001Good evening everyone. >> All righty, we are back in open session. So our next item is board mission statement and agreements. >> Yes. Uh board mission statement is we will develop policy that's representative of our community, set goals and lead our district by collaborating. Uh our beliefs are stand up and own it. We are one encourage to grow. Uh we own the responses that we provide. We do this together as a full team and uh we continuously try to learn and grow from uh the individuals that we get to listen to every single day. >> All right. Uh next item is our consent agenda. Uh the first item is the adoption of the minutes from the board of education meeting on October 27th, 2025. Uh and then a second item listed is the treasures report
002which is found in our board packet um which has not only financial reports, cash on hands and the graphs that support all those numbers. So look for a motion to carry on the consent agenda. So >> move a second. >> Then roll call. >> Matthew, yes. Skellings, >> yes. >> Hawk, >> yes. >> Huffner, >> yes. Um, next item on our agenda is where we get an opportunity to share a moment of pride. So, I don't know if anyone would like to, uh, start us off. >> I can get kicked off. Yeah. So, I've had a chance to spend a little bit of time in the wrestling room with the the high school wrestling team as they get their season underway. I think we have first meet uh coming up next Tuesday, right? Next Tuesday.
003So, uh Coach Park has been up there showing the boys and girls a bunch of uh good good technique and coaches Heath and Foresight are excited about the the crew that we've got on the on the mat so far. So, should be fun. I'll mention I we attended the musical again this year and as usual it was excellent and and not to get repetitive from year to year but it always amazes me the confidence that the students have to stand up and and sing their hearts out like they do in these musicals every year because again when I was back way back then uh that didn't happen. Kids were not going to do that. So I always love that. And then I also had a chance to go to the Trefford Gallery last week and
004see the I think Matt mentioned in his notes um the space theater project whatever however they called for this semester and the depth of the stuff that the kids did the different levels of classes and the different level of what they did was also very amazing. >> Um on the boys basketball they had a pizza sale and they they joined with the youth group as well. So, it was all levels and they had the distribution. I think it was two weeks ago tonight at Village Park and a lot of the varsity players and JV players showed up to help distribute and final numbers not in but it's somewhere around $12,000. They raised some of those pizzas. >> And then yesterday, John and another coach and eight of the varsity players went to A&W and helped
005offload the Christmas trees and work for them. So starting to get a lot of involvement in the community which is good to see. I'm still getting sad a little sore. >> Um I'll echo I went to the Christmas Carol play as well and it was fantastic. Um I took my kids uh so third grader and kindergartener and Adler you must be working with Mrs. Erands at FLC. Yes. >> Yes. >> So star struck to see you and I just thought it was awesome. So yeah. So you did great. you've got some fans and some kids who eventually want to be in the play, which is pretty cool. Um, I also went to the fall gallery at Treffort. Um, which was it's always just amazing to see all the work that's put in there and just
006the talent. Um, I went to the FLC concert on Friday for the fourth and fifth graders. Um, Mrs. Arens does a fantastic job with all those concerts. And I think this year, uh, it split, uh, two grades only per concert, so three different concerts. And I think worked a lot better. There was a lot more room for seating. I think the parking was a lot better for people. So, um, they did a pretty cool, it was a fifth grader a song with some finger lights. Um, and they they turned all the lights off in the gym and it was pretty cool to see that. Um, again, lots of talent, music talent that I don't have. So, I really appreciate that. Um, and then tonight I went to the fall festival at FLC with my kids.
007Um, and it was just an awesome time and to see all the staff who stay after school and put all that time into working the games, setting everything up. Um, it's just awesome that they do that for the kids. So, I appreciate that and kudos to everybody who worked on that. >> Cool. Yeah. The only other item I had was the pancake breakfast. Um, it's I think it's like the unofficial official kickoff of winter, right, for for North. So, it was cool just to see everyone come out, support the community. Opnist does a great job with it. So, I just want to continue to thank them because I know they do a lot for our district as well. So, All right. Now, we have our Horseman High School student spotlight. So, I don't know who
008I'm turning to. >> Yeah. So, I'll introduce them real quick. So, we have Reese with us. They were in Christmas Carol and uh they're just here to share. I mean, one of the big things we talk about is making sure we talk about our offerings for students and this is a great way to showcase them. I mean, our athletics typically they're getting newspaper coverage, things like that. But I know you guys all support it. But we have a kind of a little hidden gem here in North Fondac. So they're just going to kind of speak to, you know, what it means to be a part of that program. Some of the work Mr. Rasmus and Miss Levery do there uh just to really keep our music department thriving as a whole. And um speak a
009little bit to the opportunities they have. So over to you guys. All right. Um, I think just to start off, I know that personally I am very grateful for the opportunities that we've had over the years and throughout middle school and high school with the music department because just knowing that not every school has that is just such like it's so special to me and I'm very grateful for that fact. I don't know if you wanted to add on that. >> Um, yeah, I think it's really special that we have the auditorium in the high school. So, we're actually able to do um these musicals and stuff like I know Springs rents out the auditorium and I think that's really cool that we have that space to do that. >> Yes. Um with the musicals
010and the choir concerts and the band concerts, like we have a designated stage for us >> and that's just really cool to have like in our school. >> Yeah. Um >> and you can brag a little bit about like you all that fun stuff. Floor is yours to kind of break yourselves up a bit too. >> Um I know WSMA honors choir. That was fun. >> Yes. Um we in what the summer >> in June we went to a summer camp for the state honors choir where there's like 150 students selected out of over a thousand students that audition and me and another friend of ours Nova were selected to be in that choir for those choirs. So that was just really cool in itself. And then in the summer camp, it's three days. And
011I probably have done the most singing in a day during that camp. It was a lot, but it was so much fun. So many great friendships during that. Um just unforgettable memories. >> A lot of new people. >> Yes, >> it was a good opportunity. Um there's the um coral cabaret which is in the last second the sec second semester of the school year. Um closer to the end of the year. Um we have the coal choir doing normally just what show choir does which um we're also the show choir choreographer. So that's that's fun. >> Create the dances for the students which is very fun. also a challenge but little nerve. >> We do love it. >> Um but yeah, we get to have a little spotlight, senior spotlights during that. >> Yes. >>
012Um showcases some talent in there. >> I know that since I was a freshman and I got to watch the seniors perform their senior solos during Coral Cabra, I was like, I cannot wait to do that. And now it's finally my year to do that. And personally, I have no idea what song I'm going to do. I just know I'm very excited about it, but it's just a really cool opportunity that the choir gets to do and like you get to look forward to it throughout all four years of high school. >> And I mean Florida trip for band. >> Yes, we have that coming up. >> That's very fun that we have that opportunity. Um just in general like the choirs and the bands like our concert choir works so hard for our music
013and also the three bands. We have the freshman band, the oral band, and then you work on that, and then you get into the symphonic band, which is sophomores through seniors, and then the jazz band, which you are able to join that if you'd like. I am in all three bands. And I just I love being able to witness myself grow, but then as a senior, being able to watch everyone else grow, that's just a really cool thing to see throughout the years. And just being able to play different music. Like symphonic band plays completely different music than jazz band plays. And it's just really cool for the different genres and styles of music that we get to play. >> And I feel like at least this lighter likes to throw in some easier pieces
014to kind of like give us a break. And she also gives us harder pieces that kind of makes us work a little bit harder for them. >> Definitely. Second semester is like harder music because we have more time to work on it. rather than after the homecoming game, we get our Christmas music for about two months and then we have the concert. But for second semester, we have the whole semester long to work on those pieces, which is really cool. And then we also have solo ensemble for band and choir, which is this really big festival within our conference where you can choose to do a solo, a duet, a trio, an ensemble with the band or choir. There's show player for solo ensemble. It's just really cool. And then what I personally like about
015it is the feedback that we get because you don't necessarily get that from just our school. And it's these professional judges that actually like you can learn and build off of what they tell you, which it's helped me throughout the years a lot. >> And just facing your fears with that, too. just going into it and like my first time singing a solo when I was in eighth grade, I was terrified. I have watched the videos back and I'm like, I can't believe I was the same person. But like now it's just so crazy how that's helped me become the more confident performer that I am now. >> I feel like that's the same way with the musicals, too. Like your first show is always really nerve-wracking. I know all shook up. my first show
016I was like ah >> but yeah I think it helps a lot with confidence being in able to perform for people um helps a little bit with stage fright too I know I was a little I had a little bit of stage fright when I first started but it was I think I've grown a lot from where I was then to now and it's helped a lot with >> yes >> there's the musical and there's also the play which doesn't necessarily have to do with music, but it's still in the theater department. And that's just another opportunity because not the same people that are in the musical are in the play because not everyone loves the singing aspect, which is okay. We still love that, but like we have some pit members and some crew
017members that are now in the cast for the play, which is really cool to see that everybody coming together for a different purpose. I think for me besides like all the music and everything with it, the biggest thing is the friendships. >> Like me and Ree have become friends through choir and band and I've met so many amazing people throughout the years and it's always the hardest goodbye when the seniors have graduated. So >> cabaret is bittersweet. We do a senior song during the coral cabaret performance and usually if you happen to see in the wings a little bit there's many many tears tears on stage there's usually tissues going around. It's very emotional but it's heart touching that we get to feel this emotional and it's a good thing to be able to have
018something that is so hard to say goodbye to. It becomes a family sort of >> sort to speak. >> Yeah. >> Like it's not just the class, it's the band family or the choir family or the music family that comes together to make music singing the songs, playing the songs. You may not be best friends with everybody, but everybody makes the music happen. And that's what's amazing about it. I know we love our sports, but music is really cool, >> too. Question. Um, so there's districts unfortunately because of budget concerns have to cut things like the music and band programs. And if if you were students at one of those schools, how would that affect your overall school experience? Would would you be able to adapt or what are your thoughts? I definitely think that
019sometimes I like coming to school because of the music aspect. Sometimes I'm just like, "Oh, I don't want to do work today." And then I go into band and choir and it's like, "Oh, I guess it's a little better." I think if that were to happen to our school, my school day, I would honestly dread coming to school because that's what I'm looking forward to every single day is going to choir, going to band, seeing those people that I don't get to see in my classes cuz we're not in the same grade and everybody's in a different class. But every single day we have the fourth hour choir and the fifth hour band. You get to see your friends every single day in the same class. And like I said before, making the music on
020that, like if that was taken away from us, I feel like my school experience would never be the same. Not to put you on the spot, but do either of you have uh plans to stay connected to music and theater in your future? >> Um, yes. After graduation, I plan to go into music education with a minor in drama. So, I would like to keep the music touch in my life for a very long time. >> I would also agree. I'm also thinking about going that way. Um, muffins for sure. Yeah. I also said I wanted to get that. So >> good choice. >> Yeah. >> Can you talk to us about how many hours you put into a musical? Uh you know just again you talk about family and there's a reason why there's
021family because I don't know if you want to just >> Yeah. >> give the rest of the room like how much time you put into something like that. Um, so literally the auditions are the first two days of school and then we get the cast list on that Friday. Then there's a 3-day weekend for Labor Day and then we come back and rehearsals start right away. We have our first read through for two hours. And then every week, Monday through Thursday, we have the rehearsals every week leading up to the musical. And it's like 2-hour rehearsals leading up to our tech week, which is like 6 hours after school. We stay there until about like 900 9:30. >> Students are fed. >> Yes, we are. >> Wait, did you hear that? >> Some might say
022that's >> um >> Yeah, but there's so much time and dedication with all of that. just I feel like going into the musical, even just going into the audition, like you're already dedicated for that and being able to be in that cast, coming to the rehearsals, like it's so much dedication and time, but the time is used in a great manner and we build off of that and that's what makes the musical and the plays and the concerts, everything so great. with just the two months time for the musical. Um, I think it's amazing what our peers and everything is able to happen. Like >> especially during tech week, I feel like we really shape up the musical a lot during that whole week that we're there for. Um, yeah, it's like Monday you'll come
023and you're like, do we even have a show yet? And then by Thursday you're like, oh, we got this. >> Yeah. Oh yeah, >> because that tech week is the first time running it with the cast, the crew, and the pit. It's very hard to like match everything the way it's supposed to be. But then by like our Monday rehearsal cuz we start the weekend before the musical. By Monday, it's pretty much smooth sailing from there and just repetition after that. So >> shining things up a little bit. Yeah. >> Mhm. And then one more question about transferable skills. You talked about a little bit like building the confidence and other things like that. What skills do you see yourself using now as you leave high school that can carry from that stage or you
024know uh that chair whatever it might be uh to the real world that you you're embarking in on. Um, I think for me just being able to talk to people like I am right now or a larger audience. um being a music teacher for an example, having classes and being able to speak and connect with the students even and not being afraid to quote unquote perform or help them build their skills and learn so much about music that I've learned. um just being confident in myself as a person and helping other people become their person just like I have throughout the past how many years. >> I think I personally from like my freshman year up till now I feel like I became a lot more outgoing because of the musical. I'm not more like
025in my shell as I was. Um, I don't I think I was a little like a little socially awkward. Um, I think it's definitely helped me a lot speak out more than I was before. So, at least that's for me. >> Yeah. >> Awesome. Awesome. >> No solos this year. >> Uh, not for this one. If I could just piggy back quickly, um, two wonderful performers on the stage, but again, we had 16 pit members under the stage. We had five running crew, but 15 crew build the stage. So, we average about 45 students each musical um, for those two months. And before tech week, they're all doing their independent work. We're frontloading all the lines and the camaraderie, the musical family. And what's toughest always is that Monday after the show because when 3:15
0263:16 hits and that show is done, it's on to the next thing. And that show, those students, that family, that belonging that they get. Not everybody is in athletics. Um, but a lot of these students, this is their niche. This is their belonging, their sense of, you know, togetherness. And so to offer that, to see um the growth musically and otherwise from those students, from the cast, the pit, the crew, um it's immeasurable and it brings it fills my bucket and it fills I know the other director's buckets as well. >> It's kind of almost like what do I do now? >> I don't have anything after school now. >> And and and not to um I don't want to equate success or lack thereof with the attendance, but um thank you for the shout
027out. And this was one of our most um attended shows. We had over 200 each show. Uh I can't recall the last musical probably since Wizard of Oz that that was the case. So um you know speaks a lot about the community, the support and um the awesomeness that happens above, below and behind the curtain. >> I know me personally I had a lot of family and friends come up to me and be like that was my favorite show that the school has ever done. So nice. >> I just think that's really cool. My aunt came from South Dakota to see >> No, they must stay until the vote. >> Thanks for coming. >> Thank you. >> All right. That's awesome. >> All right. Next, next item is our clerk's report. So, Rick, we have
028a minute. >> Oh, sorry. Yes, I skip. >> Thank you, Steve. >> My fault. My apologies. Uh, student council. >> Okay. Good evening, board members. I'm excited to share some highlights from student council as well as updates from other clubs and activities happening at Harassman High School. for student council tour annual tours competition began at the beginning of November and is finishing today. So finish today as presently as previously stated each home room collected money to purchase Christmas gifts and essential items for students or families in need. The home room that raised the most was Hans's home room with a total of 113.228. The total amount collected across all home rooms was $372.28. Although our goal was $500, we came close but didn't quite reach it. It seems that some students were not as motivated
029despite weekly reminders being sent out awarding daily bars per grade level home run that has the most and having Mr. Harkov be taped to the wall if that amount was to be reached. >> We're just moving on. Yeah. You said by end of day, right? You still got time. >> No. >> 128 hours. >> Um, for the pinkout game, the pinkout committee had its first meeting this past Friday. They're working on organizing a big show during the game raffle basket fundraising, creating new shirt designs, assigning dress up days, and planning decorations throughout the school. The intention of this game and all of the fundraising is for cancer awareness and research. This is a long-standing tradition at the high school that students will continue to do each year. The peacock game will take place February 13th.
030Secret Santa Secret Santa will take place for both staff and students from December 15th through 19th. This fun activity is designed to bring holiday cheer and living up the school community. Students choose who they want their secret Santa to be among the staff that choose to participate and then give them gifts, poems, paintings, etc. over four days. The teachers give their secret Santa their presents on the last day and their identity is revealed. This is another longstanding tradition the staff and students alike love to participate in. for Key Club. The club has several new volunteering opportunities coming up. Members will be assisting at the FLC fall festival by helping run games, and they will return on December 4th to help younger students with holiday themed crafts. The club also plans to continue supporting the public
031library and the children's museum, which have upcoming events such as snowflake day that members may participate in. Recently, many members volunteered at the committee pancake event, and it was a positive experience that they truly enjoyed. For NHS, this month, the National Honor Society is staying busy with a number of service and fun activities. We're hosting a holiday readalong for younger students in early December where members will read stories, do crafts, and interact with students. We also have a bake sale planned for December 9th to raise funds. Additionally, our members will volunteer with the Salvation Army in December to help with setup and distribution for their holiday programs. We're also participating in a raffle ticket sale to help cover part of the cost of our spring banquet, which is scheduled for April 12th, 2026. For SE,
032the SE club has been active with several projects this month. The group recently completed its food drive and successfully assembled 33 boxes of food for families in need. Members are also preparing the upcoming holidays around the world bulletin board to highlight cultural celebration throughout December. The club is currently exploring new SC shirt designs with plans to reopen sales for a previous design as well. In addition, students continue to support peers through t tutoring including math help and bilingual assistance for eighth graders. Overall, the club remains focusing on ser school involvement and creating positive supportive opportunities within the school community. Some student accomplishments. As discussed earlier, we had a successful fall musical of a Christmas Carol. It was great seeing so many community members, staff, and students attend as the students had a phenomenal performance. Winter
033sports and activities are officially in full swing. Stop by the Horizon High School to attend when on a night you want to support the Orioles. And that is it. Any questions for me? >> Can you tell us a little bit more about the tutoring for eighth graders for bilingual? I mean, what does that look like? >> Um, personally, I wasn't in the meeting, >> but I know the >> jump in. >> Yeah, Mr. Mi is here, the one that is in SE. >> Yeah, we have a couple different opportunities. Um, we send uh kids down to ELC. Um, ELC, I know last year my daughter was in ELC and half of her class was Spanish speaking and they didn't have a lot of support. Um, so we send a lot of our bilingual kids down
034to ELC just to help out and communicate with kids and build relationships. Um, we also send kids to FLC um to kind of do the same thing. And then every once in a while, our ML department might say, "Hey, do you have someone available this hour to help a kid who's struggling with math down in the middle school?" So then SC has 45 kids to choose from. So usually someone's available to help out and and go down and um give up some of their class time to go help someone else. >> Thank you. That's great. Anything else, questions? >> This will be my last game though um as I will be going to Mexico. So >> until next January. >> Okay. Okay. >> All right. Our um next item is the clerk's report now. So
035Rick, >> uh for donations, Backpack Buddies, All Tools NTD and DT inspection was $1,500. Charlie's banquet hall, $200. Wayne and Janice Shingan, $50. And then for boys basketball, there was the $1,000 anonymous donor. >> Awesome. Thank you to everyone listed on the on the screen and what Rick shared. Um, next item is citizens comments which I think we don't have any citizens in the room other than the staff. So, we'll jump to the next portion. So, superintendent's report. >> Thank you. Uh, as always, we do this in the segments of our buckets within our strategic plan. And the first one we're going to attack today is learning and academics. kind of have the horseman team come up and start uh their presentation for >> first few slides I'll kind of kicked off the first few
036were uh our student spotlight. So again, shout out to Adler Ree and everyone was in a Christmas field. That was awesome. Uh but as far as our agenda for tonight so we'll go over a little bit of data. I'll review our SLO for 25 26 school year of course man some of the action steps behind it and alignment to our universal tenants tenants behavior I know that FLC and BAMS did not report on that but now that we're already a quarter in I'll talk through that more we just have more data that we can talk about through that be good Mr. quadrant is also here to give an activities update his participation. We'll speak a little bit to our social emotional learning what we're doing and I'll explain what above average means as well and
037you know a little bit of the horse man through it. So overall the data that we'll go over here it's just meant to give a current state and we're at quarter in. So really now it's more we know we had some work to do. Here's the work we're doing right now because I'm the last school to uh provide an update here. So it'll be a little bit more on what we're doing and what has been done as opposed to forward thinking and then kind of our pathway. Again, our desired state's always 100% proficiency because that's what every student deserves. Um so talk to that a little bit. I'll speak to some of our data here. Uh high school a little clunkier than K8 to be honest with you. I isn't a tool that we give
038to all of our students and that just given uh the intent of that tool and the data we received from that. It's not ideal for high school students as really phases out that grade eight level. But what we often have is lagging data a lot at the high school lagging just last May. That's usually the data we're going off of from pre that. So we're working on different ways and I know Jen, Cara, Tom and others will talk tonight on how we're trying to get more data points to triangulate to get a little better picture of students as far as it there. grade nine, so current 10th graders for us right now where they were last year. Uh this is just a snapshot working with John Graph at CISA 6. This is some of the
039data reporting we reviewed back in August to kind of set the tone and help build our SLO. So this is really where our starting points were. Um obviously as we see 42% um and 3% were either meeting or advanced. So nearly half of that class is meeting or exceeding. uh 32% developing, 22% approaching. I'll speak to that in a second. That was for math and ELA. I don't need to read them, but the exciting part with it knowing we have say for uh the top one there with our math, you know, 45% of students are meeting that really now it's that approaching and developing as we break down that data more. Obviously, I won't put student names and all that up here right now, but how close are they to that next bucket or that
040threshold to rise? And that's the exciting part right now is some of the student category. We have a high amount that aren't far away from that next bucket. And same with approaching even our meeting students to be in that advancement. So then for us it's really what are those key skills strategies in the classroom for all students to organically bump that forward a little. But then also again I don't want to get ahead of myself. this group will talk to on how we're also being intentional on some of our more concerning students or students who are showing bigger need for further support. What can we do to also move them forward? So again, that's a grade nine snapshot from our prec. So grade 10, these will be these are our current juniors right now. Um
041in this class, 18% are meeting our advanced uh in math and we only we have roughly 20% meeting our advance in ELA. Uh here the big bucket is our approaching group. Uh so that population of students that's really kind of the niche here because that point category is a 15 or 16 composite. That's a reality too. And knowing we have nearly 50% of that entire class within a point or two of the next category up is super exciting for us. Uh as you look at school report cards, things like that, a big component in that data as well. Um we've seen our achievement go up. I think it was a x amount of percent on this year's report training was like 9% which is good achievement data for us in that bucket but now it's
042really we're primed to see that growth really take off here so that's why I wanted to highlight that what is now our current junior classes they'll now take the ACT this year uh but we're kind of in a neat little category there especially in that math domain uh data ACT so just compare our high school composite I'll go through the historical a little bit here too um But our average was 17.3 this past year. So our current seniors and then state average was 19.3 which has stayed pretty consistent over the year. This is just I think a four-year snapshot here. We did see a little trickle up. Uh one thing to note just we've seen it nearly a point on our composite growth organically here now in the past three years. So trying to continue
043that trend. Uh ACT I guess doesn't really give us any favors this year. And looking back at historical data is that test will look much different this year. Um they've reduced some of the sections reduced some question for example instead of five options they only get four on it now. Uh so it'll be a little unique. I know Pearson and ACT promise us that the comparisons will be very consistent. I tend to be a little bit of a skeptic on that but we'll find out. Data is data. Uh, but that's one thing I think you'll get a little better accurate depiction of what our student performance really is because now they have roughly a minute and 10 seconds per question. And that's really kind of your strategy on an ACT test because that's the only
044test for the most part. K8, they don't have time test. So now you get to high school and everything's time. It's just that's a big skill we need to work on alone. Uh this is just a different breakdown historically by English, math, uh the reading, science, comp STEM will look a little bit differently this year. Uh science and writing are no longer required nationwide, but Wisconsin will maintain our status on requiring the science and writing portion with DPI. And then science and math actually piggyback each other a little bit this year. Uh so historically science is very heavy on analyzing graphing data or just trend data things like that whereas now math is going to have more questions uh data graphs things like that. So it's kind of catching both worlds and then that will
045be form with STEM score for us for students. So that that's one of the buckets I'm intrigued by this year to see what that data will look like as we come in. Uh but again just gives a little bit of a historical SC just stands for school. Uh the STS are state then. So just a little comparison of where we were back from 2020 to now. Any questions on that before I keep pushing forward. All right. So again, ACT data. This will make a little more sense as to our SLO goal and things like that on put our reading subcategories in here where the percentages are. The top shows how many students that is and then a percentage down there um with either the proficient basic or below basic obviously a bit work to do
046but 54 percentage are meeting our proficient basic so we have some work to do as well so next steps we're going to talk a little bit about that I mean it's obvious given our data we got room to grow that's we talked a lot about that right now in our building not only as staff but with our students as well. But the nice thing and the team we have here tonight, these are some of our key members, but also the willingness for our staff in the past two years, our focus on SLO priorities in our building have shown growth in those focus areas. And now having the data and now having more data tools to triangulate that to move forward and be more intentional with our work, we're super excited. uh and staff. I mean,
047that's why I kind of want to highlight like we knew the data coming into August, but we're a quarter in and we're seeing that work and the students are getting pushed, the accountability is coming up, a rigor's there. Um so, it's just cool to see all hands on deck rolling up the sleeves here and then, you know, staff don't necessarily get to see some of the stuff. talk about their interventions and that um clear as day, but knowing we also have those underlying themes behind us and supporting it up. I mean, it's going to take time, but I think we are finally getting our footing and that stability to start making some pretty big leaps here. So, the next few slides that we'll go through highlight some of those action steps. Uh, and I'll jump
048a little cart here. Our SLO for the building before Jen and then talk a little more to it. uh we chose to focus on the area of fluency uh in reading text and being able to read the text comprehend it like there's other skills we're working on the past two years we worked on our vocabulary expansion uh knowing we have a diverse student population how are we best supporting students whether they're learning English as a new language and things like that how are we expanding their vocabulary to make it more normed across all of our curriculum so you know science had taken time talking about like was uh like you know what does bio mean, well, how does bio also relate to another class? And just getting some of those roots and stems and all
049those pieces to focus on with our staff and students and it became kind of fun as students would start making that connection in like a physical education class what they're doing in science and then you're also talking about another class. So that was a nice piece here as you look at the data and Jen and Carol will explain a little bit more is how we got that baseline data for the year. uh chose that our baseline for our freshman class is 30% proficient on skills. Uh our goal will be 42% by the end of the year just with the intentionality around it. That's still a pretty lofty goal but also one within reason in our opinion. Uh we'll talk to why you know the sophomore class they're not just an anomaly. That's a reflection. I
050know I touched on that briefly last spring on some of the work Mr. Moy did last year with with Jen as well. Um, >> it just shows that sophomore class has already had 65 proficiency and that goal is 77%. And that was on some universal tier one strategies and now we're implementing that. So, we're going to start seeing that ripple up in that as we get data and again we always talk to trusting process. We understand K8. We're trusting that journey and pathway and I think the direction we have as well. Um, but rather than read all of them, I know you guys previewed this too, but junior and senior class, we we're doing some work and it shows we're now kind of where we're getting. We're starting to see that bubble rise. Um, not
051that we're giving up on the juniors and seniors. We're not. Uh, it's just that intentional focus is paying dividends right now in this small sample size already. >> Is the proficiency relative to it's a different proficiency target per grade? So this will be based on the Dibbles assessment that agenda to get a baseline with those students. Um so those speak a little bit too how theyated that. >> Yeah, that's the next slide. >> Yeah, I think it is. >> Yes. Uh so hi, I'm back. We get to round out with the high school now. Uh Jen and I have been doing some amazing work with the staff and students in the high school and we're excited to share with you a little of the work that we're doing. Um, so this is where we uh
052like Dwayne was talking about with the start of our SLO of again it's kind of an anomaly. We don't have an I Ready assessment for the high school. So how are we going to get a dipstick of where students are at? So um Jen uh went in and did a dipstick in each of the grade levels and uh used a dibbles assessment to see where we're at with a random sample of students and this is where that was from. So this uh again like Dwayne was saying the sophomore class had fluency with u Mr. Mafy in their freshman year. So we are seeing that uh effect on our students when it comes to our data as well. And then this is where all of our SLO work is going to be working around is improving
053that uh fluency and proficiency with our students. Kira, can you just talk about what Dibbles is like just so people have a clear understanding of what is being assessed and >> yeah, there are many reading assessments out there that you can use. Dibbles is tried and trueue system that goes up to eighth grade proficiency. We can use that eighth grade um assessment with any grade level proficiency um uh oral reading fluency. So, we were able to do a freshman uh equivalent reading fluency and compare it to a dibbles and see where they were at sophomore, juniors, and seniors as well. Yeah. So, it's just a very well-known reading assessment. >> Can you speak to the sample size that was taken per class? >> Yep. So, we took about 20 per um per class uh out
054of random classrooms. Um we uh it was not classrooms that was an AP classroom or a high intensity classroom, but out of other random classrooms. So 20 students out of about 100 is um about 20% of the population. >> Thank you. >> Yeah. Um and again like Wayne said, this is one way that we're getting data. We have many other forms of ways that we get data to see where our students are at. So if you click to the next slide, we um are using that to go off of our home or our SLO work. So, um, our SLO is going to focus on that tier one and tier two. So, they're kind of broken into two different sections. These are the things that we're going to do to support tier one. Um, Jen has
055been doing some amazing work universally with the entire staff of how every content area can add fluency and vocabulary work into their um, classrooms. And then we also are doing that um, within like the oral reading uh, assessment piece too. So, we are we're going to be taking those dips six in fall, in winter, and in spring when it uh to see if we're seeing the growth in across that tier one. We also have tier 2 interventions that are in place at the high school. Yay. Super exciting for us. We have about 8% of our students that are in a tier 2 intervention and are being um receiving some support where we're going to be we are weekly weekly parts monitoring them as well too. And that's uh in relation to fluency. I got the
056next slide. So just some of the action steps on that. I know Cara talked about tier one universal. So things we've been doing in our CT time we've been very focused on and Jen's came in handful of times here to show different strategies that so for example in math if you have a word problem for that fluency it might be having two students read it together and then like you know you read it to me now I repeat back like all right I think this is what the question asked and now they would flip. on other classes too, just having that read aloud like it's simp the impact of just reading a text to students out loud for them to hear it and comprehend it. And we talked a lot on our pace too. And
057it was that was a fun activity with staff like how fast do you organically read out loud? And then we did an activity with like a lot of staff were way too fast. And then when you slow it down to read, it's outputting into that piece like students come from all different walks of life and have different learning abilities and things like that. Like how are we actually presenting something? if it's as simple as a slowing how quickly we read or paying attention to punctuation and things like that and that's getting embedded across all classrooms right now. So that's our universal focus is how are we embedding fluency into each classroom uh you know whether that's again paired reading teachers reading aloud different comprehension skills with it as well. So this isn't just a ELA
058department focus. This is everyone like our Vocab the past few years. Like every staff member and department has a focus. And Jen, I think you gave what a toolkit of 50ish strategies and tips and if there's one that isn't on there, Jen is constantly running to support staff or they're picking each other's brains on, hey, you do this and there if I try it this way. Um it's again it's pretty exciting but that's some of our action steps around is focusing our CT time uh monthly grade level we meeting meetings we're not really getting a ton into the SLO but there's time for them during oral time once a month to meet his grade levels our PD days none of them have occurred yet without some sort of focus on our fluency in SLO now
059that we're a handful of those in just coaching cycles around with as staff like I'll talk more about universal tenants later but just how are they staff know what I'm looking for when I come into a classroom, what's expected. And uh for me, it's never a gotcha moment. We all know what the look fors are. Uh the fluency strategies, again, Jen never disappears. She doesn't hide. She's always there. Hesitate taming. Again, a lot of this happens behind the scenes, but we're there. And then also starting to focus on like the intentionality of the assessments and how we're gauging that student understanding because that's data. That's a high school. Um again, we're a little bit of a unicornesque on just without I reading that. We we have to be way more cognizant of what is our
060data telling us from our work in the classroom. So, how are we using that? You know, Rick is really struggling in math but performs really well on the preac, like why is he struggling in my class but performing super well there? Like where's the glitch and just starting to have those conversations like what what does the data tell us which has been good and then I know we'll talk more about tier 2 supports interventions as well. >> Yeah. So um at course mam we are doing that universal support. We have some teachers who are taking that on in their classrooms across all of their hours where they're either putting in that full tier one vocabulary work or preacct work or fluency work. So we have some amazing teachers who are willing to take that on
061their five minutes of their day that they're doing that reading work as well. Um we have started like I said those tier 2 interventions as well and then all of that's going to be telling us what we should be doing within tier three. So, like we kind of said with BAMS, we can't determine the need or the support until we have a good RTI system in place. So, we're starting with that universal instruction and then um starting with those tier 2 interventions um using that to really support where our students are at and then we will determine those tier three. So, this is just kind of a road map of what we what Jen and I have done to get to where our students are at with tier 2. Um so we started with that
062pre-ac data that John Graph had um done with us and we teased out who is below benchmark. So we looked at under 12% um above that was was that was kind of like our threshold. Um then after that, Jen has over the years um done reading assessments with these students, whether it be grading level equivalency, fluency, um more like a a word assessment, and we have some form of data that we could pull up to to see does their preac match a reading assessment, like is this kid a struggling reader? Then after that, we were able to um give the the students the I Ready assessment. It goes up to grade 12 for the diagnostics. were able to um determine where they're testing.