usually like once a week I let them during their silent reading station they can read with a partner to practice. And we talk about like peer feedback. So during that partner reading, we've talked about, okay, listen to your partner read

124and then give them feedback on, you know, how they're reading. Um, that's one of what we've been working on at Trucker is just giving them feedback. >> Your brave soul has gradually. >> Oh, yeah. And it has not been spilled like And they're very good about it. And >> that's great. >> Yeah. And that's another good thing though with having the Y because she was there to help like >> modering it. But >> yeah, but they Yeah, they like it >> different. Um we have a a few different choices for their word work. So the the sand tray is one. There's chalkboards they can write on. We have um letter like um just like wooden letters they can make words with and then magnetic letters they can make words with. So if they get to

125mix it up and try to get a hands-on and we just got a little trampoline, so there might be like some spelling and jumping going on soon. >> They're really excited. Tomorrow we get to use They're so excited. It got brought this afternoon and they're like, "Are we going to use that?" I'm like, >> "Probably is happening." Any questions for Jill on stations and what that looks like in her classroom. >> Jill, how have you used like I Ready data for yourself and and I I saw one of your students was in here, but you know, how has that helped you >> as as an educator? >> Yeah, so I've actually pulled in um like the data from I Ready. Um, and on I Ready, they actually have like some lessons you can print off

126or they have like the skills that kids need to work on. So then like within my stations and my group, I pulled those, looked at like lessons for specific kids and then kind of brought that into my teaching in my um like groups as well. So it breaks down like those skills for you like, oh, I need these are the skills my students need to work on. Now I can pull that in. >> Yeah, that's good stuff. They've got great lessons that match with the students tailored to. >> Yeah. So, I've pulled those in especially for like some of my kids that really need like comprehension work. They've had some really they have some really good things that we've pulled in and used. Teacher friendly. Yeah. Just because also you have an IIA in your

127classroom that's doing a lesson too. So, just being able to provide, you know, interventions that are not canned but are like explicit in what we should be teaching and expectation is great. So everybody knows instructional assistance is IA for >> yeah just making sure everybody knows what that is helping out in that front >> and with or like I just go like off of the top of my head I already data out of my 12 students eight of them have already made their end of the year growth so >> that's awesome >> really exciting >> and you adjust your groups too right based on what's happen >> I actually did after just the I ready. We just adjusted. Um I took a look at the data and where they fell and um what skills they

128needed to work on and switched things up. So yeah. >> Sweet. >> All right. And then just really quick, um our math data, too. So similar, we don't have a formal goal this year, but still wanted to get that data out here for you. So fall to winter, we're seeing some nice growth in math as well with our students. Um, and then break down here's K5 and a celebration. Again, 100% of our first grade students are mid or above grade level. So again, huge shout out to the kids in our first grade class for working hard. Um, and sixth, seventh, and eighth. You may remember I said a big thing I'm doing is evaluating. Our sixth through eighth graders use Alex Math, which is an online program. Um, and I guess a celebration that I

129noticed is one of our sixth graders, um, this is where he tested at the start of the year and he finished, um, he actually started Alex math last year as a fifth grader. He got through the sixth grade curriculum already and then this year he's done uh, finished seventh grade curriculum, finished eighth grade, and is currently starting algebra. So, and you can see in his scores that like it really allows like this student, he's a self-paced learner. He like works ahead. He loves math. and the Alex math program allows him to really jump in. That's his passion and you can see that he is also knocking it out of the park in his math. So students like him, Alex math is a huge win for us. Um this just breaks down those domains. Um and

130we can dig into like what do we need to focus on or what areas may our students still need to work on for math. Um math action steps remain the same from where they were in December. Um, overall our road map, we want to celebrate the gains that our students are making. We still want to focus on how we can continue to grow across the board. And like I said, we'll really be digging into the data as a staff in the next couple weeks and how we want to make adjustments. Our universal tenants at Trefer Way stay the same. So, our learning targets looking for them to be displayed, shared with the kids, just the importance of the kids knowing what they're working on or working towards. Um, like Jill said too, connecting those two

131things. Readers do this. Writers also do this. It's an easy way for the kids to remember and make that connection. And then just opportunities to respond and getting that student voice in what we are doing. Any questions? That's awesome. >> I'm double wow. That's all I got to say. >> Really great. Great work. Great work. >> It's really fun. This has been really fun. >> Sorry, >> Tiffany Sheake Friday. Is that something? >> I got I've got it. Yeah, I need to um I know we're gonna have something for the staff, but we're also letting the kids put some voice into how they want to celebrate the games they're making, too. So, >> I have one list on my desk of >> trampoline park. >> So, yeah, I don't know if you surveyed your kids

132yet, but >> and then the kids, we do a Monday morning meeting the first Monday of every month. So, usually we'll take a couple ideas and the kids will get to vote and then we'll go with the majority of what our school wants for the celebration. So, >> thank you Jill. Thanks for being here. Thanks for all your work too, as always. Thank you. Thank you. >> Okay, let's get to see where my >> welcome. Good night everybody. Drive safe. Uh so the only thing uh that I haven't covered yet in the report is uh the implementation of I IC and and we've kind of touched on this a little bit in the past but looking at our system for student information. Uh we have had Skyward for a number of years and we are

133shifting to a way to make it a little bit more efficient for our staff as well as for our families and students. And so uh that implementation process has begun and we've started to work with the IC and infinite campus team. Uh we've got some really good resources this time around in terms of implementation processing. We are giving a a community passport situation where we can look at any time within uh and hopefully it loads here but anything that we need to look at in terms of training like let's say we want to focus on attendance they give you dashboards for automat courses and again hopefully this modes in just a second here. So, I can go under any of these things if we're working on uh trying to figure out, oh, we want to

134figure out how we administer behavior with Infinite Campus. What it offers is a course for every single one of these things and allows our people to get ahead of the uh step here. You enroll, talks about how many hours it takes. We know who's doing what or who's going through this process. We've selected specific people from the district to actually work through those specific areas. So we're um making sure that they get the appropriate training. Uh the IC team is very direct though too. We've got a uh a team leader. So we've got someone we're communicating with all the time, but then we have a specific person who's addressing certain areas within IC itself. The big thing and the reason why we shifted to this too is that um IC offers a all-in-one kind of

135package system through Skyward. We had to Frankenstein a lot of things. We had to pull things from other companies and bring it together, you know, such as like a messenger system. This all makes it part of the system that we're part of. So, um, everything from, you know, the base of student information. This has a special ed component where we get to go out for special ed work in terms of, uh, the Skyward area. Uh we we also get to go specific with some other areas where we are um making sure that our food service is part of that process like it was within Skyward. Uh we have campus me with voice so it's all cooked into the one area. So you'll receive that all from IC not just some separate entity. Uh the uh

136campus online registration will all be done online so electronically. So you don't have to worry about any of that. Campus payments will all be done through the system. We are not moving into campus analytics or campus learning. This is more of an LMS or a learning management system that we're not there yet. And the campus analytics suite is very similar to what we have for next path. And so we're choosing not to go there yet, but in the future we can see how that all works. Uh and then this is a big one, the campus workflow suite. What we're able to do with that is families can actually do attendance from their phone. So if your son or daughter uh was absent for whatever reason, you can do it right from the phone. So you

137don't have to email or call the school anymore. And that saves a lot of work on everybody's front um and makes it clean uh slick along the way. So uh it also the campus workflow suite for uh levels at the middle school and high school. It actually has a hall pass process so that you swipe your card, you go from like I need to use the restroom right now. It says basically how long that's happening. we can kind of graph that out. We make sure that the same person's not doing the same thing every single time, so they're making sure they get the most instruction whatsoever. But it's it's just a nice way to see all the flow within the school itself. >> So So this would replace everything that Skyward does plus the other

138sites. Like the payment piece is awesome because right now it goes to a another site, right, when you make payment. >> Yep. And like all your athletics, everything will be cooked into the same place as well. So, uh, coaches, adviserss, activities, they all have teams where they can look up that data right away. They'll be just connected directly to it. Um, I didn't keep it up, but just even the profile that you see as a parent, like immediately on the dash, you'll see your three kids or two kids. It gives you all the information. It even shows their grades, their attendance, uh, you name it. It's all their your lunch account dollars right in one spot. It's really, really efficient. It's not all over the place. And so we're excited for >> making that move.

139>> When are we making the move or after the school year? >> Yes, this starts this would start 2627. So we're waiting until we're completed here. One of the biggest questions we had though was building schedules the high school and middle school level, but they've accommodated that for us. So we're able to pre-build it in IC and then they're just going to take all the data that we have from course requests from the high school level and dump them in and we will have to do So our people don't have to make two schedules, >> right? >> Um it saves us a lot of time. >> That's cool. >> I think that about it from my report. Any questions about any of the things that we covered this evening? I I've just been thinking about

140this concession stand, >> you know, and I I understand those just budgetary, but that's that's way off. >> Yeah. So, we'll >> we will uh >> we're on track with that. >> Definitely see that. >> Okay. >> I think it's nice though that we Oh, that's right. >> I was just going to say um lost it. >> I'll talk ahead. Yeah. Um I think it'll be cool to see how that fits into our five-year budget piece, >> like having those two documents line up together now. >> And then like I really enjoyed um the Kakana coming here and sharing kind of how they're connecting to the community because I think that's what we've all talked about. How do we do a better job of that, right, as we move forward? And um I think that

141that's a great start to what we can do. And we're going to also have a great story to tell with all the results that the team are putting through. And I can't I want to hear them share with the community, right? Like >> all the the you know, uh all the results they're getting and just how they're using data and then using their skill as a teacher to really make make that possible for kids because those gains that's crazy. Like I don't know that was probably my favorite part. I know >> six years that was probably one of my favorite parts. I'm serious. No like just hearing >> those those personal stories. So because that's a three students that were highlighted. >> That's three of our 1500 and next time it'll be three more and

142>> that's how you kind of build it. >> So we had talked about having a kind of a budget meeting about the staffing for next year. >> Is that on the horizon here? >> It is on the horizon. So we will get together shortly. I mean again it comes back to what we showed you I think last time around or I believe in terms of >> what is what is the proposal like one staff two staff and making a decision on that moving forward but >> you wanted to make that as >> Yes. Yeah. And I might even do an emergency meeting just so we can get it into play but we're very close to determining that. We've had some other things come into play and including the special ed funding. >> Yeah. which hampers

143that a little bit in terms of direction of being conservative to in our efforts moving forward, but it just Yeah, I won't go into that right now. Katie, you were going to say something too or >> um No, I was this is probably a question for Mike. Was that his name? >> Yes. Yeah. But I'm curious how he got buy in from, you know, we talked about before how we have like the same community members come together to support the district. How do we get buy in from the people that don't? >> So I'm curious that a question for him and obviously he's gone now. So >> and I've been meeting with my this is the great thing about the networking and superintendencies. there's just so few of us, but yet we have such good

144relationships. And this is one of the reasons I was interested in it because we talked about this in terms of extending our reach. Uh, one of the biggest things was just messaging specific people, >> you know, almost going to the door and saying, "Hey, my name would you be interested in this is what we're having and this is what this provides." And showing them value added it, not just, >> "Hey, come to our summit meetings." >> Yeah. And I think because it's so interactive, yes, too. It's not just come see a presentation, right? >> Which is it's a way to share information, but >> then they're helping build something, right? Or at least their feedback can be can be then digested into a plan, right? >> And I think that that's how you really generate

145the buy in. So I I I think that was really nice to have uh Mike share, you know, what they did. >> Yeah, >> it was good to see. >> I thought it was the video, too. I don't know if you all noticed like cuz in my mind I'm like okay putting on one of events that's money >> right and we're in a you know part of trying to do it but everything had a sponsor on it. Yeah. Like even the table signs that table sponsored we have so many >> local businesses that do so much for us. And I mean just even by the clerk's report of all the folks that made private donations too. That would probably be a great place to start as well for for support. And each of those meetings,

146they had dinner or >> for everyone, food for everyone. We came in there and that was another cell to bring people in and be part of it too as well. So >> it's cool. >> Um I I only would say one more thing to John's point too is like I've been doing this for quite some time, but to see hear teachers say I looked at their data >> Yeah. >> and I saw this gap and now we did this differently than we were doing before. And then seeing that growth, >> that's what this is all about. Like this is really magical and that we got people who are on board for this. And it just again gets me excited about being here again. >> Yeah. >> Well, it reassures too like that's two different buildings,

147right? >> Two different teachers, right? >> So I know all the work that was happening three years ago, two years ago were, you know, we weren't happy with the results, right? But that foundational around communication, common language, all those things that were put into place, that's starting to be a result of it because, you know, I I have a better understanding of what they're doing now. They have a better understanding. I mean, she knew exactly how many kids were at age of 12. I remember like, you know what I mean? Like that's the cool part that I think we'll continue to see as we move forward. >> Cool. >> Good stuff. All right, we are on to new business. So, excuse me. We have uh three items on new business. Our first one is to

148discuss and consider approval for open enrollment capacities for the next school year 2627 which were called out before. So, I'll look for uh a motion to approve uh the uh open enrollment capacities for next calendar school year. >> I'll make a motion. >> Second. >> Jumped in there. >> Sorry, it's too quiet. >> Math. Yes. Gellings. >> Yes. >> H. >> Yes. >> Humpner. >> Yes. >> All right. Our second item is to discuss consider an early graduation application for this uh school year which was found in our packet. Um so I don't know if Matt you wanted to share anything else on that. >> Uh not too much other than this is our process for walking through this. they provide a reason for that going forward and um I think they have a fair

149understanding of where we're at right now and where we're going to go. So, >> okay. >> Y questions. >> Well, I would say when we put this policy into place, the board had some concerns or questions because it had we hadn't had an early graduation policy procedures at all. Um, so we worked with the administration at the time and set up some guard rails and and something that worked out well for those who fit the criteria. And this is a case these were this was a type of case that we were looking to say, okay, that's great. >> Yeah. So I'm all in favor of that. >> What's that? >> Well supported by our counselors at high school, too. So, um, we have those conversations and I really lean on them for where they feel

150this is at and they definitely felt this was a good thing moving forward. So, >> excellent. Then I'll I'll look for a motion to approve um the early graduation application that is presented to us. >> I'll make the motion. >> I'll second roll. >> Hawk, >> Yes. Owings. >> Yes. >> M. Yes. >> Yes. Okay. Last item is to discuss and consider moving uh the March 23rd regular board meeting to the Monday prior. It looks like for March 16th. And can I talk about this? This is vulnerability on my part. Uh I was presented with uh the ability to go take my son over to do an internship in the UK. uh it happened to fall under that same time and it doesn't happen too often where he gets to go over there and being

151able to move him in. So I'm just requesting on behalf of me uh to be able to move that forward. So it is a little selfish on my part, but the week later is spring break which I mean after the 23rd is spring break and I know you all have families and things like that and you're going to be connecting that way. So, I was uh looking at if we could look at the 16th as a possible date moving forward here. >> Yeah, I'm I'm fine with this. You know, going back to my last discussion, this this is one of the uh you know, reasons that we would do this. Um you know, if nothing else, can't have a meeting without you here, Matt. Um yeah, and then there was one other thought I had

152on that, but um Oh, how does that play into the deadline to getting out like not the contracts and that's kind of a mid-March kind of thing. >> Yeah. Uh we're still working on that area, too, because that fluctuation can be anywhere from that February all the way into April, May. So, it'd be nice to be able to get contracts out earlier for our staff so they realize, oh, we are still moving forward with that. And I think >> versus last year, we had to wait until after April to get those contracts out due to the referenda. This way, if we can get those out earlier, if you know, if it's March 16th and we get those approval on that day and start getting those out, that's I think >> great, too. >> I agree

153with that. I think I mean, if we can make a push to try to do that, >> Yeah. Yeah, especially in light of the cuts that were done. We don't want anybody to start looking other places. >> That's just to keep an eye on. >> It's great. >> Good call. All right. I'll look for a motion to approve the moving of the March meeting from the 23rd of March to March 16th. >> So moved. >> Second. >> You ready to meet when you're ready, Rick? >> Hner? >> Yes. >> Sellings? >> Yes. >> Hawk? >> Yes. >> Matthew? Yes. Kuckerman. >> Yes. All right. And then our last item is adjourned. So we'll adjourn the meeting today at 8:02 p.m. So thank you everyone. >> Good night Oral Nation. Stay warm. That's moving the